Programme/Approved Electives for 2023/24
Available as a Free Standing Elective
Why do Earth's landscapes look and behave the way they do? Why are there mountains and rivers and glaciers? Why does it rain? Why is sea level rising? Covering topics such as climate change, landscapes, ecosystems, sea level, glaciers and coastal environments, this module offers a self-contained introduction to physical geography for students from a variety of backgrounds (including students with no previous experience in the subject). The module also provides a foundation in the subject for students who wish to pursue it to a higher level. The main learning outcomes for the successful student will be: knowledge and understanding of core material in Physical Geography; appreciation of the dynamic and research-based nature of the discipline; the ability to use geographical evidence to explain features of the physical environment.
Talis Aspire Reading ListAny reading lists will be provided by the start of the course.http://lists.lib.keele.ac.uk/modules/esc-10039/lists
The module aims to provide a self-contained introduction to physical geography for students from a variety of backgrounds, including those with no previous experience in the subject, and to provide a foundation in the subject for those students who wish to pursue it at a higher level.
Intended Learning Outcomes
briefly explain important concepts in Physical Geography, including the dynamic, plural and contested nature of the discipline and the contribution of research to the development of knowledge, recognising the importance of clear, concise writing in science: 1identify and describe major components of the Earth's physical-geographic systems, including patterns of variation in the global environment and connections between global systems and local landscapes: 1combine different types of geographical evidence in order to describe and explain phenomena of the physical environment in a variety of written styles appropriate to the discipline: 1,2carry out independent reflections, personal research and other self-guided activities to supplement the module's core content, and curate these into a reflective log that demonstrates their ability to elaborate on basic knowledge by the thoughtful selection of extra activities or case-study research: 2
22 hours (11 x 2) scheduled class meetings 55 hours (5 for each of the live classes) working on online resources or doing set readings in preparation for or follow-up from the class.38 hours working week-by-week on the reflective log book activities and completing the write-up35 hours independent research for the essay, and writing the essay
1: Essay weighted 50%
Description of Module Assessment
1,500 word essay1,500 word essay, plus reference list, on a title chosen from a list provided in the module handbook at the start of the module. The specific-length format is a deliberate challenge to help students learn about the important skills of writing concisely in science and meeting wordcounts in a professional context, so the wordcount for this item will be a fixed upper limit.2: Reflective Diary weighted 50%
A reflective and creative weekly log-book exercise.Students conduct independent reflections, personal research and other study activities throughout the module to supplement the module's week-by-week in-class material. They compile these activities into a reflective log that mirrors their engagement with the module's core content and their ability to extend that core content by their own thoughtful choice of extra activities or case-study research. The complete diary or log book will have a suggested word count of 2,500 words, plus illustrations and references, but this is likely to be broken down into a series of much shorter items in most students' submissions. Students will be guided through the process throughout the module.