Please note this module descriptor is indicative of the structure of this course and may be subject to change.
This module outlines Earth‘s physiography, consolidating and extending prior learning. It considers the patterns, processes, interactions and change within the Earth system at a range of spatiotemporal scales, building from a systems theory base. In doing so it draws on the disciplines of climatology, ecology, geology, geomorphology, hydrology and pedology.
This module prepares students for the advanced themes of Ecology (NS5205, NS6206), Environmental Change (NS5303, NS6302) and Water (NS5306, NS6305). It also secures a foundation in Physical Geography that underpins the theme of Global Sustainability (NS5302, NS6301).
Earth, Ocean and Atmospheric structures and processes
Surface and near-surface processes and geomorphologies
Biomes and Biogeography
Pre-Cambrian, Phanerozoic and Quaternary Environmental Change
Hominin evolution & dispersal
A student passing this module should be able to:
1. Demonstrate a broad understanding of the origins, nature and interactions of physical geographical systems
2. Abstract, synthesise and attempt interrogation of theories, concepts and research findings
3. Collect, cite and reference appropriate sources
4. Write cogent and concise essays within defined guidelines
5. Act with limited autonomy, taking responsibility for the nature and quality of work presented for assessment
A course map contains a list of the individual study units, called modules, that you study to complete your course. Some modules are compulsory, but you can sometimes choose modules outside your core area of study which interest you.
A module is a self-contained, individual unit of study. The module descriptor provides various details about the module including who the module tutor is, what you will be studying, how you will be assessed and what you will have learned once you have completed the module.
Course maps and module descriptors from previous years can be found in the Course Resources Archive.
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