Course Syllabus

DIS LogoGlaciers and Human Impact:
Icelandic Climate Change Case Study 

 

AGSP17_2.jpg 

Semester & Location:

Spring 2017- DIS Copenhagen

Type & Credits:

Core Course - 3 credits

Core Course Study Tour:

Iceland

Major Disciplines:

Biology, Environmental Science, and Geology

Faculty Members:

Susanne Lilja Buchardt

Program Director:

Neringa B. Vendelbo, nb@dis.dk

Time & Place:

Mondays and Thursdays 13:15-14:35, V10-A11

 

Instructor: Dr. Susanne Lilja Buchardt, Ph.D. (Glaciology, University of Copenhagen, 2009). M.Sc. (Geophysics, University of Copenhagen, 2005). Susanne has 10 years of experience from research involving ice flow models and ice core analysis, and she has participated in ice core drillings and other field operations in Greenland and Antarctica many times.

Description of course:  In this course we will study the main mechanisms governing climate change in the past, the present, and the future. The motivation is that recent trends of climate and other environmental changes, whether due to human activity or natural variability, have focused societal attention on their potential negative impacts on human and environmental health. An understanding of past climate variability and its underlying causes and mechanisms are the basis for separating natural and anthropogenic climate change and for making useful projections of future climate and assessing its impacts.

To get to this understanding, the course takes a journey from deep time through to the present describing periods when the climate was strikingly different than it is today and revealing the mechanisms and feedbacks that govern the climate system. The historical development of the science of climate change and the scientists who made key insights in our present understanding of the dynamics of climate will add flavor to the class.

Students will travel to Iceland, where they may potentially explore the glaciers, the volcanoes and the landscape in Southern Iceland, hike on an outlet glacier and experience first-hand the amazing interaction between ice and geothermal activity. They will experience the local culture and language, delve into the history of Iceland and investigate the links between changes in climate and in society in the past. Furthermore, they will learn about how geothermal energy can be harnessed in a renewable way, and take a relaxing swim in the outdoor thermal pools.

Learning objectives of the course:  By the end of this course students should be able to:

  • Use evidence of past climate change in order to contextualize current and projected climate change
  • Identify and outline important climate feedbacks
  • Apply the notion of time scales when discussing the effects of different climate phenomena
  • Identify and explain a selection of climate change causes
  • Point out similarities and differences between "natural" and "anthropogenic" climate change
  • Have a general understanding of the methods applied in paleoclimatology, including different indirect measurements (proxies) and dating methods
  • Discuss climate conditions as a key factor in the evolution of modern civilization
  • Understand the basis for climate projections and the source of some of the main uncertainties
  • Explain the main differences between climate data obtained from natural archives and from historical sources
  • Identify the key differences between geothermal energy production and energy production using fossil fuels

Course Structure:
The plan of topics and assignments is found below, and readings etc. are updated on the Canvas course pages. Assigned readings and other details on the meetings are subject to change but will be updated online with as much notice as possible.

Readings: All textbooks and readings will be provided by DIS. The readings for each class are listed in the course calendar and come from the required texts. The abbreviations used in the course calendar events are given in parentheses below.

Main textbooks:
William F. Ruddiman: Earth’s Climate Past and Future, 2nd edition (EC)
Chris Turney: Ice, Mud and Blood: Lessons from Climates Past (IMB)

Other required texts:
IPCC, 2013: Summary for Policymakers. In: Climate Change 2013: The Physical Science Basis. Contribution of Working Group I to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change (AR5WG1)
Chris Turney: Bones, Rocks and Stars (BRS)

Björnsson and Pálsson: Icelandic Glaciers, Jökull No. 58, 2008 (Björnsson and Pálsson)

Ogilvie et al.: North Atlantic Climate c. AD 1000: Millennial reflections on the Viking discoveries of Iceland, Greenland and North America, Weather vol. 55, 2000, p34-45 (Ogilvie et al.)

Ogilvie and Pálsson: Mood, Magic and Metaphor: Allusions to Weather and Climate in the Sagas of Icelanders, in Weather, Climate, Culture 2003, p251 (Ogilvie and Pálsson)

Denton et al.: The Last Glacial Termination, Science vol. 328, 2010 (Denton)
L.D.D. Harvey: Climate and Global Environmental Change (Harvey)

IPCC technical paper II - An introduction to climate models used in the IPCC second assessment report (IPCC Tech)

Readings and notes:
Students are expected to read the assigned readings prior to each class, spending at least 2 hours reading and preparing per meeting. In the classroom, we will not cover all the material in the assigned text, but will focus on key concepts, the understanding of the underlying processes and the similarities and differences between climate changes on different time scales. In order to get the most out of the time in class, we ask you to post the following on the course discussion forum on the DIS Canvas course page no later than 8 pm the day before each class:

  • What would you define as the key 1-3 messages of today’s text?
  • Mention any specific sections or concepts in today’s text that you find particularly difficult.
  • Pose questions that you would like to include as part of the class discussion.

Students are encouraged to write notes to summarize the assigned readings. Self-made notes (one standard paper page per textbook chapter) are the only allowed aids during the tests.

Field studies/study tours/core course week: 

Core Course Week and Study Tours
Core Course week and study tours are an integrated part of the core course as we take the classroom on the road and see how theory presented in the classroom is translated to practice in the field. You will travel with your classmates and DIS faculty/staff on two study tours; a short study tour during Core Course Week and a long study tour to a relevant European destination.

Expectations for study tours

  • Participate in all activities
  • Engage in discussions, ask questions, and contribute to achieving the learning objectives
  • Respect the destination, the speakers, DIS staff, and your fellow classmates
  • Represent yourself, your home university, and DIS in a positive light

While on a program study tour, DIS will provide hostel/hotel accommodation, transportation to/from the destination(s), approx. 2 meals per day and entrances, guides, and visits relevant to your area of study or the destination. You will receive a more detailed itinerary prior to departure.

Travel policies
You are required to travel with your group to the destination. If you have to deviate from the group travel plans, you need approval from the program director and the study tours office.

Core course week
Short study tour to Odsherred
February 6-8, 2017
This three-day short tour will take you to Odsherred (Western Zealand) to see how glaciers during the last ice age helped shape the current landscape in northwest Zealand. You will explore the Odsherred Geopark, drill sediment cores to investigate past climate in the area, learn about local flora and fauna, and be immersed culturally through various cultural experiences and cuisine.

Student presentations at DIS: Climate proxies
February 9, 2017

Visit to ‘Ungdomslaboratoriet’ at the Niels Bohr Institute, University of Copenhagen
February 10, 2017
Here Danish physics students will introduce the lab facilities to us and help students carry out experiments in small groups. The experiments will illustrate the greenhouse effect.

Long study tour to Iceland
March 19-24, 2017
During this week-long stay in Reykjavik and Southern Iceland, students will explore a diversity of amazing land- and icescapes. The activities include a glacier walk and a visit to an ice tunnel that has been dug into the Langjökull Glacier. We will visit research institutions in Reykjavik where local experts will tell us about their research on the past, present and future state of the Icelandic glaciers and ice caps. We will also visit a geothermal power plant, hike through areas of high geothermal activity and relax in the Blue Lagoon. We will travel along the south coast of Iceland to enjoy the landscapes shaped by glaciers and volcanoes. Furthermore, we will investigate the links between climate, volcanoes and the settlement and history of Iceland.

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: 

Grading: 
45%: 3 written tests during the semester
(2-3 pages) with multiple choice questions and short text questions based on assigned readings and class discussions. Each of the tests will be announced at least a week in advance and completed during 20 minutes of class time.

15%: Iceland Field Journal
A collection of questions and assignments related to the Iceland tour and case study.

30%: Final oral exam
20 min of presentation and discussion of one out of four questions, all known in advance. The questions are based on the entire course content and the exam will take place during finals week.

10%: Participation and Canvas Reading Feedback
We expect and encourage active participation in class discussions and require written feedback via DIS Canvas of each lesson’s assigned reading. Here you will summarize the main points of the readings and pose questions that can be covered as part of the class discussion (see below).

Disability and Resource Statement: Any student who has a need for accommodation based on the impact of a disability should contact the Office of Academic Support (acadsupp@dis.dk) to coordinate this.  In order to receive accommodations, students should inform the instructor of approved DIS accommodations within the first two weeks of classes.

Policies:
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.

Attendance – You are expected to attend all DIS classes when scheduled.  If you miss multiple classes the Director of Academic Support, and the Director of Student Affairs will be notified and they will follow-up with you to make sure that all is well.  Absences will jeopardize your grade and your standing at DIS.  Allowances will be made in cases of illness, but in the case of multiple absences you will need to provide a doctor’s note. You are welcome in class also if late, but note that we often give vital clues about test questions etc. during the first 10 seconds of class.

Academic Honesty: Plagiarism and Violating the Rules of an Assignment
DIS expects that students abide by the highest standards of intellectual honesty in all academic work. DIS assumes that all students do their own work and credit all work or thought taken from others.   Academic dishonesty will result in a final course grade of “F” and can result in dismissal. The students’ home universities will be notified. DIS reserves the right to request that written student assignments be turned in electronic form for submission to plagiarism detection software.  See the Academic Handbook for more information, or ask your instructor if you have questions.

Course Summary:

Date Details Due