ENVS1121 Biogeochemistry (5 cr)

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Study level:
Advanced studies
Grading scale:
Pass - fail
Language:
English
Responsible organisation:
Department of Biological and Environmental Science
Curriculum periods:
2020-2021, 2021-2022, 2022-2023

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Biogeokemian kurssi pidetään englannin kielellä, ja asiat esitellään tässäkin englanniksi

Description

The course follows the chapters of a textbook (Schlesinger William H. & Bernhardt Emily S. 2013. Biogeochemistry – An Analysis on Global Change, 3rd edition. 672 pages. Elsevier).

Part I:
1. Introduction to biogeochemistry & origins,
2. the atmosphere,
3. the lithosphere,
4. the terrestrial ecosystems I,
5. the terrestrial ecosystems II,
6. wetlands,
7. inland waters,
8. the oceans.
Part II - global cycles:
9. the water cycle,
10. the carbon cycle,
11. the cycles of nitrogen and phosphorus,
12. the cycles of sulfur and mercury.


Learning outcomes

Learning objectives of biogeochemistry

Interdisciplinary nature of biogeochemistry. Biogeochemistry utilizes collectively several disciplines (e.g., , biology, geology, chemistry, physics, mathematics, oceanography, atmospheric science).

Basic concepts of different applied disciplines involved in biogeochemistry (atmospheric science, geology, terrestrial biosphere, oceanography and limnology).

The global cycles (pools and fluxes) of some elements (H2O, C, O, N, P and S) and the coupling between individual cycles.

Major physical, chemical and biological processes driving the biogeochemical cycles. Physical processes include e.g., evaporation, melting, thawing, precipitation, plate tectonics, volcanism, erosion, mixing, diffusion, convection, advection, aggregation, runoff, landslides or thermohaline circulation of the ocean. Chemical processes include e.g., weathering, hydrolysis, oxidation, photochemistry, chemical equilibria, pH, redox potential, thermodynamics, stoichiometry, dissolution and fire. Biological processes include e.g., photosynthesis, respiration, transpiration, metabolism, microbiology, enzymatic catalysis, decomposition, dissimilatory and assimilatory metabolism, accumulation and decomposition of biomass.

Human interference in biogeochemistry. This includes e.g., burning of fossil fuels, fertilization, industrial emissions, land use, agriculture, eutrophication, mining, climate change, pollution, water use, damming rivers, and creating reservoirs.

The learning objectives (generic skills)

Chairing a session

Communication in English

Giving a presentation in English

Problem solving skills

Searching of information from reliable sources

Working in a small group

Collective intelligence.

Description of prerequisites

Biogeochemistry basis on a synthesis from natural sciences. Background for this course can be achieved from earlier courses e.g., in ecology (BENA2020, BENA4028), environmental science (BENA4029, BENA4030), chemistry (KEMP111, 112, 113, 114, 115), microbiology (BENA2002) or those with field excursions (BENA2022, BENA2023, BENA4034, BENA4035).

Recommended prerequisites

Study materials

Textbook:

Schlesinger William H. & Bernhardt Emily S. 2013. Biogeochemistry – An Analysis on Global Change, 3rd edition. 672 pages. Elsevier.

· The textbook is available as an electronic copy. After completing an attempt to solve a problem, the students will receive the solutions to the problems by a teacher. Moodle platform may provide additional reference material related to the chapters of textbook. The students also create teaching material themselves when they write questions and answer to those.

Literature

  • Schlesinger William H. & Bernhardt Emily S. 2013. Biogeochemistry – An Analysis on Global Change, 3rd edition. 672 pages. Elsevier.

Completion methods

Method 1

Description:
o The course bases on flipped learning. Each week, students read a chapter from the textbook and try to solve at least one problem given in the end on each chapter. During their self-study, students need also to recognize unclear parts and formulate a question or questions about those. During the weekly meetings, each student will chair a meeting. A chair will review the topic of chapter e.g., by giving a short lecture (15-20 min). Students try to answers to the questions of their peers. This is done first in small groups of two-three students. Then later, the asker of question will receive an answer from a group and all participants are welcome to join in discussion. After the meeting, student need to complete a quiz (in Moodle) concerning the topic of a chapter. A learning diary compensates an absence from a meeting.
Evaluation criteria:
o Pass or fail. Passing requires (a) reading the chapters of textbook, (b) attempts to solve at least one problem from each chapter, (c) posing a question to be answered from each chapter, (d) attending the meetings with active participation for answering to the questions by others, (d) a learning diary compensates an absence from a meeting.; (e) completing quizzes of related to each chapter with an average score >5/10, (f) chairing a meeting once, (g) completing an exam with a score >5/10.
Time of teaching:
Period 2, Period 1
Select all marked parts
Parts of the completion methods
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Participation in teaching (5 cr)

Type:
Participation in teaching
Grading scale:
Pass - fail
Evaluation criteria:
o Pass or fail. Passing requires (a) reading the chapters of textbook, (b) attempts to solve at least one problem from each chapter, (c) posing a question to be answered from each chapter, (d) attending the meetings with active participation for answering to the questions by others, (d) a learning diary compensates an absence from a meeting.; (e) completing quizzes of related to each chapter with an average score >5/10, (f) chairing a meeting once, (g) completing an exam with a score >5/10.
Language:
English
Study methods:

o The course bases on flipped learning. Each week, students read a chapter from the textbook and try to solve at least one problem given in the end on each chapter. During their self-study, students need also to recognize unclear parts and formulate a question or questions about those. During the weekly meetings, each student will chair a meeting. A chair will review the topic of chapter e.g., by giving a short lecture (15-20 min). Students try to answers to the questions of their peers. This is done first in small groups of two-three students. Then later, the asker of question will receive an answer from a group and all participants are welcome to join in discussion. After the meeting, student need to complete a quiz (in Moodle) concerning the topic of a chapter. A learning diary compensates an absence from a meeting.

Study materials:

· The textbook is available as an electronic copy. The students will receive the correct answers with further clarification after completing the quizzes. After completing an attempt to solve a problem, the students will receive the solutions to the problems by a teacher. Moodle platform provides additionally quizzes related to each chapter if needed. The students also create teaching material themselves when they write questions and answer to those.

· Literature:

o Schlesinger William H. & Bernhardt Emily S. 2013. Biogeochemistry – An Analysis on Global Change, 3rd edition. 672 pages. Elsevier

Literature:
  • Schlesinger William H. & Bernhardt Emily S. 2013. Biogeochemistry – An Analysis on Global Change, 3rd edition. 672 pages. Elsevier

Teaching