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Appendix 2
Teaching schedule, programme specification and module specifications
for:
MSc in Environmental Science: Pollution and Monitoring
Academic Year 2010-2011
Locations for teaching sessions to be provided for each module by the module leader
Programme Specification
MSc in Environmental Science: Pollution and Monitoring
Version No.
Date
Notes – Q&S USE ONLY
AO
1
2
2.1
July 2006
April 2008
June 2010
Original
Remove IE5503 and IE5504 and replace with ME5518 and IE5511, updated p/t route
Minor modifications made to reflect new accreditation
n/a
RH
STM
Masters programme
1. Awarding institution:
2. Teaching institution:
3. Home school/associated institution:
4. Contributing school(s)/associated institution:
5. Programme accredited by:
6. Final award:
7. Programme title:
8. Normal length of programme:
9. Minimum/maximum period of registration:
10. Variation(s) to September start:
11. Mode of study:
12. Mode of delivery:
13. Intermediate award(s) and title(s):
14. UCAS code:
15. JACS code:
Brunel University
Brunel University
Institute for the Environment
N/A
Chartered Institution of Water & Environ. Management
MSc
Environmental Science: Pollution and Monitoring
1 year (FT) / 3 years (PT)
FT 1 year min 2 yrs Max / PT 2 years min 4 yrs max
N/A
(FT) / (PT)
N/A
PGDip in Environmental Science: Pollution
and Monitoring
PGCert in Environmental Science
N/A
F850/F853
17. Relevant subject benchmark statements & other external and internal reference points used to inform programme
outcomes:
External:
Generic qualification descriptors for M level programmes in the National Qualifications Framework
Internal:
Brunel University Strategic Plan, Brunel University Learning and Teaching Strategy
18. Educational aims of the programme:
The taught modular course provides a rigorous academic treatment of the fundamental scientific principles and practice of
assessing and controlling the extent of environmental damage by Man’s activities. The course emphasises the technology and
principles behind the processes and techniques related to the reduction of emissions to air, land and water and the effects of
pollution.
From the core modules, students will develop:




understanding of the complex interactions of societies and their environments, and a critical awareness of how these
interactions are unevenly experienced.
critical appreciation of the influence of human activities on ecological processes.
understanding of processes which cause environmental change, how future change is predicted and how to interpret
trajectories in elements of ecosystems and human health.
Appreciation of interactions between human impact and the environment including the relationship between hazard and risk.
Through the specialist modules in environmental impact and monitoring, with a focus on the technology used in the control and
measurement of emissions and pollutants, training is given to students who wish to have a career as environmental
practitioners.
Specifically students will:

Develop a critical appreciation of environmental pollution with emphasis on an integrated approach mitigation.

Study the environmental and technological issues in the management and control of water, air and land pollution.

Learn the key aspects of sampling techniques in acquiring representative samples of air, soil and water for environmental
monitoring.

To learn the key analytical techniques and develop the practical skills in monitoring of environmental pollution.
Undertake a laboratory or library based dissertation.
19. Programme and intermediate learning outcomes
The programme provides opportunities for students to
develop and demonstrate knowledge and
understanding, qualities, skills and other attributes in
the following areas:
20. Teaching, learning and assessment strategies to enable
learning outcomes to be achieved and demonstrated.
The programme outcomes for the award of PGCert will
be a subset of those for the award of PGDip and will
vary depending upon the modules passed by the
individual student
A Knowledge and Understanding
A. Knowledge and Understanding of:
Learning/teaching methods and strategies
1.
2.
3.
4.
5.
6.
7.
Social aspects of environmental issues, linkage of
anthropogenic activity to environmental change
(PGDip, MSc).
Ecological processes, hazard and risk in relation to
chemicals and their impact on ecosystems (PGDip,
MSc).
Environmental pollution within the context of an
integrated approach to environmental pollution and
control (PGDip, MSc).
The fate, behaviour and significance of pollutants in
the environment (PGDip, MSc).
Techniques and procedures used in monitoring and
evaluation of data (PGDip, MSc).
Methods for evaluating environmental data and the
interpreting results from monitoring programs (MSc).
A deep knowledge of relevant research articles.
(MSc).
Learning Outcomes for students achieving a PGCert will
be a sub-set of those defined for PGDip, according to the
particular modules passed.
The areas of knowledge and understanding outlined in (A) are
achieved through a range of teaching methods, including lectures
(that contain the essential key elements of the subject matter),
seminars, group discussion, data presentation, formal computerbased practical sessions, practical classes, and guided
independent study. The emphasis will be to develop in depth,
advanced knowledge in relevant subject areas as well as the
ability to use the appropriate techniques to acquire and further that
body of knowledge.
The programme outcomes for the award of PGCert will be a
subset of those for the award of PGDip and will vary depending
upon the modules passed by the individual students.
Assessment
Assessment of the candidate’s knowledge and understanding is
assessed through a combination of formal written (closed book)
examination and coursework. The proportion of examination and
coursework varies from module to module.
Assessment is limited to two elements per module, to provide an
acceptable workload for students.
(B) Able to:
1.
2.
3.
4.
B Cognitive (thinking) Skills
Learning/teaching methods and strategies
Assess interactions between systems and
evaluate human impact on ecosystems (PGDip,
MSc).
Critically assess datasets and methodologies and
make data accessible to the public and policy
makers (PGDip, MSc).
Handle and interpret data obtained from various
analytical techniques and understand its
limitations(PGDip, MSc).
Develop solutions to solve contamination issues
and methods for analysing their effectiveness
(PGDip, MSc).
Cognitive skills are developed alongside the acquisition of subject
specific knowledge mainly within lectures and tutorials (via
problem-based learning strategies) and the coursework activities
undertaken. Students will be encouraged to critically appraise
research articles and the usefulness of software tools within the
context of the material presented in the taught modules and
through independent study. Students will also be required to
participate in tutor-led computer-based practical exercises.
MSc/PGDip/PGCert students will be expected to acquire cognitive
skills
5.
6.
Develop integrated approaches to control
environmental contamination (MSc).
Critically evaluate and relate appropriate control
technologies to causes of air, water and land
pollution (MSc).
(B2) Learning/teaching methods and strategies
Learning Outcomes for students achieving a PGCert will
be a sub-set of those defined for PGDip, according to the
particular modules passed.
1. Understand the practical application and implication of
pollution control measures through on-site visits
2. Evaluate the risk/hazard associated with pollution and
identify a means of mitigating the risk
3. Develop practical skills in monitoring and control of
pollution
(C) Able to:






The dissertation and coursework will encourage students to
critically appraise research articles and apply the scientific
method; marking schemes will reflect this. Formal examinations
and coursework assignments will assess knowledge,
understanding, analysis and problem solving skills, as well as
competency in data analysis and interpretation.
C Other Skills and Attributes (Practical/Professional/Transferable)
Learning/teaching methods and strategies
Prioritise, prepare and present work as an individual
and as part of a team (PGDip, MSc).
Research the scientific, technical and media literature
on environmental issues (PGDip, MSc).
Evaluate and apply a range of techniques to evaluate
the degree and extent of environmental pollution
(PGDip, MSc).
Develop and apply appropriate analytical and
sampling techniques for environmental monitoring
(PGDip, MSc).
Demonstrate enhanced transferable skills such as
effective communication, independent learning and
interpersonal skills (MSc).
Present a dissertation based on a research project
(MSc).
Students will be encouraged to engage fully/actively with the key
concepts within the subject materials to help them learn facts in
the context of meaning. Practical Skills (including safety) are
developed through laboratory classes. Tutor-led debates will
allow students to develop their ability to debate societal issues
from a scientific and ethical standpoint. Student-led oral and
poster presentations will allow them to develop transferable
communication and interpersonal skills. Tutor-led computerbased practical exercises will allow students to develop
competence in data handling and modelling.
Assessment
Transferable and research skills are assessed through case
studies, reports, assessment of oral presentations, assessed
teamwork, and assessment of poster presentations. Research
skills are assessed in the dissertation.
Learning Outcomes for students achieving a PGCert will
be a sub-set of those defined for PGDip, according to the
particular modules passed.
21. Programme structures and features: levels; module, credit and progression and award requirements
Compulsory module codes, titles and credits
ME5518 Principles of Sustainable
Development (15cr)
Level 5 (Masters)
IE5511 Research and Critical Skills in
Environmental Science (15cr)
IE5502 Ecosystem Function
(15cr)
IE5504 Environmental Hazard and Risk
(15cr)
IE5508 Integrated Pollution
(30cr)
IE5507 Environmental Monitoring(30cr)
IE5500 Dissertation
(60cr)
Part time:
Year 1: ME5518, IE5511,IE5508
Year 2: IE5500, IE5504, IE5502, IE5507
Option module codes, titles and
credits
None.
Progression and award requirements
The requirements for progression and
awards are summarised in programme
handbooks and set out in full in Senate
Regulation 3:
http://intranet.brunel.ac.uk/registr
y/QS/postgraduate_assessment_f
ramework.shtml
22. Programme regulations not specified in SR3
None
23. Admission requirements



Applicants should normally hold at least a second class, Science based degree, from a British University (or
equivalent) for admission to the Masters degree programme.
Lower or other qualifications will be considered if supported by science ‘A’ Level (or equivalent) and / or relevant
work experience.
English qualifications of GCSE grade C or an accepted English language qualification with an IELTS score of at
least 6.0
24. Additional relevant information (e.g. study abroad, information on placements, matters specific to professional courses)

25. Further information about the programme is available from:
Dr Mark D. Scrimshaw – Programme Leader
Margaret Wescott – Programme Administrator
Institute website - through www.brunel.ac.uk/ife
Please note: this specification provides a concise summary of the main features of the programme and the learning
outcomes that a student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the
learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching,
learning and assessment methods of each module can be found in the module guide and course handbook. The
accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality
Assurance Agency for Higher Education.
MODULE DESCRIPTIONS
The modules you take in this programme:
Tuesdays, Term 1
IE5502 Ecosystem Function (15cr)
IE5504 Environmental Hazard and Risk (15cr)
Tuesdays, Term 2
IE5507 Environmental Monitoring (30cr)
Thursdays, Terms 1 and 2
IE5508 Integrated Pollution (30cr)
ME5518 Principles of Sustainable Development (15cr)
IE5511 Research and Critical Skills in Environmental Science
May/June – 30th September 2011
IE5500 Dissertation (60cr)
(15cr)
Module
Code
IE5502
Level M
5
Module title
Ecosystem Function
Module Leader
Edwin Routledge
Credit value
15
Prerequisites
None
Additional Tutors
Prof. John Sumpter
Prof. Suzanne Leroy
School(s) responsible
Institute for the
Environment
Co-requisites
None
Version No.
Date
Notes – Q&S USE ONLY
AO
1
2
3
07/06
04/08
09/08
Updated version for CCIS approval event.
New assessment pattern
RH
RH
MAIN AIMS OF THE MODULE


provide a broad overview of ecological principles and major developments in the field of
ecology, including the possible impacts of climate change on biodiversity
critically appraise ecological theories relating to the role of biodiversity in ecosystem function
(including species redundancy)
LEARNING OUTCOMES FOR THE MODULE
The module provides opportunities for students to develop and demonstrate knowledge and
understanding, qualities, skills and other attributes in the following areas:
(A) Knowledge and Understanding
Students will have knowledge and understanding of the:
 properties and components of our planet Earth
 various measurements of biodiversity, patterns of biodiversity, and the role of biodiversity in
ecosystem function
 role of energy in ecological systems and in driving the major nutrient (biogeochemical) cycles
 factors that affect biodiversity (including climate change) and the conservation methods that
are used to protect wildlife
(B) Cognitive (thinking) Skills
Students will be able to:
 critically appraise the role of biodiversity in ecosystem function, and explain the role of
energy in driving living systems and nutrient cycling
 illustrate, using examples, factors that affect biodiversity
 evaluate the need for conservation strategies at both a local and global level
(C) Other Skills and Attributes (Practical/Professional/Transferable)
Students will have the following transferable skills:
 ability to produce a concise essay
 use information from a variety of sources
 ability to analyse, present and interpret biodiversity data
MAIN TOPICS OF STUDY:
1.
2.
3.
4.
Global ecology
Biodiversity and ecosystem function
Ecological energetics and nutrient cycles
Factors affecting biodiversity and conservation
TEACHING AND LEARNING METHODS/STRATEGIES USED TO ENABLE THE ACHIEVEMENT OF
LEARNING OUTCOMES: these might include lectures, seminars, tutorials, practicals, workshops,
laboratories, distance learning, projects or other methods (please specify).
Lectures, Oral Presentations, Tutorials, Assigned Reading from Scientific journals
The University expects student learning hours to be a notional 10 hours per credit awarded (i.e. a 20
credit module would involve notional learning time of 200 hours) including taught classes, private
study, revision and assessment. The University does not provide guidelines on the minimum
number of contact hours per module because patterns of study, including the ratio of contact
hours to self-study hours, are likely to vary across levels as learner autonomy increases.
Please indicate below the distribution of learning hours across this module:
Hours
36
114
150
Classroom contact
Private study
Total
ASSESSMENT METHODS WHICH ENABLE STUDENT TO
DEMONSTRATE THE LEARNING OUTCOMES FOR THE MODULE:
WEIGHTING:
Examination (2 hours)
30%
Coursework:
Written Essay of 1000 words
Data analysis
70%
INDICATIVE READING LIST:
1 ESSENTIAL READING [* Purchased advised]
*Beeby A, Brennan A-M. 2004. First Ecology: Ecological Principles and Environmental Issues,
2nd Ed. Oxford: Oxford University Press.
Begon M, Townsend C, Harper J. 2006. Ecology: From Individuals to Ecosystems, 4th Ed.
Malden, MA: Blackwell Publishing.
Gaston KJ, Spicer JI. 2004. Biodiversity – An Introduction, 2nd Ed. Oxford: Blackwell Publishing.
2 RECOMMENDED READING:
United Nations Environment Programme. 2002. Global Environment Outlook 3. UK and USA:
Earthscan.
Southwick C. 1996. Global Ecology in Human Perspectives. Oxford: Oxford University Press.
Wood A, Stedman-Edwards P, Mang J. 2000. The Root Causes of Biodiversity Loss. London:
Earthscan.
Groombridge B, Jenkins MD. 2002. World Atlas of Biodiversity: earth's living resources in the
21st century. London: University of California Press.
Porteous A. 2000. Dictionary of Environmental Science and Technology. New York, NY: John
Wiley and Sons Ltd.
Environmental Data Services (ENDS) Reports (provided) http://www.ends.co.uk/
3. OTHER:
Frequently Referenced Journals include:
 Nature
 Science
 Ecosystems
 Global Change Biology
The following information is required:
CORE module on the following
programmes (please list):
OPTION module on the following
programmes (please list):
MSc Environmental Science: Legislation and Management
MSc Environmental Science: Pollution and Monitoring
MSc Environmental Science: Ecosystems and Human Health
MSc Climate Change Impacts and Sustainability
Module
Code
IE5504
Module title
Environmental Hazard and
Risk
Module Leader

Daniel Pickford
Credit value

15
Level M
5
Prerequisites
Additional Tutors
Suzanne Leroy
Steve Kershaw
Guest Speakers
School(s) responsible
for teaching
Institute for the
Environment
Co-requisites
Version No.
Date
Notes – Q&S USE ONLY
AO
1
2
2.1
07/06
03/08
June 2010
Revised for CCIS approval event
Minor amendments made to additional tutors and list of programmes
RH
STM
MAIN AIMS OF THE MODULE
To develop an understanding of scientific uncertainty and the relationship between hazard and
risk, how risk is perceived and how government/industry/individuals assess risk in relation to
natural, anthropogenic and occupational hazards in our environment and how these risks may be
influenced by global warming and climate change.
LEARNING OUTCOMES FOR THE MODULE
The module provides opportunities for students to develop and demonstrate knowledge,
understanding, and competence in the following areas:
1. Understanding of the concepts of hazard, exposure and risk, the interdependence of these
concepts and how they apply to human and environmental health
2. Ability to identify and differentiate between various physical, biological and occupational
factors that influence exposure to and toxicity of chemicals in the environment.
3. Understanding of basic statistical concepts and the ability to interpret complex, incomplete and
at times inconsistent datasets.
4. Understanding of principal processes in the risk management cycle and knowledge of basic
methodologies used in human or ecological risk assessment and environmental impact
assessment.
5. Recognise and critically reflect on scientific and societal considerations in risk management
and the application and implications of the precautionary principle.
MAIN TOPICS OF STUDY:
1. Probability and the concepts of hazard, exposure, risk and uncertainty
2. Approaches used in for characterising hazard and exposure in human health risk assessment
and environmental risk assessment
3. Case studies of human and environmental risk assessment in relation to chemical contaminants;
PCBs and remediation
4. Environmental Impact Assessment
5. Managing risks presented by climate change – mitigation and adaptation
6. Risk Communication: the nuclear power industry and risk in energy economics
7. Geohazards and Risk
8. Flooding and Desertification – risk mapping in response to climate change
9. Risk Perception, uncertainty, and the precautionary principle: Genetically modified organisms,
food shortage and agricultural practice, biofuels and the organic devolution
TEACHING AND LEARNING METHODS/STRATEGIES USED TO ENABLE THE ACHIEVEMENT OF
LEARNING OUTCOMES: these might include lectures, seminars, tutorials, practicals, workshops,
laboratories, distance learning, projects or other methods (please specify).
Lectures, seminars, written coursework project and group work exercise, presentation
The University expects student learning hours to be a notional 10 hours per credit awarded (ie a 20
credit module would involve notional learning time of 200 hours) including taught classes, private
study, revision and assessment. The University does not provide guidelines on the minimum number
of contact hours per module because patterns of study, including the ratio of contact hours to selfstudy hours, are likely to vary across levels as learner autonomy increases.
Please indicate below the distribution of learning hours across this module:
Hours
36
114
150
Classroom contact
Private study
Total
ASSESSMENT METHODS WHICH ENABLE STUDENT TO
DEMONSTRATE THE LEARNING OUTCOMES FOR THE MODULE:
WEIGHTING:
Coursework
group exercise and presentation [20%]
and written report of approximately 3000 words [50%]
70%
Examination (2 hours)
30%
INDICATIVE READING LIST:
1 ESSENTIAL READING [* Purchase advised]
*Burgman M. 2005. Risks and decisions for conservation and environmental management.
Cambridge: Cambridge University Press.
Peer reviewed literature as provided through directed reading
2 RECOMMENDED READING
Flynn J, Slovic P, Kunreuther H. 2001. Risk, Media and Stigma: Understanding Public
Challenges to Modern Science and Technology. London/Sterling VA: Earthscan Publications
Ltd.
Harremoes P. 2002. The Precautionary Principle in the 20th Century: Late Lessons from Early
Warnings. London/Sterling VA: Earthscan Publications Ltd.
U.S. EPA. 1992. Framework for Ecological Risk Assessment United States. Environmental
Protection Agency 1998 EPA/630/R-95/002F.
3. OTHER
Relevant publications in peer-reviewed literature include:
o Environmental Science and Technology
o Environmental Toxicology and Chemistry
o Environmental Health Perspectives
o Reliability Engineering and System Safety
The following information is optional:
CORE module on the following
programmes (please list):
OPTION module on the following
programmes (please list):
MSc Environmental Science: Legislation and Management
MSc Environmental Science: Pollution and Monitoring
MSc Climate change Impacts and Sustainability
MSc Susatainable Energy: Technologies and Management
(School of Enginerring and Design)
Module Code
IE5507
Module title
Environmental Monitoring
Module Leader
Dr AJ Chaudhary
Credit value
30
Level M
5
Pre-requisites
None
Additional Tutors
Dr Mark Scrimshaw
Others
School(s) responsible for
teaching
Institute for the
Environment
Co-requisites
None
Date syllabus written or revised: July 2006, Sept 2008 (assessment pattern)
MAIN AIMS OF THE MODULE



learn the key aspects of sampling techniques in acquiring representative samples of air, soil and water
for environmental monitoring
learn the key analytical techniques and develop the practical skills in monitoring of environmental
pollution
study the practical methods for the investigation of air, soil and water quality
LEARNING OUTCOMES FOR THE MODULE
The module provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
(A) Knowledge and Understanding
Students will have knowledge and understanding of the:
 importance of environmental monitoring programmes to control environmental pollution
 environmental sampling techniques and their significance
 monitoring instrumentation and their classification
 methods and analytical techniques to measure pollutant concentrations from air, soil and water samples
 statistical interpretation of analytical data
 significance and quality of results and the interpretation of information into useful knowledge
(B) Cognitive (thinking) Skills
Students will be able to:
 select appropriate sampling techniques to collect environmental samples for monitoring
 develop analytical procedures to minimise random and systematic errors
 select appropriate analytical techniques for environmental monitoring
 modify analytical procedures and develop protocols to obtain desired information
 handle and interpret data obtained from various analytical techniques
 write reports of analytical methodologies and sampling techniques used in a range of pollution control
measurements
(C) Other Skills and Attributes (Practical/Professional/Transferable)
Students will have the following transferable skills:
 interpret and report data clearly including statistical significance
 sampling and monitoring strategies
 appropriate analytical techniques for environmental monitoring
MAIN TOPICS OF STUDY:
1.
2.
3.
4.
5.
Sampling Techniques
Analytical Techniques for Environmental Monitoring
Practical Experiments
Statistical Methods
Data Handling and Retrieval
TEACHING AND LEARNING METHODS/STRATEGIES USED TO ENABLE THE ACHIEVEMENT OF
LEARNING OUTCOMES: these might include lectures, seminars, tutorials, practicals, workshops, laboratories,
distance learning, projects or other methods (please specify).
Lectures, practical demonstrations, hands-on laboratory sessions
The University expects student learning hours to be a notional 10 hours per credit awarded (ie a 20 credit module
would involve notional learning time of 200 hours) including taught classes, private study, revision and
assessment. The University does not provide guidelines on the minimum number of contact hours per
module because patterns of study, including the ratio of contact hours to self-study hours, are likely to vary
across levels as learner autonomy increases.
Please indicate below the distribution of learning hours across this module:
Hours
36
Classroom contact
24
Analytical laboratory
6
Field visit(s)
234
Private study
300
Total
ASSESSMENT METHODS WHICH ENABLE STUDENT TO DEMONSTRATE THE
LEARNING OUTCOMES FOR THE MODULE:
The module is assessed through a combination of written examination, workshops,
laboratory practicals, projects, oral and poster presentations of some selected topics
to staff.
WEIGHTING:
Examination (2 hours)
30%
Coursework
Indicative assessment includes a file of reports on a mixture of practical sessions and
site visits [60%] and an oral presentation (10%)
70%
INDICATIVE READING LIST:
1 ESSENTIAL READING [* Purchase advised]
Ahmad R, Cartwright M, Taylor F. 2001. Analytical Methods for Environmental Monitoring. London:
Pearson Education Limited.
Fifield FW, Haines PJ. 2000. Environmental Analytical Chemistry. London: Blackwell Science (UK).
Reeve RN. 2002. Introduction to Environmental Analysis. Chichester, UK: John Wiley and Sons Ltd.
2 RECOMMENDED READING
Artiola JF, Pepper IL, Brusseau ML. 2002. Environmental Monitoring and Characterization. London:
Academic Press Inc. (London) Ltd.
Burden FR, Donnert D, Godish T, McKelvie I. 2002. Environmental Monitoring Handbook. New York:
McGraw Hill Higher Education.
Radojevic M. Bashkin V. 1999. Practical Environmental Analysis. London: The Royal Society of Chemistry.
Loconto PR. 2001. Trace Environmental Quantitative Analysis: Principles, Techniques, and Applications.
London: Marcel Dekker Ltd.
Patnaik P. 1997. Handbook of Environmental Analysis: Chemical Pollutants in Air, Water, Soil, and Solid
Wastes. USA: CRC Press.
Dean JR. 2003. Methods for Environmental Trace Analysis. Chichester, UK: John Wiley and Sons Ltd.
3. OTHER
Frequently Referenced Journals include:

Environmental Monitoring and Assessment

Environmental Science and Pollution Research

International Journal of Environment and Pollution (IJEP)
The following information is optional:
CORE module on the following programmes
(please list):
OPTION module on the following
programmes (please list):
MSc Environmental Science: Pollution and Monitoring
Module Code
IE5508
Module title
Integrated Pollution
Module Leader
Dr Mark Scrimshaw
Credit value
30
Level M
5
Pre-requisites
None
Additional Tutors
Dr AJ Chaudhary
Guest Lecturers
School(s) responsible for
teaching
Institute for the
Environment
Co-requisites
None
Date syllabus written or revised: July 2006, Sept 08 (assessment pattern)
June 2010 change to assessment pattern
MAIN AIMS OF THE MODULE


study fundamental scientific aspects of environmental pollution with an emphasis on sources, pathways
and receptors and technical approaches to controlling exposure.
study the environmental and technological issues in the management and control of water, air and land
pollution
LEARNING OUTCOMES FOR THE MODULE
The module provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
(A) Knowledge and Understanding
Students will have knowledge and understanding of the:
 science and technology of environmental pollution of air, land and water
 concepts of an integrated approach to environmental pollution control
 environmental and technological issues in the management of control technologies for air, land and water
pollution
 best environmental option for control of pollution and the operations of facilities for pollution monitoring
and control through selected site visits
 fate, behaviour and effects of pollutants in the environment
(B) Cognitive (thinking) Skills
Students will be able to:
 critically analyse issues related to the science and technology of environmental pollution of air, land and
water
 relate appropriate control technologies to causes of air, water and land pollution
 critically evaluate and develop integrated approaches to environmental pollution control
 understand the national and international drivers that control air, land and water pollution
 contextualise the environmental and technological and the drivers relating to the management and
control of air, land and water pollution and disposal of waste
(C) Other Skills and Attributes (Practical/Professional/Transferable)
Students will have the following transferable skills:
 research and discuss complex issues
 apply techniques to evaluate real-world situations
 give and defend an oral/poster presentation
 work in groups on a selected research topic
MAIN TOPICS OF STUDY:
1. Water, , Land and Atmospheric Pollution
2. Environmental standards and Environmental Monitoring
3. Organics and Heavy Metals in the Environment
4. Pollution Abatement Technologies
5. Waste Handling and Treatment - Trade/Industrial Effluent and Municipal Wastewater Treatment and
Sludge Management
6. Contaminated Soil and Sediment Management
TEACHING AND LEARNING METHODS/STRATEGIES USED TO ENABLE THE ACHIEVEMENT OF
LEARNING OUTCOMES: these might include lectures, seminars, tutorials, practicals, workshops, laboratories,
distance learning, projects or other methods (please specify).
Lectures, workshops, industry lectures and site visits
The University expects student learning hours to be a notional 10 hours per credit awarded (ie a 20 credit module
would involve notional learning time of 200 hours) including taught classes, private study, revision and
assessment. The University does not provide guidelines on the minimum number of contact hours per
module because patterns of study, including the ratio of contact hours to self-study hours, are likely to vary
across levels as learner autonomy increases.
Please indicate below the distribution of learning hours across this module:
Hours
36
12
252
300
Classroom contact
Field visit(s)
Private study
Total
ASSESSMENT METHODS WHICH ENABLE STUDENT TO DEMONSTRATE THE
LEARNING OUTCOMES FOR THE MODULE:
WEIGHTING:
Coursework
Indicative assessment includes a group project of 2000 words (each student)
Individual report of 2000 words
and an oral presentation
Examination (2 hours)
70%
30%
INDICATIVE READING LIST:
1 ESSENTIAL READING [* Purchase advised]
*Harrison RM. 2001. Pollution: Causes, Effects and Control (4th Ed). Cambridge: Royal Society of
Chemistry.
Lester JN, Birkett JW. 1999. Microbiology and Chemistry for Environmental Scientists and Engineers (2nd
Ed). London: E & FN Spon.
*Sawyer CN, McCarty PL, Parkin GF. 1994. Chemistry for Environmental Engineering (4th Ed). New York:
McGraw-Hill.
2 RECOMMENDED READING
Arundel J. 2000. Sewage and industrial Effluent Treatment: A Practical Guide (2nd Ed). London: Blackwell
Science.
Environmental Data Services. ENDS Reports. London: Environmental Data Services Ltd (ENDS).
http://www.ends.co.uk/
Gray NF. 1999. Water Technology: An Introduction for Scientists and Engineers. Oxford: ButterworthHeinemann.
Kay BH. 1999. Water Resources: Health, Environment and Development. London: E & FN Spon.
Montgomery JM. 2005. Water Treatment: Principles and Design. New Jersey: John Wiley & Sons Inc.
Wescoat JL. 2003. Water for Life: Water Management and Environmental Policy. Cambridge: Cambridge
University Press.
3. OTHER
Frequently Referenced Journals include:

Environmental Science and Technology

Water , Air and Soil Pollution

Waste Management
The following information is optional:
CORE module on the following
programmes (please list):
OPTION module on the following
programmes (please list):
MSc Environmental Science: Pollution and Monitoring

Module
Code
Module title

Module Leader

Credit value
Research and Critical Skills in
Environmental Sciences
Dr. Daniel Pickford
15
Level

Prerequisites
Additional Tutors
School(s) responsible
for teaching
M
None
IE 5511

Corequisites
None
Dr. Steve Kershaw
Dr. Mark Scrimshaw
Prof. Suzanne Leroy
Guest Speakers
Institute for the
Environment
Version No.
Date
Notes – Q&S USE ONLY
AO
1
04/08
New module
RH
MAIN AIMS OF THE MODULE
To develop professional, research and critical skills necessary to support higher learning and
development of an integrative approach to problem solving, necessary for success in environmental
science careers in public or private sectors or the academic environment.
To encourage students to understand and critically reflect on methods and techniques for knowledge
analysis in the context of modern research, and to develop a practical grasp of available resources to
support research in environmental sciences
To promote an inter-disciplinary understanding of the interactions between human society and the
environment that are likely to undergo significant change in response to global climate change
LEARNING OUTCOMES FOR THE MODULE
1. Develop problem formulation, literature searching, critical analysis, and written/oral
communication skills to support the dissertation experience, and to enhance employability
across a wide variety of environmentally-related vocations
2. Demonstrate the awareness of linkages between the variety of subject areas that comprise
environmental science, and the integration of different disciplinary approaches to support
problem solving.
MAIN TOPICS OF STUDY:





Methods and techniques for knowledge analysis (e.g. Vee-heuristic, concept maps)
Skills associated with critical and reflective understanding/evaluation (e.g. identifying
knowledge claims and schools of thought, evaluating methodologies)
Skills associated with communication of scientific issues (developing hypotheses,
communicating uncertainty, referencing in scientific writing)
Issues associated with professional practice and research in environmental sciences (e.g
research ethics, academic honesty and plagiarism)
Case studies in global climate change – development of an integrated understanding of the
impacts of climate change on society and the environment and the increasing importance of
sustainability as a guiding principle in all arenas of human activity
TEACHING AND LEARNING METHODS/STRATEGIES USED TO ENABLE THE ACHIEVEMENT
OF LEARNING OUTCOMES: these might include lectures, seminars, tutorials, practicals, workshops,
laboratories, distance learning, projects or other methods (please specify).
The methods used to achieve learning outcomes are:
 Seminars that focus on providing students with a framework for development of critical thinking



skills (i.e. knowledge analysis) and fundamental information relevant to communication of
science (written reports, posters, oral presentations, referencing)
Seminars covering contemporary issues in environmental science (principally concerning
climate change issues) in which students will be encouraged to develop an integrated
understanding of the manifold impacts that climate change is likely to have on society and the
wider environment
Workshops designed to provide candidates with the opportunity to apply research, critical and
professional skills in a mutually supportive context. Students will work individually and in teams
to develop and apply knowledge and some sessions will focus specifically on development of
dissertation proposals (see below) [All learning outcomes].
Essential (and additional) reading that covers important contemporary issues in environmental
science from a variety of disciplinary approaches [All learning outcomes]
The University expects student learning hours to be a notional 10 hours per credit awarded (ie a 20
credit module would involve notional learning time of 200 hours) including taught classes, private
study, revision and assessment. The University does not provide guidelines on the minimum number
of contact hours per module because patterns of study, including the ratio of contact hours to selfstudy hours, are likely to vary across levels as learner autonomy increases.
The distribution of learning hours across this module are broadly as follows: (a) up to 36 hours are
contact (inc. content delivery, workshops and/or seminars) and (b) the remaining hours are noncontact hours (i.e, private study) partially directed and supported via u-link
ASSESSMENT METHODS WHICH ENABLE STUDENT TO
DEMONSTRATE THE LEARNING OUTCOMES FOR THE MODULE:
WEIGHTING:
There will be a number of formative assessments throughout the module to
develop and reinforce learning outcomes
The module will feature a single summative coursework assessment, which
will be a proposal for dissertation topic, which will feature a literature review
and critical analysis of a relevant area for the programme being studied,
development of hypotheses, and proposal for dissertation research.
100%
INDICATIVE READING LIST:
1 ESSENTIAL READING [* Purchase advised]
th
Cooper, S. and Patton, R. (2006) Writing Logically, Thinking Critically, (5 Edn.), Pearson, New York.

2 RECOMMENDED READING
Southwick, C. (1996) Global Ecology in Human Perspective (1st Edn.) Oxford University Press
ENDS report (available in Institute for the Environment Resource Room)
3. OTHER
Students will be supplied with a number of journal papers and extracts throughout the module for
considered as essential/background reading for the course and/or for formative group/individual
assessment
The following information is required:
CORE module on the following programmes
(please list):
OPTION module on the following programmes
(please list):
MSc Environmental Science: Pollution and
Monitoring
MSc Environmental Science: Legislation and
Management
MSc Environmental Science: Ecosystem and Human
Health
MSc Climate Change Impacts and Sustainability
N/A

Module
Code
Module title

Module Leader

Credit value
Research and Critical Skills in
Environmental Sciences
Dr. Daniel Pickford
15
Level

Prerequisites
Additional Tutors
School(s) responsible
for teaching
M
None
IE 5511

Corequisites
None
Dr. Steve Kershaw
Dr. Mark Scrimshaw
Prof. Suzanne Leroy
Guest Speakers
Institute for the
Environment
Version No.
Date
Notes – Q&S USE ONLY
AO
1
04/08
New module
RH
MAIN AIMS OF THE MODULE
To develop professional, research and critical skills necessary to support higher learning and
development of an integrative approach to problem solving, necessary for success in environmental
science careers in public or private sectors or the academic environment.
To encourage students to understand and critically reflect on methods and techniques for knowledge
analysis in the context of modern research, and to develop a practical grasp of available resources to
support research in environmental sciences
To promote an inter-disciplinary understanding of the interactions between human society and the
environment that are likely to undergo significant change in response to global climate change
LEARNING OUTCOMES FOR THE MODULE
3. Develop problem formulation, literature searching, critical analysis, and written/oral
communication skills to support the dissertation experience, and to enhance employability
across a wide variety of environmentally-related vocations
4. Demonstrate the awareness of linkages between the variety of subject areas that comprise
environmental science, and the integration of different disciplinary approaches to support
problem solving.
MAIN TOPICS OF STUDY:





Methods and techniques for knowledge analysis (e.g. Vee-heuristic, concept maps)
Skills associated with critical and reflective understanding/evaluation (e.g. identifying
knowledge claims and schools of thought, evaluating methodologies)
Skills associated with communication of scientific issues (developing hypotheses,
communicating uncertainty, referencing in scientific writing)
Issues associated with professional practice and research in environmental sciences (e.g
research ethics, academic honesty and plagiarism)
Case studies in global climate change – development of an integrated understanding of the
impacts of climate change on society and the environment and the increasing importance of
sustainability as a guiding principle in all arenas of human activity
TEACHING AND LEARNING METHODS/STRATEGIES USED TO ENABLE THE ACHIEVEMENT
OF LEARNING OUTCOMES: these might include lectures, seminars, tutorials, practicals, workshops,
laboratories, distance learning, projects or other methods (please specify).
The methods used to achieve learning outcomes are:
 Seminars that focus on providing students with a framework for development of critical thinking
skills (i.e. knowledge analysis) and fundamental information relevant to communication of
science (written reports, posters, oral presentations, referencing)
 Seminars covering contemporary issues in environmental science (principally concerning
climate change issues) in which students will be encouraged to develop an integrated
understanding of the manifold impacts that climate change is likely to have on society and the
wider environment
 Workshops designed to provide candidates with the opportunity to apply research, critical and
professional skills in a mutually supportive context. Students will work individually and in teams
to develop and apply knowledge and some sessions will focus specifically on development of
dissertation proposals (see below) [All learning outcomes].
 Essential (and additional) reading that covers important contemporary issues in environmental
science from a variety of disciplinary approaches [All learning outcomes]
The University expects student learning hours to be a notional 10 hours per credit awarded (ie a 20
credit module would involve notional learning time of 200 hours) including taught classes, private
study, revision and assessment. The University does not provide guidelines on the minimum number
of contact hours per module because patterns of study, including the ratio of contact hours to selfstudy hours, are likely to vary across levels as learner autonomy increases.
The distribution of learning hours across this module are broadly as follows: (a) up to 36 hours are
contact (inc. content delivery, workshops and/or seminars) and (b) the remaining hours are noncontact hours (i.e, private study) partially directed and supported via u-link
ASSESSMENT METHODS WHICH ENABLE STUDENT TO
DEMONSTRATE THE LEARNING OUTCOMES FOR THE MODULE:
WEIGHTING:
There will be a number of formative assessments throughout the module to
develop and reinforce learning outcomes
The module will feature a single summative coursework assessment, which
will be a proposal for dissertation topic, which will feature a literature review
and critical analysis of a relevant area for the programme being studied,
development of hypotheses, and proposal for dissertation research.
100%
INDICATIVE READING LIST:
1 ESSENTIAL READING [* Purchase advised]
th
Cooper, S. and Patton, R. (2006) Writing Logically, Thinking Critically, (5 Edn.), Pearson, New York.

2 RECOMMENDED READING
Southwick, C. (1996) Global Ecology in Human Perspective (1st Edn.) Oxford University Press
ENDS report (available in Institute for the Environment Resource Room)
3. OTHER
Students will be supplied with a number of journal papers and extracts throughout the module for
considered as essential/background reading for the course and/or for formative group/individual
assessment
The following information is required:
CORE module on the following programmes
(please list):
MSc Environmental Science: Pollution and
Monitoring
MSc Environmental Science: Legislation and
Management
MSc Environmental Science: Ecosystem and Human
Health
MSc Climate Change Impacts and Sustainability
OPTION module on the following programmes
(please list):
N/A
Module Code:
ME5518
Module title
Principles of Sustainable
Development; Energy in Transport
and Industry
Module Leader:
Dr Z Dehouche
Credit
value:
15
Level
M
Pre-requisites
Additional Tutors:
Dr D Pickford
Dr P Warren
School(s) responsible for
teaching
School of Engineering and
Design
Co-requisites
JACS Code
Version No.
Date
Notes – Q&S USE ONLY
AO
1.0
05/10
Change to module tutors. Assessment was 2 x assignments at 50% each
LMA
MAIN AIMS OF THE MODULE




To introduce the key concepts of sustainable development and energy management
To introduce the challenging issues related to energy production, supply and utilization and the environmental
impacts of different energy sources
To examine the implications of energy use in transport and industrial sectors
To introduce future low carbon energy systems including emerging fuels and fuel cell power technologies
LEARNING OUTCOMES FOR THE MODULE
The module provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
(A) Knowledge and Understanding
1. Principles of sustainable development and life cycle assessment
2. Energy resources and use and their environmental impacts and climate change issues
3. Energy use trends in industrial and transportation sectors
4. Innovations in transport design in the context of sustainable urban environment
5. Key drivers of the changing attitudes (ecological, economic, social) towards sustainability
6. Fuel cell power systems for stationary and mobile infrastructures
B Cognitive (thinking) Skills which facilitate
7. The analysis of selected transport policies
8. The selection of sustainable power generation systems for industrial processes and buildings
C Other Skills and Attributes (Practical/Professional/Transferable) which develop:
9. The ability to present results in a structured written report
MAIN TOPICS OF STUDY:
Sustainable Development: Ecological, Economic and Social Conception of Sustainability. Indicators of
Sustainability. Sustainable development in the UK, Europe and International. International Sustainable
Development Initiatives. Principles of life cycle assessment including examples of input/output data.
Energy: Definitions. Historical review. Energy economics. Energy sources. Energy and climate change.
Anthropogenic influence on climate. Energy as a strategic issue and economic factors.
Energy use: Energy markets. Energy consumption by sector in the UK and internationally. Emissions trading.
Energy as business issue: Overview of costs. Typical large company and SME costs. Energy purchasing and
impact of deregulation. Benchmarking. Degree day analysis. Monitoring and targeting systems. Energy audits.
Industry: Energy use by industry. Industrial heating and ventilating systems. Industrial processes and energy use.
Water and trade affluent management. Low energy factory design.
Transport: Energy use by transport systems and travel. Advanced transport systems. Vehicle innovations and
energy sources. Zero emission vehicles and fuel cell developments. Demand responsive systems. Intelligent
vehicle highway systems. Agenda 21 and sustainable cities.
TEACHING AND LEARNING METHODS/STRATEGIES USED TO ENABLE THE ACHIEVEMENT OF
LEARNING OUTCOMES: these might include lectures, seminars, tutorials, practicals, workshops, laboratories,
distance learning, projects or other methods (please specify).
Full-time students:
A mixture of lectures and seminars are employed, accompanied by self-directed reading materials.
Distance Learning students:
Self-study course materials will be used with self-assessment questions and solutions
CONTACT HOURS: Please state the indicative distribution of learning hours across this module.
Average learning hours per week: 4.5
Of which 1.5 hours are student/tutor contact hours per week
ASSESSMENT METHODS WHICH ENABLE STUDENT TO DEMONSTRATE THE
LEARNING OUTCOMES FOR THE MODULE (please provide the length/duration of
each assessment listed):
WEIGHTING:
Assignment (comprising of two written reports)
100%
INDICATIVE READING LIST:
1 ESSENTIAL READING [* Purchase advised]
 MSc Lecture notes
2 RECOMMENDED READING
1.
David J.C. MacKay, Sustainable Energy - Without the Hot Air, UIT (2008). ISBN-10: 0954452933
(http://www.withouthotair.com)
2.
Dincer; C. Zamfirescu, Sustainable Energy Systems and Applications, Springer (2009), ISBN-13:
9780387958606
3.
S. Billataos, Green Technology and Design for the Environment, CRC Press (1997), ISBN: 978-156032-460-7
4.
A. Azapagic, R. Clift, S. Perdan, Sustainable Development in Practice: Case Studies for Engineers
and Scientists, John Wiley & Sons (2004), ISBN: 0470856084
5.
R. OHayre, W. Colella, SukWon Cha and F. B. Prinz, Fuel Cell Fundamentals, John Wiley &
Sons; 2nd edition (2009), ISBN-13: 978-0470258439
6.
G. Hoogers, Fuel Cell Technology Handbook, CRC 1 edition (2002), ISBN-13: 978-0849308772
7.
Ram B. Gupta, Hydrogen Fuel: Production, Transport, and Storage, CRC Press (2008) ISBN9781420045758
8.
Bent Sorensen, Hydrogen and Fuel Cells: Emerging Technologies and Applications, Academic
Press (2005). ISBN-10: 0126552819
9.
DETR (1999), A Better Quality of Life: A Strategy for Sustainable Development for the UK, The
Stationery Office.
10.
DETR (2000), Quality of Life Counts: Indicators for a Strategy for Sustainable Development in the
UK. The Stationery Office.
11.
Department for Transport (2009), Low Carbon Transport: A Greener Future, ,
ISBN:9780101768221
12.
A. Root, Delivering Sustainable Transport A Social Science Perspective, Elsevier (2002), ISBN:
9780080440224
13.
Department of Energy and Climate change (2009), UK Energy in Brief
14.
BERR (2008), UK Energy Sector Indicators
3 OTHER
http://www.decc.gov.uk/
http://www.dft.gov.uk/
http://www.itdp.org/
http://www.energy-future.com/
Alternative Fuels and Advanced Vehicles Data Center:
http://www.afdc.energy.gov/afdc/fuels/hydrogen_related.html
http://www.oecd.org/department/0,3355,en_2649_34363_1_1_1_1_1,00.html
http://www.iea.org/
World Business Council for Sustainable Development: http://www.wbcsd.org/
http://www.fossil.energy.gov/index.html
http://www.sustainable-development.gov.uk/
http://www.worldenergy.org/
The following information is required:
COMPULSORY module on the following
programmes (please list):
OPTION module on the following programmes
(please list):
MSc in Sustainable Energy Technologies and
Management
MSc in Advanced Mechanical Engineering
Module
Code
IE5500

Level
5
Prerequisites
Taught
Modules
Module title
Dissertation

Corequisites
None

Module Leader

Credit value
Dr Edwin Routledge
60
Additional Tutors
All academic staff
School(s) responsible
for teaching
Institute for the
Environment
Version No.
Date
Notes – Q&S USE ONLY
AO
1
2
07/06
04/08
New module
Updates following MSc CCIS approval
RH
MAIN AIMS OF THE MODULE


allows students to undertake an in-depth study of a topic, using primary or secondary data
sources, that is of relevance to the module
develop an integrated, and where appropriate interdisciplinary, understanding of the topic
chosen
LEARNING OUTCOMES FOR THE MODULE
The module provides opportunities for students to develop and demonstrate knowledge and
understanding, qualities, skills and other attributes in the following areas:
(A) Knowledge and Understanding
Students will have knowledge and understanding of the:
 chosen topic(s) for their dissertation
(B) Cognitive (thinking) Skills
Students will be able to:
 critically assess peer-reviewed literature in relevant area(s)
 use and employ appropriate research methods
 interpret analytical, statistical and other data in order to draw appropriate inferences
 undertake critical assessment of one’s own research in order to identify limitations of the work
and (if necessary) be able to specify criteria for application of knowledge that has been
developed
(C) Other Skills and Attributes (Practical/Professional/Transferable)
Students will have the following transferable skills:
 write a coherent, concise and well structured report on their research
 independently seek out research material and guidance on the appropriate presentation of a
dissertation report
 work independently to schedule activities to meet deadlines
 demonstrate initiative and ability to tackle novel problems and seek assistance from
supervisor at appropriate points
 undertake to develop a sound working relationship with one’s supervisor
MAIN TOPICS OF STUDY:
For dissertations using secondary data sources, students are encouraged to choose their own
topic; for dissertations generating primary data (e.g. laboratory studies) suitable topics are
chosen by the supervisor in order to fit into the research expertise of staff. Dissertations
involving work with external organisations to produce primary data can be developed in
cooperation with a suitable external supervisor.
TEACHING AND LEARNING METHODS/STRATEGIES USED TO ENABLE THE ACHIEVEMENT
OF LEARNING OUTCOMES: these might include lectures, seminars, tutorials, practicals, workshops,
laboratories, distance learning, projects or other methods (please specify).
Students will apply, in a formal manner, the skills and knowledge they have acquired during the
taught part of the programme (mainly in the coursework component). This includes process
skills (searching literature, accessing and analysing data, problem formulation and expression,
literacy); presentational skills (report writing, word processing, data illustration in the form of
graphs and tables); management skill (setting objectives, project planning, progress review, time
management); personal skills (self-reliance and motivation, self-discipline, self-criticism).
The dissertation supervisor, as part of his/her supervisory role, will also reinforce these skills.
Students are encouraged to work independently, but at the same time are expected to contact
their supervisor on a regular basis in order to seek advice and obtain feedback if, and when,
required.
The University expects student learning hours to be a notional 10 hours per credit awarded (ie a 20
credit module would involve notional learning time of 200 hours) including taught classes, private
study, revision and assessment. The University does not provide guidelines on the minimum
number of contact hours per module because patterns of study, including the ratio of contact
hours to self-study hours, are likely to vary across levels as learner autonomy increases.
Please indicate below the distribution of learning hours across this module:
Hours
600
Total hours, to include contact time
with supervisor(s) as appropriate
ASSESSMENT METHODS WHICH ENABLE STUDENT TO
DEMONSTRATE THE LEARNING OUTCOMES FOR THE MODULE:
Dissertation (max 10,000 words)
WEIGHTING:
100%
INDICATIVE READING LIST:
1 ESSENTIAL READING [* Purchase advised]
Thesis knowledge area: relevant peer-review journal papers
Thesis writing area:
Strunk W, White EB. 2000. The Elements of Style. 4th Ed. Needham Heights, MA: Allyn &
Bacon.

2 RECOMMENDED READING
Thesis knowledge area: relevant published reference works
Thesis writing area:
Barrass R. 1991. Scientists Must Write. London: Chapman & Hall.
O’Connor M. 1991. Writing successfully in science. Cambridge: The University Press.
3. OTHER
Materials outside of relevant peer-reviewed journal papers and published reference works are
often termed ‘grey’ literature. Use these materials with caution. They include web materials,
government publications and other non-peer-reviewed materials.
The following information is required:
CORE module on the following
MSc Environmental Science: Pollution and Monitoring
programmes (please list):
MSc Environmental Science: Legislation and Management
MSc Environmental Science: Ecosystems and Human Health
MSc Climate Change Impacts and Sustainability
OPTION module on the following
programmes (please list):