Earth, Water and Ice: Environmental Assessment in the Geosciences

Semester & Location:	Spring  2025- DIS Copenhagen
Type & Credits:	Elective Course - 3 credits
Major Disciplines:	Geology, Environmental Science
Prerequisite(s):	One course in environmental or earth science at university level. One year of physics or chemistry at university level is recommended.
Faculty Members:	Sebastian Zastruzny (current students please use the Canvas Inbox)
Time & Place:	Weekday, time, classroom TBA

 

Course Description

Much of the environment around is shaped by the earth (geosphere) and water (hydrosphere), that are part of larger cycles, that interface with the atmosphere, biosphere and is influenced by human interaction. Especially the Arctic, where much of the water is bound as ice (cryosphere), is vulnerable to climate change, and is changing rapidly.

Learning how we describe, measure and asses the state of the environment is thus of utmost importance in any subject relying on solid information concerning the state of our surroundings.

In this course we will learn how the sediment and the hydrological cycle are working and where they interact. We will then transfer this knowledge to cold climate environments where the freezing and thawing dynamics create a plethora of new challenges in permafrost conditions.

In practical sessions (each 160 min) we will take samples in, and around the city and use field and laboratory methods to identify physical properties, compound concentrations, and chemical parameters.

Through visits to modern laboratories at renowned universities and engineering firms we expand the horizon and learn how modern workplaces operate, based on the theory we acquire in class.

Learning Objectives

• Understand the hydrological cycle
• Understand the sediment cycle
• Develop sample strategies and evaluate accuracy
• Collect water and soil samples according to scientific protocols
• Use EC-meters, pH meters and GPS equipment in practical situations
• Create and design maps in GIS systems
• Identify and judge challenges in permafrost affected areas
• Interpret chemical and physical parameters of soil and water for the relevance of environmental applications
• Write scientific reports using the correct format and language

Field Studies (preliminary)

Visit of different laboratories in and around Copenhagen with explanation of the used methods and tools by resident staff, and use of equipment for analyzing student samples.

• hydrological laboratory at the University of Copenhagen
• soil science laboratory at the University of Copenhagen
• permafrost laboratory at the DTU
• rock laboratory at the GEO

Additionally, several normal teaching sessions will be used to explore the surroundings of the campus and employ different measurement methods for sampling the environment.

Readings (not complete)

Birch, H., Mikkelsen, P. S., Jensen, J. K., & Lützhøft, H. C. H. (2011). Micropollutants in stormwater runoff and combined sewer overflow in the Copenhagen area, Denmark. Water Science and technology, 64(2), 485-493.

Blume, H. P., Brümmer, G. W., Horn, R., Kandeler, E., Kögel-Knabner, I., Kretzschmar, R., ... & Welp, G. (2010). Scheffer/schachtschabel. Lehrbuch der Bodenkunde, 16, 123-174.

Clauson-Kaas, J., Poulsen, B. M., Skov, J., & Joensen, S. D. (2016, June). Copenhagen: Rainwater quality and handling of urban run-off. In Novatech 2016 - 9ème Conférence internationale sur les techniques et stratégies pour la gestion durable de l‘Eau dans la Ville / 9th International Conference on planning and technologies for sustainable management of Water in the City, Jun 2016, Lyon, France.

Grotzinger, J., & Jordan, T. H. (2010). Understanding earth. Macmillan.

Healy RW, Scanlon BR. Physical methods: saturated zone. In: Estimating Groundwater Recharge. Cambridge University Press; 2010:117-135.

Jahn, R., Blume, H. P., Asio, V. B., Spaargaren, O., & Schad, P. (2006). Guidelines for soil description. FAO.

Miner, K.R., Turetsky, M.R., Malina, E. et al. Permafrost carbon emissions in a changing Arctic. Nat Rev Earth Environ 3, 55–67 (2022). https://doi.org/10.1038/s43017-021-00230-3

Nichols, G. (2009). Sedimentology and stratigraphy. John Wiley & Sons.

Approach to Teaching

The course utilizes a mixture of different teaching concepts, beginning with interactive lectures where core concepts are explained and consecutively applied in exercises and assignments. Once a basic understanding of a subject is achieved, the didactic environment is expanded to more participatory approaches, giving the students the agency to explore various topics.

Sampling techniques will be shortly introduced in class and then put in practice in the field, using the environment as a class room. Exercises in the laboratory will happen in small groups that work together to apply the correct methods and document their work in a lab protocol.

Once the core concepts and methods are understood, the students will develop their own project, that investigates the conditions at a local area and will employ knowledge gathered during the course as well as data gathered during project work. The underlying theory, data collection, evaluation and conclusion will be reported in a final project report, that is in accordance with general practices.

Evaluation

To be eligible for a passing grade in this class you must complete all of the assigned work. The overall grade will come from the following: 

 

Assignment	Percent
Two lab reports Two short reports, one about water the other about soil, written in groups of two people, explaining the sampling strategy, sample collection and laboratory analysis of samples, and the underlying theory. The reports will be graded based on scientific correctness, completeness of requirements and presentation style.	30%
Project report that investigates the environmental conditions of a self-chosen area in Copenhagen. Reports are written in groups of three-four, and include motivation, theoretical background (20%), sample collection (20%) and analysis (40%) and conclusion (20%) on the status of the area.	50%
We expect and encourage active participation in class, on the field trips, and in online activities. Active participation consists of... being a part of the discussions by asking/answering contributing to group work working on the assignments/exercises presenting results in class	20%

 

DIS Accommodations Statement 

Your learning experience in this class is important to me.  If you have approved academic accommodations with DIS, please make sure I receive your DIS accommodations letter within two weeks from the start of classes. If you can think of other ways I can support your learning, please don't hesitate to talk to me. If you have any further questions about your academic accommodations, contact Academic Support acadsupp@dis.dk. 

 

 

Academic Regulations 

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

• Course Enrollment and Grading
• Academic Expectations and Honor Code

 

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