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.

• Forest Area south of Copenhagen
• soil science laboratory at the University of Copenhagen

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)

Textbooks:

• Blume, H. P., Brümmer, G. W., Horn, R., Kandeler, E., Kögel-Knabner, I., Kretzschmar, R., ... & Welp, G. (2016). Scheffer/Schachtschabel - Soil Science.
• Grotzinger, J., & Jordan, T. H. (2014) Understanding Earth.
• FAO. 2020. Soil testing methods – Global Soil Doctors Programme - A farmer-to-farmer training programme. Rome. https://doi.org/10.4060/ca2796en
• Jahn, R., Blume, H. P., Asio, V. B., Spaargaren, O., & Schad, P. (2006). Guidelines for soil description. FAO.
• Bidwell, J.R. (2013). Physical and Chemical Monitoring of Wetland Water. In: Anderson, J., Davis, C. (eds) Wetland Techniques. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6860-4_6

Scientific Papers:

• Abbott, B. W. (2022). Permafrost climate feedbacks. In Global Arctic: An Introduction to the Multifaceted Dynamics of the Arctic(pp. 189-209). Cham: Springer International Publishing.
• 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.
• Biskaborn, B. K., Smith, S. L., Noetzli, J., Matthes, H., Vieira, G., Streletskiy, D. A., ... & Lantuit, H. (2019). Permafrost is warming at a global scale. Nature communications, 10(1), 264.
• Dazzi, C., & Papa, G. L. (2022). A new definition of soil to promote soil awareness, sustainability, security and governance. International Soil and Water Conservation Research, 10(1), 99-108.
• Frederiksen, J. K., Brendstrup, J., Eriksen, F. S., Gordon, M. A., Knudsen, C., Jørgensen, M. E., & Møller, H. M. (2003). Engineering geology of Copenhagen. Bulletin of Engineering Geology and the Environment, 62, 189-206.
• Hartemink, A. E. (2016). The definition of soil since the early 1800s. Advances in Agronomy, 137, 73-126.
• Obu, J., Westermann, S., Bartsch, A., Berdnikov, N., Christiansen, H. H., Dashtseren, A., ... & Zou, D. (2019). Northern Hemisphere permafrost map based on TTOP modelling for 2000–2016 at 1 km2 scale. Earth-Science Reviews, 193, 299-316.
• Schuur, E. A., Abbott, B. W., Commane, R., Ernakovich, J., Euskirchen, E., Hugelius, G., ... & Turetsky, M. (2022). Permafrost and climate change: carbon cycle feedbacks from the warming Arctic. Annual Review of Environment and Resources, 47(1), 343-371.
• Van Genuchten, M. T. (1980). A closed‐form equation for predicting the hydraulic conductivity of unsaturated soils. Soil science society of America journal, 44(5), 892-898.

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
Three reports Three short reports, one about a mapping exercise, 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%
Final Project: The project will investigate the environmental conditions of a self-chosen area in Copenhagen. The tasks is done in groups of three/four. The project is split up in the parts: Synopsis (Outline of the planned research) Presentation to class (Preliminary results / Research Strategy) Report (includes motivation, theoretical background, sample collection and analysis and conclusion) 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%

Academic Regulations 

Use of laptops or phones in class: Focused and constructive contribution in class discussions is encouraged and expected. Laptops, phones and other portable electronic devices can be used for taking notes if in silent mode, but please refrain from writing or checking e-mail and text messages, browsing, or using social networks during class hours. During student presentations and group work, we kindly ask you to turn off or put away electronic devices.

This course emphasizes the importance of individual creativity and critical thinking. Consequently, the use of AI writing, coding, or generation tools is categorically prohibited. Any violation of this policy will be regarded as a severe breach of academic integrity.

DIS Academic Regulations