TRINITY COLLEGE DUBLIN SCHOOL OF NATURAL SCIENCES. Sophister Years in Environmental Science

Transcription

1 TRINITY COLLEGE DUBLIN SCHOOL OF NATURAL SCIENCES Sophister Years in Environmental Science

2 2 TABLE OF CONTENTS PAGE Introduction.. 3 Staff How to contact us.. 4 Contributing Departments. 5 Course Objectives.. 5 Programme of Learning Outcomes... 6 Description of the European Credit Transfer System (Credits) 7 Modules Outline.. 8 Moderatorship Course Structure Junior Sophister Module Descriptions Senior Sophister Module Descriptions Field Trips 48 Equipment Finance Safety Sophister Assessments and Examinations Plagiarism 58 Using Turnitin Instructions for Students Final Year Moderatorship Theses General Information Student 2 Student.. 69 Other Departmental Information.. 70 Library.. 70 University Calendar Your attention is drawn to the University Calendar Part 1 (the relevant parts of which are available at registration, or from your tutor) and, in particular, sections G & P that outline general rules governing all students progression through College and the Faculty of Science; in addition your attention is drawn to Sections H5/H6 regarding attendance. In the event of any conflict or inconsistency between the General Regulations published in the University Calendar and information contained in course/departmental handbooks, the provisions of the General Regulations will prevail.

3 3 INTRODUCTION A Welcome to Environmental Sciences at Trinity Welcome to the Environmental Science Moderatorship Programme. This booklet aims to provide you with most of the basic information, or information sources, relevant to the courses you will undertake over the next two years. Environmental Sciences is by its nature a multidisciplinary research area a study of the various interactions between the biological, chemical and physical components of our environment. Environmental scientists have training that is similar to other physical or life scientists, but is specifically applied to the environment. A broad scientific knowledge is required which may also involve an understanding of economics, law and the social sciences. The undergraduate degree course offered by the School of Natural Sciences has been designed to provide for the needs of students with an interest in this rapidly developing academic and professional field. The programme comprises specially designed modules plus suitable modules from contributing disciplines. There should be ample choice within the listed optional modules for a selection which reflects a particular student s interests. Field work is a core component of the course structure. Students attend field excursions in their Junior Sophister (third) year; students have a choice of up to three field trips which they can attend, as well as a mandatory introductory field trip. In addition, optional trips offered by Zoology and Plant sciences allow the possibility of students to attend field courses in Terrestrial ecology, and a Mediterranean field trip. Mike Williams July 2014 Course Director In the event of any conflict or inconsistency between the General Regulations published in the University Calendar and information contained in course/departmental handbooks, the provisions of the General Regulations will prevail.

4 4 STAFF HOW TO CONTACT US Teaching Staff Abbrev Department Phone Prof. Norman Allott (NA) Environmental Sciences 1642 Prof. Yvonne Buckley (YB) Zoology 3172 Prof. Catherine Coxon (CC) Environmental 2235 Sci/Geology Prof. Julian Bloom (JB) Geography Prof. Ian Donohue (ID) Zoology 1356 Prof. Robbie Goodhue (RG) Geology 1419 Prof. Nick Gray (NFG) Environmental Science 1639 Prof. Celia Holland (CH) Zoology 1096 Prof. Andrew Jackson (AJ) Zoology 2278 Prof. Mike Jones (MBJ) Botany 1769 Prof. Nicola Marples (NM) Zoology 2527 Prof. Fraser Mitchell (FM) Botany Building 1811 Prof. John Parnell (JP) Botany 1269 Prof. Michael Quigley (MQ) Geography 1143 Prof. John Rochford (JMR) Zoology 2237 Prof. Jane Stout (JCS) Botany 3761 Prof. Steve Waldren (SW) Trinity Botanic Gardens, 5117 Dartry Prof. Mike Williams (MW) Botany 2421 Prof. Jim Wilson (JGW) Zoology 1640 Technical Staff Ms. Patricia Coughlan (PC) Botany 1275 Mr. Mark Kavanagh (MK) Environmental Sciences 1017 Ms. Siobhan McNamee (SMN) Botany 1309 Ms. Jackie Stone (JS) Botany 1275 Executive Officers Ms. Sophia Ní Sheoin / Ms. Diane Touzel (SNS) (DT) Environmental Sciences & Botany 1274 botany@tcd.ie In the event of any conflict or inconsistency between the General Regulations published in the University Calendar and information contained in course/departmental handbooks, the provisions of the General Regulations will prevail.

5 5 CONTRIBUTING DEPARTMENTS The School of Natural Science teaches courses in the Environmental Science Moderatorship. Courses will be run in the lecture and laboratory facilities in each department building. You must make yourself aware of the safety regulations and house rules for each department. You should also become familiar with the department resources available to you, such as libraries, museums and IT facilities. Information can be found on each department web site or by contacting the Head Technician or Secretarial staff. Department web pages: Centre for the Environment Botany Geography Geology Zoology COURSE OBJECTIVES Our mission is to: Make you aware of the basic concepts and current research developments in Environmental Science. Enable you to understand the basis of good experimental design. Teach you to work efficiently and safely in laboratories. Enable you to become a competent field researcher. Teach you to critically analyse quantitative data. Develop your written and oral communication skills. Develop your skills to work effectively in a group and independently. Make you socially aware, particularly in relation to the contribution that Environmental Science makes to society. In the event of any conflict or inconsistency between the General Regulations published in the University Calendar and information contained in course/departmental handbooks, the provisions of the General Regulations will prevail.

6 Programme Learning Outcomes 6 On successful completion of this programme, students should be able to: Identify and describe plant and animal communities and analyse their distribution. Demonstrate the principles of geochemical cycling in the global context with specific reference to environmental change. Discuss the principles of hydrology and its relationship with groundwater quality. Discuss the causes and effects of terrestrial, atmospheric and marine pollution and present day mitigation strategies. Show a good working knowledge of skills and tools, such as spatial data analysis and statistical techniques, which can be used selectively to address complex problems, or to conduct closely guided research. Identify, formulate, analyse and suggest reasoned solutions to current environmental problems. Design an Environmental Impact Assessment for a range of diverse habitats. Critically assess scientific literature. Work effectively as an individual, in teams and in multidisciplinary settings. Communicate effectively with both the scientific community and with society at large. Teaching is by lecture, seminar, practical laboratory and fieldwork classes in areas such as: Environmental governance Water technology Global environmental change Environmental chemistry Terrestrial and aquatic pollution Conservation and biodiversity Joint modules with other disciplines include fundamentals of ecology, bioindicators and pollution, wildlife biology, environmental dynamics, coastal processes and management, and environmental impact assessment. In the Senior Sophister (fourth) year you will research and write a thesis on an environmental project. In the past, students have undertaken projects on air pollution, waste management, restoration ecology, water quality, habitat management and greenhouse gas emissions. In the event of any conflict or inconsistency between the General Regulations published in the University Calendar and information contained in course/departmental handbooks, the provisions of the General Regulations will prevail.

7 7 DESCRIPTION OF THE EUROPEAN CREDIT TRANSFER SYSTEM (Credits) The European Credit Transfer and Accumulation System (Credits) is an academic credit system based on the estimated student workload required to achieve the objectives of a module or programme of study. It is designed to enable academic recognition for periods of study, to facilitate student mobility and credit accumulation and transfer. The Credits are the recommended credit system for higher education in Ireland and across the European Higher Education Area. The Credits weighting for a module is a measure of the student input or workload required for that module, based on factors such as the number of contact hours, the number and length of written or verbally presented assessment exercises, class preparation and private study time, laboratory classes, examinations, clinical attendance, professional training placements, and so on as appropriate. There is no intrinsic relationship between the credit volume of a module and its level of difficulty. The European norm for full-time study over one academic year is 60 Credits. The Trinity academic year is 40 weeks from the start of Michaelmas Term to the end of the annual examination period. 1 Credit represents hours estimated student input, so a 5-Credit module will be designed to require approximately 120 hours of student input including class contact time and assessments. Credits are awarded to a student only upon successful completion of the course year. Progression from one year to the next is determined by the course regulations. Students who fail a year of their course will not obtain Credit for that year even if they have passed certain component modules. Exceptions to this rule are one-year and part-year visiting students, who are awarded Credits for individual modules successfully completed. In the event of any conflict or inconsistency between the General Regulations published in the University Calendar and information contained in course/departmental handbooks, the provisions of the General Regulations will prevail.

8 8 Modules Outline The modules offer you a high-quality, broad-based learning experience, which we hope you will find interesting, exciting and technically challenging. All modules directly reflect, and build-on, the research interests and activities of the School of Natural Science s teaching staff. Student Contact Hours In addition to the specified contact hours indicated under each module, you are expected to engage in work associated with the module to bring your input up to a total of at least 125 hours for a 5 Credit module and 250 hours for a 10 Credit module. In the event of any conflict or inconsistency between the General Regulations published in the University Calendar and information contained in course/departmental handbooks, the provisions of the General Regulations will prevail.

9 9 MODERATORSHIP COURSE STRUCTURE Year 3 JUNIOR SOPHISTERS The Environmental Science Moderatorship course consists of 60 European Credit Transfer Systems (Credits) per year. Junior Sophisters take a total of 40 mandatory Credits, one of which is a Broad Curriculum Module (5 Credits), and optional modules up to 20 Credits. Some modules are examined entirely by in-course assessment; most are assessed by a combination of in-course assessment and examination. These modules are indicated in greater detail below: MANDATORY MODULES: Modules Credits BC Broad Curriculum 5 BO3105 Fundamentals of Ecology 5 ES3040 Environmental and Analytical Chemistry 5 ES3053 Freshwater Hydro Biology 5 ES3055 Introduction to Environmental Sciences 10 GL3423 Hydrology and Water Quality 5 ZO3070 Experimental Design & Analysis 5 TOTAL CREDITS 40 In the event of any conflict or inconsistency between the General Regulations published in the University Calendar and information contained in course/departmental handbooks, the provisions of the General Regulations will prevail.

10 10 OPTIONAL MODULES: (students choose 20 credits from the following modules) Modules Credits BO3120 Environmental Dynamics 5 BO3121 Field Skills in Plant and Environmental Science (Canary Islands) 5 BO3122 Entomology 5 GG3020 Coastal Processes & Management I 5 GG3030 Environmental Governance I 10 ZO3020 Behavioural Ecology 5 ZO3086 Electives In Ecology: Bioindicators & Pollution, Wildlife Biology 5 TOTAL CREDITS REQUIRED 20 In the event of any conflict or inconsistency between the General Regulations published in the University Calendar and information contained in course/departmental handbooks, the provisions of the General Regulations will prevail.

11 Junior Sophister Environmental Sciences Exam Values Module Codes Modules Opt. Man. Credits Overall Marks Exam Marks Value CA Marks Value Exam % CA % ES3055 Introduction to Environmental Sciences M No. of Exam Answers/ Questions BO3105 Fundamentals of Ecology M /3 ES3040 Environmental & Analytical Chemistry M /4 ZO3070 Experimental Design & Analysis M /2 essay qs. and 5 short questions GL3423 Hydrology and Water Quality M /4 ES3053 Freshwater Hydro Biology M BC. Broad Curriculum M BO3122 Entomology O /3 BO3121 Field Skills in Plant & Environmental Science (Canary Islands) O BO3120 Environmental Dynamics O /3 GG3020 Coastal Processes & Management I O /6 GG3030 Environmental Governance I O /6 ZO3020 Behavioural Ecology O /2 ZO3086 Electives in Ecology (students take the following modules) O Bioindicators & Pollution /2 Wildlife Biology /2 Mandatory Module Marks 400 Optional Module Marks 200 JS students will carry over 20% to SS year Total 600

12 Year 4 SENIOR SOPHISTERS In the Senior Sophister year, students attend a series of lectures, laboratory practicals, seminars, tutorials and workshops. In addition they are required to undertake a research project which culminates in the submission of a dissertation. The year consists of a total of 35 mandatory Credits, and 25 optional Credits. These modules are indicated in greater detail below: MANDATORY MODULES: Modules Credits BO4104 Data Analysis 5 ES4014 Research Project 15 ES4020 Water Technology 5 ES4052 Environmental Literature Seminars 5 ZO4092 Environmental Impact Assessment 5 TOTAL CREDITS 35

13 13 OPTIONAL MODULES: (students choose 25 credits from the following modules) Modules Credits BO4103 Plant Conservation and Biodiversity 5 BO4105 Global Environmental Change 5 BO4107 Plant-Animal Interactions 5 GG4026 Environmental Governance II 10 GL4422 Analysis in Geological, Earth and Environmental Research 5 ZO4013 Conservation and Wildlife Management 5 ZO4017 Tropical Field Trip Africa 5 ZO4093 Estuarine Ecology (practicals) & (lectures) 5 TOTAL CREDITS REQUIRED 25 In the event of any conflict or inconsistency between the General Regulations published in the University Calendar and information contained in course/departmental handbooks, the provisions of the General Regulations will prevail.

14 Senior Sophister Environmental Sciences Exam Values Module Codes Modules Opt. Man. Credits Value Overall Marks Value Exam Marks Value CA Marks Value % Exam % CA ES4014 Research Project M ES4052 Environmental Literature Seminars M 5 50 see essay & problem paper see essay & problem paper No. of Exam Answers/ Questions see essay & problem paper Essay Paper (exam marks from Env. Literature Seminars) /14 Problem Paper (exam marks from Env. Literature Seminars) /4 ES4020 Water Technology M /3 BO4104 Data Analysis M ES4092 Environmental Impact Assessment M /3 BO4103 Plant Conservation and Biodiversity O /3 BO4105 Global Environmental Change O /3 BO4107 Plant-Animal Interactions O /3 ZO4013 Conservation & Wildlife Management O /3 ZO4093 Estuarine Ecology (lectures) & (practicals) O /3 GL4422 Analysis in Geological, Earth and Environmental Research O tbc GG4026 Environmental Governance II O ZO4017 Tropical Ecology Field Trip O /2 exam qs. And 10/10 shortanswer qs. JS students will carry over 20% to SS year Mandatory Module Marks 350 Optional Module Marks 250 Total Marks 600

15 JUNIOR SOPHISTER MODULES Mandatory Modules: Module ES3040: Environmental and Analytical Chemistry Co-ordinator: Course Type: Assessment: ECTS: Prerequisites: Term: Module ES3040 Professor Norman Allott Mandatory 50% Continual Assessment 50% Examination 5 credits None Hilary Term Lectures: Practicals: Total 18 hours 18 hours 36 hours Description: The first part of this course covers the chemical composition and main processes (including interactions with biota) in environments of major concern to environmental scientists. Environments include the atmosphere, soils, sediments, freshwaters and seawaters. The second part of the course focuses on quality assessment of environmental substrates by chemical analysis using a wide range of analytical techniques such asgravimetry, titration, colourimetry, atomic spectroscopy, x-ray methods and others. Learning Outcomes: On successful completion of this module you should be able to: Describe the chemical composition and interactions among major environmental substrates such as the atmosphere, soils, sediments, freshwaters, seawater and waste water. Explain how human activities can alter the above substrates and the implications arising from such alterations. Describe the principles and practice of chemical analytical techniques that are appropriate for analysing the above substrates. Outline how errors can be controlled in the analytical laboratory.

16 16 Module ES3053: Freshwater Hydro Biology Co-ordinator: Course Type: Assessment: ECTS: Prerequisites: Term: Module ES3053 Professor Nick Gray Mandatory 100% Continual Assessment 5 credits None Hilary Term Contact Hours: Lectures: Practicals: Field: Total 18 hours 15 hours 12 hours 45 hours Description: This is an introductory module in freshwater systems (lakes and rivers) that explore the effect of water quality on the biota and community structure. Areas studied include: Factors that determine the distribution of biota: Natural dispersion; flow, substrate; dissolved solids; dissolved oxygen and temperature; suspended solids. Aquatic ecosystems: Community structure; identification of organisms; functional feeding groups; P:R, plants, allochtonous and autochotonus inputs; habitat zonation; river and lake ecosystems; feeding guilds; microbial oxygen demand (inc. self-purification, oxygen balance, re-aeration, the oxygen-sag curve). Water pollution: Toxic substances; suspended solids (inert and oxidizable), deoxygenation, non-toxic salts (inc. salinization, eutrohication and algal toxins); heated water, effect on buffering system; diffuse pollution; afforestation; response to climate change. Water basin management: Basic management processes; Water Framework Directive; water quality and regulation. Water quality assessment: Physico-chemical and biological surveillance; Sampling surface waters (inc. designing sampling programmers, mixing, safety in the field, hydrological measurements; chemical and biological sampling); Biological data (inc. pollution and diversity indices; multivariate analysis); Chemical data (inc. chemical indices; mass balance and modelling). The module comprises lectures, field and laboratory work. Required Course Text: Gray, N. F. (2010) Water Technology: an introduction for environmental scientists and engineers. (3rd edition) Elsevier, Oxford. 16

17 Module ES3055: Introduction to Environmental Sciences 17 Co-ordinator: Course Type: Assessment: ECTS: Prerequisites: Term: Module ES3055 Professor Mike Williams Mandatory 100% Continual Assessment 10 credits None Michaelmas Term Contact hours: Lectures: Practicals: Total 12 hours 40 hours 52 hours Description: This module introduces students to the broad area of environmental sciences through fieldwork, tutorials and research seminars. Presentation skills form a key part of this module. Continual assessment will be through write up of field work, essay and student presentations. Learning outcomes: Introduction to degree structure and rules and regulations Introduction to field work skills required for data collection and analysis Awareness and understanding of topical issues related to the environment Confidence in developing and presenting talks Introduction to literature search through online library catalogues, map library and departmental collections 17

18 Module BO3105: Fundamentals of Ecology Module BO3105 Co-ordinator: Professor Ian Donohue Other Lecturers Professor Fraser Mitchell, Professor Yvonne Buckley Course Type: Mandatory Assessment: 50% Examination, 50% Continual Assessment ECTS: 5 credits Prerequisites: None Term: Michaelmas Term Contact hours: 18 Lectures: Practicals: Mini Project: Total 18 hours 24 hours 20 hours 62 hours Description: This module is run jointly with the Zoology Department. The module examines the factors that affect the distribution, growth and survival of plant and animal communities. It describes how organisms interact with their environment and the role that they have in ecosystem and community structure. There is an introduction to the concepts and models that help to explain and predict organism distributions and interactions. Learning outcomes: On successful completion of this module students should be able to: Define what we mean by ecology and describe its principles and practice. Show a firm methodological and theoretical understanding of the study of the distribution and abundance of species. Describe and evaluate unifying concepts of distributions and ecological processes (e.g. feeding strategies, interspecific interactions, etc.). Show, through practical exercises, a good approach to project work. Show enhanced communication skills through a variety of techniques. 18

19 Module GL3423: Hydrology and Water Quality 19 Co-ordinator: Other Lecturers Course Type: Assessment: ECTS: Prerequisites: Term: Module GL3423 Professor Catherine Coxon Mandatory 70% Examination, 30% Continual Assessment 5 credits None Hilary Term Contact hours: Lectures: Practicals: 24 hours 12 hours Total 36 hours Description: This course aims to provide students with an understanding of hydrological processes, following the different pathways of water through the terrestrial part of the hydrological cycle. It also aims to familiarise students with the factors affecting groundwater quality, and to develop an understanding of groundwater quality issues in the context of integrated catchment management. Module content: The hydrology component of this module includes the following topics: the hydrological cycle and catchment water balances; rainfall and evapotranspiration; soil water and hillslope hydrology; river flow; hydrogeology; groundwater surface water interaction. The water quality component is focussed primarily on groundwater, with topics including groundwater chemistry and natural groundwater quality problems; groundwater quality issues in rural and industrial settings; groundwater quality monitoring; groundwater vulnerability and protection. The interaction of groundwater and surface water quality is also considered. 19

20 20 Learning outcomes: On completion of this course the student should be able to: Evaluate the role of different hydrological pathways in a range of catchment settings. Carry out calculations relating to catchment water balance, river flow and groundwater movement. Analyse the factors controlling aquifer hydrochemistry and contaminant transport processes. Assess groundwater quality problems in both rural and industrial settings. Evaluate groundwater vulnerability to pollution; understand the role of groundwater protection schemes and of integrated catchment management. 20

21 21 ZO3070: Experimental Design and Analysis Co-ordinator: Course Type: Assessment: ECTS: Prerequisites: Contact hours: Lectures: Practicals: Workshops: Total Professor Celia Holland Mandatory (Plant Sciences, Environmental Sciences, Zoology & Functional Biology) 50% examination; 50%Continual Assessment 5 credits None 14 hours 10 hours 6 hours 30 hours Description: This module, designed specifically for Environmental Scientists, Plant Scientists, Functional Biologists and Zoologists aims to put data collection and analysis in the context of research design and will be an important foundation for the Senior Sophister research project. The module consists of two parts. The emphasis will be practical with a more 'hands on' approach rather than the theory of statistics. Initially students will be taught about experimental design, data collection and sampling and the use of spreadsheets for data entry. This will lead on to preliminary data exploration and issues of normality. Learning outcomes: On successful completion of this module students should be able to: Address the fundamentals of experimental design and use hypothesis testing to answer biological questions. Appreciate instruments for data collection, and how to explore and analyse data within the context of research design. Code data using an Excel spreadsheet and explore these data using graphical and summary techniques. Outline the requirements of parametric statistical tests and recognize the applicability of four such tests. Calculate statistical tests by hand and use the statistical package R to explore and analyse data. Write a moderatorship project proposal, design an experiment and analyse the findings of a scientific paper in a group setting. Recommended Reading List: Ruxton, Graeme D. and Colegrave, Nick Experimental design for the life sciences (3rd edition) Publisher Oxford University Press, Oxford (ISBN ). 21

22 Assessment Details: 22 50% continuous assessment (three assessments data analysis exercise (Part 1), designing an experiment, writing a moderatorship project proposal (Part 2). 50% annual written examination. Optional Modules: Any of the offered BC modules may be taken as long as they can be accommodated in the timetable. 22

23 23 Optional Modules: BO3120: Environmental Dynamics Co-ordinator Professor Fraser Mitchell Module Type Mandatory (Plant Sciences), Optional (Environmental Sciences) Assessment: 50% Examination, 50% Continual Assessment Credits: 5 Prerequisites: None Contact hours: Lectures: Total 24 hours 24 hours Description: The last 2.6 million years of Earth history have witnessed dramatic climatic and environmental changes. This module provides an overview of these major environmental changes, their causes, and their significance for human development. It contrasts glacial and interglacial worlds, examines the nature of the transitions between them, explores some potential causes of change, and illustrates their environmental impacts. In the process, a range of key environmental records are considered, along with the proxies used to develop them. Learning Outcomes: On successful completion of this module students should be able to: Explain why global climates have varied dramatically over the last 2.6 million years. Describe the spatial and temporal variation in past climate change Describe the long term impact of climate change on ecosystems Describe the techniques used to reconstruct past climates Describe the techniques used to reconstruct past ecosystems Evaluate the contribution of climate and human activity to ecosystem dynamics Relate the relevance to past ecosystem change to current and future ecosystem function. 23

24 BO3121: Field Skills in Plant and Environmental Science (Canary Islands) 24 Co-ordinators: Other Lecturers: Course Type: Assessment: ECTS: Prerequisites: Professor Jane Stout (Spring Field Course leader) Professor Michael Williams, Professor John Parnell, Professor John Parnell, and Professor Stephen Waldren Mandatory (Plant Sciences), Optional (Environmental Sciences) 100% Continual Assessment 5 credits None Contact hours: Lectures: Practicals: Total 10 hours 40 hours 50 hours Description: The lecture series explores the flora and ecology of a range of Mediterranean and tropical plant communities, with a focus on the Canary Islands. We start by analysing the climatic features that define these regions, and review some associated features of the environment and soils. We assess the impacts of climate change and deforestation. We assess the plant diversity of these regions and the importance of biodiversity conservation in both local and global contexts. We also focus on some characteristic plant groups of Mediterranean and tropical regions. The lecture series prepares for and culminates in the overseas field-course in Gran Canaria. Learning outcomes: On successful completion of this module students should be able to: Describe the link between environmental conditions and vegetation community composition and structure (i.e. understand why certain plants grow in different places what morphological, physiological and ecological traits have evolved for live in particular environments and how are plants affected by human activities?) Sample vegetation in the field accurately and representatively in a diversity of natural and anthropogenic ecosystems (i.e. be able to design appropriate sampling according to different habitat types to make ecological assessments) Outline what should be in an Environmental Impact Assessment Scoping report and conduct a scoping exercise for a hypothetical development in the Canary islands Design, conduct and analyse a field experiment and present the results in both written and oral format Demonstrate transferrable field skills including making accurate and appropriate field notes, team work, risk assessment 24

25 25 BO3122: Entomology Co-ordinator: Course Type: Assessment: ECTS: Prerequisites: Contact hours: Lectures: Practicals: Total Professor Jane Stout Optional (Plant Sciences), Optional (Environmental Sciences), Mandatory (Zoology) 50% Continual Assessment 50% Examination 5 credits None 11 hours 12 hours 23 hours Description: There are more species of insects on Earth than any other group of organisms and they are of massive ecological and economic importance. This module will address behavioral, social, ecological and applied aspects of entomology, including their role in delivering ecosystem services (such as biocontrol and pollination), invasive species (such as fire ants and harlequin ladybirds) and conservation (both in Ireland and internationally). The practicals will provide students with the skills for sampling and identification of insects, which will be further enhanced through small group and individual projects. Learning outcomes: On successful completion of this module students should be able to: Categorise insects according to their key features into the main order groups; know the distinction between insects and other arthropods. Describe some of the range of behaviours employed by insects for foraging, defending and reproducing. Develop understanding of the role of insects in ecosystem processes and their interactions with other organisms. Explain their value as providers of ''ecosystem services'' Quantify the economic importance of insects (both positive and negative) to humans. Evaluate the conservation biology of insects at national and international levels. 25

26 26 Module GG3020: COASTAL PROCESSES & MANAGEMENT - PART I Co-ordinator: Course Type: Assessment: ECTS: Prerequisites: Module GG3020 Mr Michael Quigley Optional 100% Examination 5 credits None Contact hours: Lectures: Field Trip: Guided Reading: Revision & Examination Total 24 hours 8 hours 50 hours 43 hours 125 hours Description: This module with coasts as integrated spatial systems by analysing the inter- relationships between physical and biological inputs, drawing on literature in the areas of coastal geomorphology and ecology. Coasts can be seen as highly complex systems that are very sensitive to changes in any input, be it physical, biological or human-induced. In the light of this, the module examines the morphodynamics of coasts on different temporal and spatial scales. It begins with an examination of the dynamics of inshore waters, including the origins and characteristics of waves, tides and currents before dealing with the sedimentological responses to these phenomena at the land/sea interface. The morphology and dynamics of various types of coastal features, especially those found in 'soft coast areas', will be considered in detail. The analysis of soft coasts as physico-biological systems, with a particular focus on the development of sand-dune, machair and salt-marshes will form a major part of this module. Learning Outcomes: On successful completion of this module students will be able to: Explain the dynamics of waves, tides and currents that have a bearing on near-shore processes. Interpret the dynamics of sediment transfers in the near-shore zone. Describe the morphodynamics of soft coast systems. 26

27 Discuss the importance of biological inputs into the physical landforms of the coast. 27 Key Texts: Carter, W.R.G. (1990). Coastal Environments: an Introduction to the Physical, Ecological and Cultural Systems of Coastlines. Academic Press, London. Quigley, M.B. (ed.). (1991). A Guide to Sand Dunes of Ireland. Report compiled for the 3rd Congress for the European Union for Dune Conservation and Coastal Management, Galway, Haslett, S.K. (2008) Coastal Systems. Routledge, London. Ranwell, D.S. (1972). Ecology of Salt Marshes and Sand Dunes. Chapman and Hall, London. Woodroffe, C.D. (2002). Coasts: Form, Process and Evolution. CUP, Cambridge. Wright, J., Colling, A. and Park, D. (1999). Waves, Tides and Shallow-water Processes. Open University/Butterworth Heinemann. Milton Keynes 27

28 28 Module GG3030: ENVIRONMENTAL GOVERNANCE 1 Co-ordinator: Course Type: Assessment: ECTS: Prerequisites: Module GG3030 Professor Julian Bloomer Optional 50% Course Work, 50% Examination 10 credits None Contact hours: Lectures: Lecture & Seminar Preparation Other Reading: Assessment: Revision: Total 24 hours 80 hours 26 hours 80 hours 40 hours 250 hours Description: This module focuses on the way in which environmental issues are governed by the state, the private sector, publics and civil society. The module will build on work developed in the previous years of the Geography programme regarding human-environment interactions. In particular it will expand student s knowledge of fundamental concepts of nature, culture and environment, and the politics of environmental valuation and protection. Learning Outcomes: On successful completion of this module students will be able to: Identify and articulate theoretical aspects of governance and environmental governance. Discuss the roles of governance actors (public, private and civil society) in the environmental field. Critically debate the nature and impact of governing tools and technologies that operate at a range of scales (and across scales) from the local to the global. Outline the nature of governing with respect to select areas of the environment. 28

29 29 Critically analyse and reflect on information provided by variety of sources including academic papers, print and TV media and internet material covered during the module. 29

30 30 Key Texts: Evans, G. (2012) Environmental Governance, Routledge, London. Doyle, T. and McEachern, D. (2008) Environment and Politics, Routledge, London. Baker, S. (2006) Sustainable Development, Routledge, London. Roberts, J. (2004) Environmental Policy, Routledge, London. 30

31 Module ZO3020: Behavioural Ecology 31 Co-ordinator: Course Type: Assessment: ECTS: Prerequisites: Module ZO3020 Professor Nicola Marples Optional (Environmental Sciences), Optional (Zoology) 50% Continual Assessment 50% Examination 5 credits None Contact hours: Lectures: Total 30 hours 30 hours Description: This lecture and practical module gives a broad grounding in the theoretical and practical basis of behavioural ecology. The subject is introduced with an overview of the diverse influences on an animal s behaviour. Following this, the roles of perception and attention in learning are explored, before moving on to a more classic behavioural ecology course, covering how animals obtain food, avoid predators, breed and communicate. The practical work provides students with experience in studying behaviour in both the field and the laboratory, and provides training in behavioural recording techniques. It guides students through appropriate statistical analysis of the data sets collected in the practicals, and in their presentation in written form. It includes work with live animals both in the laboratory and at Dublin Zoo. Learning Outcomes: On successful completion of this module students should be able to: Outline the basic principles of behavioural ecology supported by a number of experimental examples. Appreciate the uses of theoretical modelling relating to behavioural studies. Recognise the breadth of influences on an animal s behaviour. Have experience of the practical aspects of studying animal behaviour and the ability to design and carry out quantitative behavioural observations. Carry out, analyse and write up simple experiments on animal behaviour. Appreciate the use of the most common statistical tests used in behavioural analysis. 31

32 32 Recommended Reading List: Krebs, John R. and Davies, Nicholas B An Introduction to Behavioural Ecology (3rd edition) Publisher Blackwell Science, Oxford. (ISBN ). Alcock, John Animal Behaviour: An Evolutionary Approach (9th edition) Publisher Sinauer Associates, Sunderland, Mass. (ISBN ). Barnard, Christopher J Animal Behaviour: Mechanism, Development, Function and Evolution. Publisher Prentice Hall, Harlow. (ISBN ). 32

33 33 Module ZO3086: Electives in Ecology Part 1: Bioindicators and Pollution Co-ordinator: Course Type: Assessment: ECTS: Prerequisites: Module ZO3086 Professor Jim Wilson Optional 100% Examination 2.5 credits None Contact hours: Lectures: Total 15 hours 15 hours Description: The aim of the Bioindicators module is to set out the ways in which aquatic system health can be measured. The module consists of a series of lectures plus workshops with specific examples on the module website.. Learning Outcomes: On completion of this elective, the student should be able to: Define contamination and pollution. Use bioindicators as signals of niche, contaminant load and system health. Select specific bioindicators according to the monitoring requirements. Design sampling and monitoring programmes. Calculate pollution indices. Recommended reading: Sutcliffe, D.W. (ed) (1994). Water Quality and Stress Indicators in Marine and Freshwater Systems: Linking Levels of Organisation.Freshwater Biological Association, Ambleside. 33

34 Module ZO3086: Electives in Ecology Part 2: Wildlife Biology 34 Co-ordinator: Course Type: Assessment: ECTS: Prerequisites: Module ZO3086 Professor John Rochford Optional 100% Examination 2.5 credits None Contact hours: Lectures: Total 15 hours 15 hours Description: This module offers an introduction to the field of Wildlife Biology, both globally and regionally. Topics covered will include: wildlife as individuals, populations and communities, foraging ecology, habitat selection, inter- and intra-specific competition, territoriality, dispersion, population dynamics and regulation. There will also be a short survey of the origins, development and current status of the Irish vertebrate fauna. Learning Outcomes: On completion of this elective, the student should: Demonstrate the relationship between wildlife biology and the practice of wildlife conservation. Recognise and evaluate the main factors influencing the conservation status of species in particular: - habitat selection and requirements, - population processes, - interspecific interactions, - Explain the origin, diversity and status of the current Irish vertebrate fauna. Recommended reading: Primack, Richard B. (2002).Essentials of Conservation Biology, 3rd Edition.Sinauer Associates Inc. Groom, Martha J., Meffe, Gary K. and Carroll, C. Ronald (2006). Principles of Conservation Biology, 5th Edition. Sinauer. 34

35 SENIOR SOPHISTER MODULES Mandatory Modules: Module ES4014: Research Project 35 Co-ordinator: Course Type: Assessment: ECTS: Prerequisites: Module ES4014 All Mandatory 100% Continual Assessment 15 credits None Contact hours: Total To be determined through negotiation with your project supervisor. Total expected input should be approximately 250 hours. Description: A research project is carried out by each Senior Sophister student under the supervision of a staff member. The project will be selected in consultation with the supervisor. It will be written up as a dissertation with a maximum word limit of 8,000 words and submitted by a given deadline. Learning outcomes: The ability to: Formulate scientific questions, plan an investigation and design individual Experiments. Conduct an in-depth scientific review of a subject. Organise research including: logistics, recording, archiving, numerical analysis and presentation of data. Achieve technical expertise. Interpret and present results in the form of a dissertation. Communicate your research orally, on a poster and in a dissertation. 35

36 Module ES4020: Water Technology 36 Co-ordinator: Course Type: Assessment: ECTS: Prerequisites: Module ES4020 Professor Nick Gray Mandatory 50% Continual Assessment, 50% Examination, 5 credits None Contact hours: Lectures: Practicals: Site Visits: Seminar: Total 18 hours 12 hours 9 hours 6 hours 45 hours Description: This module sets out to examine the practical aspects of managing the human water cycle from water treatment and supply through wastewater characteristics, treatment and disposal. As an introductory module it is limited in what it covers, but is primarily designed for those who are interested in a possible future in the water industry, environmental consultancy or who want to do postgraduate studies in a water-related topic. Learning outcomes: To understand the principles and operation of water and wastewater treatment systems. To appraise the suitability of the design of treatment plants and unit processes. To be able to evaluate process operations and performance. To be able to utilize this knowledge in the design of EIAs or within an environmental management context. 36

37 Module ES4052: Environmental Literature Seminars 37 Co-ordinator: Course Type: Assessment: ECTS: Prerequisites: Module ES4052 Professor Mike Williams Mandatory 100% Examination 5 credits None Contact hours: Tutorials: Total 8 hours 8 hours Description: This module is a continuation of ES3055 Introduction to Environmental Sciences. Tutorials and Seminars are based on discussion of key research themes within the broad discipline of Environmental Science. Specific tutorials related to problem solving and essay technique will be presented. The module is assessed through two examination papers; a general essay paper and a problem-solving paper. Learning outcomes: Awareness and understanding of topical issues related to the environment. Confidence in developing and presenting talks. Critical appreciation of the scientific literature. 37

38 Module BO4104: Data Analysis 38 Co-ordinator: Course Type: Assessment: ECTS: Prerequisites: Module BO4104 Professor Stephen Waldren Mandatory (Environmental Sciences & Plant Sciences) 100% Continual Assessment 5 credits None Contact hours: Lectures: Practicals: Total 18 hours 33 hours 51 hours Description: This module will develop hypothesis testing with a revision of t-tests and explore general linear models, using ANOVA, product-moment correlation and regression. Experimental design will also be covered using ANOVA examples. Equivalent nonparametric approaches will be described. The module will go on to cover chisquared and goodness of fit, and end with a brief introduction to multivariate statistics with a focus on ordination and classification. The module will be delivered by lectures, demonstration and discussion sessions, and by hands on use of various software packages. Learning outcomes: On successful completion of this module students should be able to: Design experiments effectively. Describe how various processes contribute to data variation. Use statistical software packages to analyse experimental data effectively. Apply commonly used statistical tests with discrimination and use these tests to draw valid conclusions from data. Present data in effective formats. Critically interpret and appraise commonly used methods of data analysis published in scientific literature. 38

39 Module ZO4092: Environmental Impact Assessment 39 Co-ordinator: Course Type: Assessment: ECTS: Prerequisites: Module ZO4092 Professor John Rochford Mandatory - Environmental Sciences; Optional - Plant Sciences 50% Examination, 50% Continual Assessment 5 credits None Contact hours: Lectures/Tutorials 27 hours Field: 3 hours Total Description: 30 hours This module involves an introduction to the principles and processes of Environmental Impact Assessment, particularly in relation to national and international requirements. All stages of the EIA process, from initial project screening to the final review, are covered, with the emphasis throughout on the role of the natural scientist. Strategic Environmental Assessment is also briefly covered. In addition to the lectures, students carry out a scoping exercise for a proposed development and conduct a quality review of an actual EIS. Learning Outcomes: On successful completion of this module students will be able to: Outline the development of the Environmental Impact Assessment process as a management and legislative tool from its inception in the 1960s to its present form. Explain the stages in the process from initial screening to post-project monitoring and auditing. Conduct a scoping exercise for a project and produce a draft Scoping Statement. Critically evaluate Environmental Impact Statements prepared for a wide range of projects. Compare and contrast the process of Environmental Impact Assessment with Strategic Environmental Assessment. Describe Appropriate Assessment in the context of Natura 2000 sites. 39

40 Optional Modules: 40 Module BO4103: Plant Conservation and Biodiversity Co-ordinator: Module BO4103 Professor Stephen Waldren Other Lecturer: Professor John Parnell Course Type: Optional Assessment: 50% Examination, 50% Continual Assessment ECTS: 5 credits Prerequisites: None Contact hours: Lectures: Practicals: Total 16 hours 18 hours 34 hours Description: This module provides the theoretical background to the evolution and distribution of plant diversity, and goes on apply this to aspects of plant conservation. Learning outcomes: On successful completion of this module students should be able to: Identify key processes that lead to the development of higher plant diversity Explain how patterns of plant diversity have arisen Assemble, manipulate and critically analyse experimental data related to plant diversity Describe the processes that threaten plant diversity, and evaluate the degree of threat Evaluate national legislation and policy related to plant diversity and its conservation Evaluate global and national initiatives to conserve plant diversity. 40

41 Module BO4105: Global Environmental Change Module BO4105 Co-ordinator: Professor Michael Jones Other Lecturer: Professor Michael Williams Course Type: Optional (Environmental Sciences), Mandatory (Plant Sciences) Assessment: 50% Examination, 50% Continual Assessment ECTS: 5 credits Prerequisites: None Contact hours: 41 Lectures: Tutorials: Practicals: Total 21 hours 2 hours 12 hours 35 hours Description: The global environment is changing more rapidly at present than at any time during the human occupancy of the planet. This module reviews the existence of the changing environment and the predictions for the future. Learning outcomes: On successful completion of this module students should be able to: Understand the various elements of current global environmental change and the contribution of the major drivers of these changes. Understand the prevailing hypotheses as to the mechanisms and ultimate causes of global environmental change and the extent to which processes operate at different temporal and spatial scales. Appreciate the nature of the interactions between environmental change and ecosystem processes. Use analytical procedures in the laboratory and field to investigate the impacts of global change. 41

42 Module BO4107: Plant-Animal Interactions 42 Co-ordinator: Course Type: Assessment: ECTS: Prerequisites: Module BO4107 Professor Jane Stout Optional (Environmental Sciences & Zoology), Mandatory (Plant Sciences) 50% Examination, 50% Continual Assessment 5 credits None Contact hours: Lectures: Practicals: Presentation: Total 13 hours 9 hours 2 hours 24 hours Description: In The Origin of Species (1859) Darwin emphasized that plants and animals, most remote in the scale of nature, are bound together by a web of complex relations. Plant-animal interactions have become increasingly recognized as drivers of evolutionary change and important components of ecological communities. This module will focus on pollination (the transfer of pollen between male and female reproductive structures in flowers) and herbivory (the consumption of plants by animals). The first half of the module will focus on plant-pollinator interactions, including pollinator-mediated evolution of floral traits, community level interactions, pollinator decline and conservation. The second part of the module will focus on antagonistic interactions between plants and herbivores, and explore plant and animal adaptations to herbivory, plant-herbivore dynamics and applications of interactions to ecosystem management. Practicals will investigate floral characteristics and adaptations for pollination, pollinator networks and plant and animal adaptations to herbivory. Learning outcomes: On successful completion of this module students should be able to: Synthesise and summarise aspects of the ecology and evolution of mutualistic and antagonistic plant-animal interactions, from individuals to communities, interactions between native and alien species, and applied issues. Carry out laboratory work investigating pollination syndromes, plant-pollinator interaction networks and plant and animal adaptations to herbivory, and analyse and interpret data collected Work as a team to obtain, organise and present material on current topics in the field. 42

43 Module GG4026: Environmental Governance II 43 Co-ordinator: Course Type: Assessment: ECTS: Prerequisites: Module GG4026 Professor Julian Bloomer Optional 100% Course Work 10 credits GG3030 Environmental Governance I Contact hours: Lectures: Seminars: Total 10 hours 10 hours 20 hours Outline: This module considers why conflicts arise through the process of environmental governance. The focus of the module will be on developing analytical frameworks for analysing conflicts, such as political ecology, and potential mechanisms for conflict resolution. It will introduce students to the concept of governing environmental conflict through lectures, multimedia presentations, set readings and research activities, using examples from Ireland and overseas. Learning Outcomes: On successful completion of this module students will be able to: Articulate theoretical and practical issues related to the governing of environmental conflicts. Identify and evaluate different mechanisms for environmental conflict resolution and prevention. Critically analyse and reflect on information provided by variety of sources including academic papers, print and TV media and internet material covered during the module. Key Texts: Bingham, N., Blowers, A., & Belshaw, C. (2003) Contested Environments. Wiley & OUP Robbins, P. (2004) Political Ecology. A critical introduction, Oxford, Blackwell. OUP Sidaway, R. (2005) Resolving Environmental Disputes: from conflict to consensus,earthscan, London. Sloep, P and Blowers, A. (1996) Environmental Policy in an International Context: Conflicts, Arnold, London. 43

44 Module GL4422: Analysis in Geological, Earth and Environmental Research 44 Co-ordinator: Course Type: Assessment: ECTS: Prerequisites: Module GL4422 Dr. Robbie Goodhue Optional 70% Examination, 30% Continual Assessment 5 credits None Contact hours: Lectures: Tutorials: Practicals: Total 18 hours 18 hours 36 hours Description: The module will follow a series of environmental and geological samples from their collection, to obtaining data, to data processing and final interpretation. Emphasis will be placed on how to select a suitable analytical technique, how the sample is prepared and how the instrument is operated and calibrated. Practical sessions will afford students the opportunity to remotely operate several of the analytical instruments housed in TCD Geochemisty and experience of processing some real and live data. Learning Outcomes: On successful completion of this module students should be able to understand several key methods used in the modern analysis of samples. They will have learned how to approach analysis and will have developed a clear appreciation of correct method selection, data analysis, sources of error and principles of sound interpretation. Recommended Reading List: Modern Analytical Techniques, an introduction to quantitative chemical analysis for earth, environmental and material scientists. Gill (ed.) Addison Wesley Longman Limited. P329 [TCD Catalogue N71] Analytical Geochemistry / Inorganic Instrument Analysis. Treatise on Geochemistry, 2 nd Edition, Volume 15. McDonough (volume ed.) Elsevier. P453. [TCD Catalogue P4*1.15] 44

45 Module ZO4013: Conservation and Wildlife Management 45 Co-ordinator: Course Type: Assessment: ECTS: Prerequisites: Module ZO4013 Professor John Rochford Optional 80% Examination; 20% Continuous Assessment 5 credits None Contact hours: Lectures: Tutorials: Practicals: Total 20 hours 10 hours 30 hours Description: This module, which consists of both lectures and tutorials, looks at some of the practical applications of wildlife biology to the conservation and management of animals, both in- and ex-situ, including the role of zoos in captive breeding programmes. Among the topics covered are: Planning for wildlife management. Wildlife survey and census techniques. The principles of managing wildlife for sustainable harvest or control. Management of scarce or endangered species. Practical issues associated with the ex-situ management of species. The design and management of conservation areas. In the second part of the module, we will concentrate on anthropogenic impacts on biodiversity conservation, including the development and implementation of biodiversity conservation strategies in the wake of the Convention on Biological Diversity, other national and international wildlife legislation, biosecurity and the role of Invasive Alien Species, Biological Data Management and the development of Species Action Plans, and the role of reintroductions in biodiversity conservation. Learning outcomes: On successful completion of this elective, the student will be able to: Outline the goals and history of sustainable wildlife management. Determine and evaluate strategies for exploitation and control of animal resources. Implement techniques for establishing and maintaining the conservation status of species. Describe the relationship between in- and ex-situ conservation measures. Evaluate the selection, design and management of protected areas for wildlife. 45

46 ZO4017: Tropical Ecology Field Course 46 Module ZO4017 Lecturer: Professor Ian Donohue Other Lecturer(s): Professor Andrew Jackson, Professor John Rochford Module Type Optional Assessment 50% Examination and 50% Continual Assessment Credits 5 Contact hours: Lectures: Practicals: Total 25 Hours 70 Hours 95 Hours Description: The module comprises a ten-day residential field course in East Africa that will run at the beginning of November (i.e. encompassing the reading week). The course will focus on the ecology and biodiversity of a range of ecosystems and habitats (including aquatic ecosystems [freshwater rivers and lakes, wetlands and saline lakes], tropical montaine forest and grasslands) and the connectivities among them. Issues and problems to do with human impacts and the conservation and management of these diverse habitats will also comprise an important element of the course. The course will focus particularly on the following three topics: Quantifying biodiversity and the factors that underpin biodiversity in the tropics Invasive species Sustainable development of tropical ecosystems Learning Outcomes: By the end of the module, typical students should: demonstrate holistic knowledge of East African geology, landscapes and ecosystems and the extent and nature of human interactions within them; understand the principles underpinning the ecology of tropical grasslands, forests, freshwaters and alkaline waters and be able to explain these to a layperson; be able to evaluate the importance of natural background environmental fluctuations compared to those caused by human impact; be able to synthesise and reconcile the conflicting arguments for the future of each of the ecosystems visited; be capable of integrating these arguments into sustainable management plans, which incorporate indigenous livelihoods; be able to design a group research project, conduct the research and analyse and synthesise results be able to make a competent oral presentation of their research project. 46

47 Module ZO4093: Estuarine Ecology 47 Co-ordinator: Course Type: Assessment: ECTS: Prerequisites: Module ZO4093 Professor Jim Wilson Optional 50% Examination, 50% Continual Assessment 5 credits None Contact hours: Lectures: Field Trip: Practicals: Total 14 hours 3 hours 16 hours 33 hours Description: The module consists of a series of lectures on a variety of aspects such as estuarine usage, management and conflicts; the biota, from birds to algae and microbes, with the accent on processes and productivity; sediments and geomorphology; hydrology; sampling strategies and methods; pollution inputs, effects and detection and the environmental interactions of the various influences. Recommended reading: McLusky, D.S. and Elliott, M. (2005). The Estuarine Ecosystem (3rd Ed). OUP, Oxford. Assessment: Written examination Learning Outcomes 1: On successful completion of this module students will be able to: Link the functions of the various compartments in the estuarine system; Draw diagrams illustrating the transfers of C, N, P and contaminants through the system; Understand the consequences of management decisions on ecological goods and services. Practicals: The practical work runs over the whole of the term and consists of a number of groups from the class, each of which is responsible for obtaining data on the productivity of one ecosystem compartment (water, sediment, algae, macro-invertebrates, birds) on a marked 47

48 hectare of mudflat at Bull Island. 48 Assessment: In-course assessment. Learning Outcomes 2: On successful completion of this module students will be able to: Design and carry out a sampling programme on an estuarine mudflat. Quantify (identification, analysis) the biomass and energy flow in the system. Put together a spreadsheet and budget for the system. Draw the energy flow through the estuarine food web. 48

49 49 Student Field Trips Emphasis in the Moderatorship is on the student acquiring laboratory and field skills, to reflect this there are a number of field excursions that students may choose in the Junior and Senior Sophister years. An introductory autumn field trip begins the Junior Sophister year and is based in and around Dublin where the student is introduced to skills in data collection and analysis. This involves four days' field and laboratory studies in a range of ecosystems, including woodlands, bogs, salt-marshes and sand-dunes. Also during the first year, in the second semester, Environmental Sciences students may attend the Field Skills in Plant & Environmental Science residential field course in Gran Canaria. In the final year of the Environmental Science degree, students may also attend a residential field course in Africa, the Tropical Ecology Field Trip. Of all the field trips only the introductory autumn field trip is mandatory. 49

50 50 EQUIPMENT All students taking Plant Science (PS) courses should acquire dissection kits for laboratory work: these must include a fine forceps (blunt forceps are of little use); also a couple of mounted needles. All field courses will require: Weatherproof clothing (protection against soaking and/or chilling may be required at any season!) Stout footwear (suitable for both rough and wet terrain - mountaineering boots are the most generally suitable, but rubber boots may be preferred for wet lowlands). Handlens (x 10 or x 8 are the most generally useful; x 15 or x 20 are valuable for finer details, e.g. for bryophytes). Notebook (waterproof is recommended). Relevant field literature (to be bought and to be provided) FINANCE The School makes every effort to keep down expenditure on field courses. However, it is necessary that students should budget appropriately. For information on financial assistance, contact: Senior Tutor's Office, No. 27, College or your tutor. Note: Students receiving local authority grants may be eligible for local authority support. Letters confirming attendance on courses can be obtained from the Head of Department. Please note: If cheques from Local Authorities are not received before the start of the Field Course, students will be required to pay the full amount and will be refunded this amount on receipt of cheques from Local Authorities. You are therefore advised to apply to your local Authority for funding well in advance of the Field Trips. 50

51 51 SAFETY LABORATORY AND FIELDWORK SAFETY Legal Background The University must exercise a "duty of care" to employees and those they supervise. This duty of care is recognised in both criminal and civil law. There is also a duty on everybody to take reasonable care for their own safety and the safety of those around them. The Laboratory In formal laboratory exercises you will be under supervision in a controlled environment where all reasonable safety precautions have been considered and all hazards identified. For that reason laboratory safety is reasonably taken care of provided you follow the instructions of those in control of the laboratory. However, you have a duty of care for yourselves and those who may be affected by your actions. This means that your behaviour in the laboratory must be such that you do nothing to place either yourself or other laboratory users at risk. There is only so much we can do and you have a legal obligation to follow instructions, look out for yourself and do nothing to put either yourself or others at risk. Instrumentation in a laboratory is one area where this can be a problem. If you have never used an instrument before you will not know the potential danger it may pose. Do not interfere with any piece of equipment. You may muddle through with it but you might also cause injury to yourself or others. The staff, both academic and technical, along with the demonstrators, are available to instruct you so always ask to be taken through the use and dangers of any piece of equipment which you have to use. Fieldwork Fieldwork is defined as any practical work carried out in the field by staff or students of the University for the purpose of teaching and/or research. By definition it occurs in places which are not under the control of the University, but where the University is responsible for the safety of its staff and students. Please note: Voluntary and Leisure activities are excluded. Outside of Voluntary and Leisure activities, the Head of Discipline has overall responsibility for health and safety in their area. They are required to ensure that the risk assessment of the fieldwork is made and to ensure that a safe system of work has been established for all staff and students. This duty is frequently delegated to the member of staff organising the fieldwork. The Head of Discipline must ensure that the fieldwork meets the safety criteria of the School, and that accidents are reported and investigated. There is a Department Safety Officer, who is responsible for day-to-day safety matters. 51

52 There is a duty on the fieldwork participants to take reasonable care for their own safety and the safety of those affected by them. 52 Some staff and students may be unable to carry out certain types of fieldwork due to any number of physical or medical conditions and early identification of such problems is essential. There are a number of forms that must be completed before Laboratory or Fieldwork is begun. Please note that it is compulsory for each student to fill these forms in prior to beginning fieldwork. The forms must be returned to Discipline Safety Officer. Relevant and suitable protective equipment must be worn. Participants must dress appropriately especially in cold and wet conditions. When the activity involves the use of boats other than registered ferries appropriate life jackets must be worn. The School of Natural Sciences has prepared a detailed set of instructions relating to field-work. These will be issued prior to the first field course. FIRE Fire Prevention Copies of the College General Fire Notice are displayed in the Department. Familiarise yourself with the instructions in case of fire. Individuals are responsible for checking the fire precautions in their own work areas. Any defect or potential fire hazards should be reported to the building Fire Warden. Note the position of fire extinguishers in your working area. Familiarise yourself with the operating sequence for each extinguisher It is a criminal offence to misuse a fire extinguisher. Before leaving offices or laboratories:- - ensure that all litter bins do not contain any smouldering materials. - do not leave litterbins under or near to any combustible items e.g. desks, tables, shelving etc. - close all filing cabinets and presses. - switch off and unplug electrical equipment not in use. In Case of Fire There is a fire alarm system in the buildings controlled by Botany. If the alarm bells ring or someone shouts 'fire', all persons in the building must exit as rapidly as possible and assemble at the east end of the rugby pitch. For emergency exit from the Luce Hall laboratories, unlock the exit doors using keys stored behind glass in a key box beside the doors. 52

53 53 At the assembly point organise yourselves into laboratory or functional groups and the senior person present must take a roll-call. Missing persons must be reported immediately so that a search can be instituted quickly. If possible, before exiting from the building, turn off all bunsens, electrical equipment etc., CLOSE ALL WINDOWS AND DOORS IN YOUR LABORATORY AND IMMEDIATE WORK AREAS. If possible inform the Front Gate Security Officer, emergency no. ext: 1999 or the 24 hour security no. ext: 1317, who will call the fire brigade. Then inform the Chief Steward, ext: There is an emergency phone on the ground floor of the Botany Building for this purpose. Warn firemen of possible missing persons and potential hazards in the area of the fire hazardous chemicals, pathogens, gas cylinders, etc. BOMBS/HOAX BOMB CALLS/BOMB WARNINGS Keep and eye out for suspicious packages at all times. If one is observed report it to the Chief Technician or another staff member. If a bomb is thought to be in the building, procedures essentially follow those employed in the case of fire except that report is made to College authorities on ext: 1999/1317 (Front Gate Security Officer & 24 hour Security) who will call the Gardai. FIRST AID First Aid boxes are placed in every laboratory. These boxes contain a range of dressings and bandages for treatment of minor cuts and burns. Placed on top of each box there should be an eye-wash bottle containing Optrex solution. DO NOT USE AN ITEM WITHOUT SUBSEQUENTLY INFORMING A TECHNICIAN. This ensures the incident is recorded and the items used are replaced. A list of trained First Aiders is displayed on each first aid cabinet. REPORT ANY DEFICIENCY OF THE ITEMS IN OR ON THE BOX TO THE CHIEF TECHNICIAN. All accidents must be reported to the Safety Officer and entered in the accident book which is kept in the Chief Technician's office. An accident report form will be completed. Dangerous occurrences must also be reported on the appropriate form. In the event of serious accident or medical emergency, quickly report it to the Chief Technician (Main Building) or the senior person present and call the Front Gate Security Officer ext: 1999/1317 or call the ambulance service at no. 999 or (Tara Street) if necessary. In the event of eye injuries, the victim should be taken 53

54 54 directly to the Royal Victoria Eye & Ear Hospital, Adelaide Road. During office hours medical assistance can be obtained from the Student Health Service ext: 1556/1591. In cases involving poisoning call the Poisons Information Centre, Beaumont Hospital no / or contact the Pharmacology Department ext: Familiarise yourself with the standard first aid procedures to be followed in the event of acid and alkali contact with the body, reagent ingestion, cuts, electrical shock, burns, etc. Refer to the safety wall charts in the laboratories. In the field, all staff and demonstrators carry an individual first aid kit. Departmental vehicles carry a more extensive kit. Report all field injuries or illness immediately to the leader of the field trip. You must always adhere to the instructions and directions of the field-leader. Health and safety issues for laboratory and field projects must be discussed in detail with supervisors. 54

55 55 SOPHISTER ASSESSMENT AND EXAMINATIONS Examination Dates Junior Sophister and Senior Sophister examinations will take place after the Trinity Term, between: 27 th April 22 nd May External Examiner An external examiner, currently Professor Robert Rees, SRUC, Edinburgh, moderates the Junior and Senior Sophister examination. It is common practice for external examiners to viva students following the completion of their final examinations. The viva timetable will be available during the examinations. Module Assessment Junior Sophister modules are assessed by in-course continuous assessment and/or examination. Please note that twenty per cent of the Senior Sophister overall mark is carried forward from the Junior Sophister year. Senior Sophister modules are also assessed by in-course continuous assessment and/or examination. Your final degree classification is based on a combination of marks; continuous assessment; research project including submission of a thesis and examinations. You should take care not to engage in plagiarism when completing exercises: for instance colluding with others to complete a word-processed practical report would be plagiarism unless approval had been sought in advance from the relevant lecturer. [see section below on College policy dealing with plagiarism.] You must indicate on any practical write-ups the name of your Partner(s) and his/her ID number(s). Written submitted exercises will be scanned by plagiarism-detecting software ( Turnitin ). Please go to this URL: to learn more about what constitutes plagiarism in an academic context. Again you must display your own and your partner s names and IDs on any submitted work. Please see below for your information, the deduction of marks for plagiarised submissions within the Discipline: Please see Instructions for Students Using Turnitin, on page 8. Submission of Continuous Assessment Material To avoid any misunderstandings arising in relation to submitting continuous assessments please adhere to the following points as they are absolute: 55

56 56 - Please submit your continuous assessment both electronically and by hand. By hand submissions are to be put into the appropriate post-boxes in the entrance hall of the Department before 3.00pm on the Wednesday of week of the submission deadline. Electronic submissions are to be made through Please note that the Turnitin web-site rejects any submission up-loaded after 5pm. These deadlines are absolute! The only exception to this is when assessments are taken in at the end of a practical by the staff member providing the session. The Turnitin software detects the percentage of plagiarised material and marks will be deducted as a result. - Assessments left in staff pigeonholes, or handed to other members of staff will not be marked. - For late submissions there will be a deduction of 5% per day, (including weekends). Submissions received more than three days late, without a medical certificate, will not be marked. ALL LATE SUBMISSIONS MUST BE HANDED IN DIRECTLY TO THE BOTANY OFFICE TO THE EXECUTIVE OFFICER TO BE DATE STAMPED. - Any alternative arrangements must be approved by the staff member responsible for the assessment, and the Departmental Executive Officer notified. - Please remember it is important to keep all Continuous Assessment exercises when returned to you, until the Court of Examiners has awarded your final mark. 56

57 57 Sophister Essay & Examination Marking Guide Class Mark Criteria Range I EXCEPTIONAL ANSWER; This answer will show original thought and a sophisticated insight into the subject, and mastery of the available information on the subject. It should make compelling arguments for any case it is putting forward, and show a rounded view of all sides of the argument. In exam questions, important examples will be supported by attribution to relevant authors, and while not necessarily giving the exact date, should show an awareness of the approximate period. In essays, the referencing will be comprehensive and accurate OUTSTANDING ANSWER; This answer will show frequent originality of thought and make new connections between pieces of evidence beyond those presented in lectures. There will be evidence of awareness of the background behind the subject area discussed, with evidence of deep understanding of more than one view on any debatable points. It will be written clearly in a style which is easy to follow. In exams, authors of important examples may be provided. In essays all important examples will be referenced accurately INSIGHTFUL ANSWER; showing a grasp of the full relevance of all module material discussed, and will include one or two examples from wider reading to extend the arguments presented. It should show some original connections of concepts. There will be only minor errors in examples given. All arguments will be entirely logical, and well written. Referencing in exams will be sporadic but referencing should be present and accurate in essays. II VERY COMPREHENSIVE ANSWER; good understanding of concepts supported by broad knowledge of subject. Notable for synthesis of information rather than originality. Evidence of relevant reading outside lecture notes and module work. Mostly accurate and logical with appropriate examples. Occasionally a lapse in detail LESS COMPREHENSIVE ANSWER; mostly confined to good recall of module work. Some synthesis of information or ideas. Accurate and logical within a limited scope. Some lapses in detail tolerated. Evidence of reading assigned module literature SOUND BUT INCOMPLETE ANSWER; based on module work alone but suffers from a significant omission, error or misunderstanding. Usually lacks synthesis of information or ideas. Mainly logical and accurate within its limited scope and with lapses in detail. II INCOMPLETE ANSWER; suffers from significant omissions, errors and misunderstandings, but still with understanding of main concepts and showing sound knowledge. Several lapses in detail WEAK ANSWER; limited understanding and knowledge of subject. Serious omissions, errors and misunderstandings, so that answer is no more than adequate. III VERY WEAK ANSWER; a poor answer, lacking substance but giving some relevant information. Information given may not be in context or well explained, but will contain passages and words, which indicate a marginally adequate understanding. F MARGINAL FAIL; inadequate answer, with no substance or understanding, but with a vague knowledge relevant to the question. F UTTER FAILURE; with little hint of knowledge. Errors serious and absurd. Could also be a trivial response to the misinterpretation of a question. U.G Ungraded 57

58 58 Sophister Project & Thesis Marking Guide Class Mark Criteria Range I Exceptional project report showing broad understanding of the project area and excellent knowledge of the relevant literature. Exemplary presentation and analysis of results, logical organisation and ability to critically evaluate and discuss results coupled with insight and originality A very good project report showing evidence of wide reading, with clear presentation and thorough analysis or results and an ability to critically evaluate and discuss research findings. Clear indication of some insight and originality. A very competent and well presented report overall but falling short of excellence in each and every aspect. II A good project report which shows a reasonably good understanding of the problem and some knowledge of the relevant literature. Mostly sound presentation and analysis of results but with occasional lapses. Some relevant interpretation and critical evaluation of results, though somewhat limited in scope. General standard of presentation and organisation adequate to good. II A moderately good project report which shows some understanding of the problem but limited knowledge and appreciation of the relevant literature. Presentation, analysis and interpretation of the results at a basic level and showing little or no originality or critical evaluation. Insufficient attention to organisation and presentation of the report. III A weak project report showing only limited understanding of the problem and superficial knowledge of the relevant literature. Results presented in a confused or inappropriate manner and incomplete or erroneous analysis. Discussion and interpretation of result severely limited, including some basic misapprehensions, and lacking any originality or critical evaluation. General standard of presentation poor. Fail An unsatisfactory project containing substantial errors and omissions. Very limited understanding, or in some cases misunderstanding of the problem and very restricted and superficial appreciation of the relevant literature. Very poor, confused and, in some cases, incomplete presentation of the results and limited analysis of the results including some serious errors. Severely limited discussion and interpretation of the results revealing little or no ability to relate experimental results to the existing literature. Very poor overall standard of presentation. Fail 0-19 A very poor project report containing every conceivable error and fault. Showing virtually no real understanding or appreciation of the problem and of the literature pertaining to it. Chaotic presentation of results, and in some cases incompletely presented and virtually non-existent or inappropriate or plainly wrong analysis. Discussion and interpretation seriously confused or wholly erroneous revealing basic misapprehensions. 58

59 59 PLAGIARISM College regulations on Plagiarism can be found in the College Calendar, Section H70-78: General Regulations and Information or online at: 59

60 60 Using turnitin Instructions for Students The Executive Officer in the Department will enrol you into all the Course modules at the beginning of the year. Initially you will receive a number of s from helpdesk@turnitin.com informing you that you have been added as a student to a particular module, and providing you with a temporary password. Please note that these modules are subject to change according to your course options being selected and processed at a later stage. As a student, there is one activity that you need to perform before you can submit an assignment to turnitin.com. You will need to register with turnitin.com and change your temporary password. Below you will find the step-by-step instructions on how to complete this process. All you need is one of the s from the helpdesk@turnitin.com, with the temporary password. Initial registration with Turnitin.com 1) Click on this url 2) Type your address in the Login box on the top, right hand side of the screen, and type your password in the Password box. Type address Type temporary password 60

61 3) On the new Welcome to Turnitin page, enter the relevant information: 61 Choose a new personal password which you need to enter and confirm. (Make a note of your password and keep it in a safe place!). Enter a secret question and answer Press Next 4) On the new User Agreement page, enter the relevant information: Tick I am at least 13 years of age. Read the user agreement, then click on I agree continue. 61

62 62 5) Once this initial registration has been completed, you will see in on the next screen all the course modules. Click on the class s name to open your portfolio for the class. From your portfolio, you can submit your assignment. Student Uploading Guide The following pdf link gives step by step instructions on how to set up and use Turnitin: udent_en_us.pdf Please see following link for further additional Turnitin information manuals: 62