Module Catalogue 2026/27

Pre Requisite Comment

There are no pre-requisites, but NES1503 Introduction to Marine Sciences would be useful.

Co Requisite Comment

N/A

Aims

This module builds on NES1503 Introduction to Oceanography which provides students with a background to our understanding of marine ecosystem structure and function from a physical, chemical, and biological perspective. The aim of NES2503 Contemporary Oceanography is to train the next generation of oceanographers so that students are equipped to tackle contemporary scientific and societal needs with their intellectual understanding, the ability to comprehend realworld environmental datasets, and a working knowledge of environmental sensor technology. Therefore, the module explores biogeography and diversity of marine microorganisms at the base of the food web and how these microrganisms modulate marine biogeochemical cycles, the marine food web and even the climate. The ocean biology is placed within the appropriate physical and chemical ecosystem context. The module uses real-world oceanographic datasets to train students how to handle large comprehensive data, visualise the patterns and trends, and communicate the key findings. The module also introduces students to modern-day low-cost environmental sensors that they are likely to encounter in the workplace so they learn how to deploy, monitor, and use the information.

The module will include a molecular data analysis component that will be delivered by a member of Molecular Life Sciences group. The molecular teaching will build on the material that students were introduced to in Stage 1 with relevance to the contemporary oceanography.

Outline Of Syllabus

Research topics are introduced in lectures and explored in greater depth using data-workshops where students use real oceanographic data to analyse and visualize the taught concepts. The module is organised into 8 themes:

1, review of ocean structure and function

physical and chemical structure of the water column

oceans biomes/seascapes

nutrient availability (eutrophic to oligotrophic)

2, The pelagic food web

chlorophyll vs biomass vs cells

phytoplankton diversity and abundances

phytoplankton biogeography

3. Ocean biogeochemistry

carbon, nitrogen and phosphorus cycles
environmental stressors (acidification, deoxygenation)

ocean habitats in a warmer world

4. Carbon capture

primary production and recycling of carbon in the ocean

historical and modern techniques used to measure carbon capture

techniques used to monitor phytoplankton remotely

5. Carbon sequestration:

biological vs chemical pump

controlling factors

geoengineering and enhancement of carbon capture

6. Spatial-temporal signals

patterns of change on timescales of diel to seasonal to interdecadal

maintaining oceanic time-series observations

7. Where we are now

women at sea

pioneers of microbial oceanography

development and deployment of low cost environmental sensors

8. Current and future oceanographic research

unanswered questions and scientific objectives

coordination of expeditions and datasets

autonomous ocean sampling

Intended Knowledge Outcomes

PC1 Knowledge Application (developed and assessed). Interpret detailed biological evidence and concepts and apply this knowledge to critically evaluate key issues in the discipline including its applied contexts.

Students will evaluate and predict how external forcings can alter ecosystem processes and biogeochemical cycling under future environmental change scenarios.

After successful completion of the module a student will understand:
1. The functioning of ocean ecosystems and marine biogeochemical cycles
2. Drivers and bottlenecks of carbon capture and carbon sequestration
3. Current state of knowledge for primary production and how understanding is shaped by sampling techniques and limitations
4. Spatial and temporal gradients in abiotic and biotic variables across ocean basins and from the sea surface to the seafloor
5. How external forcings (e.g. ocean acidification, deoxygenation, and extreme weather events) alter ecosystem processes and biogeochemical cycling
6. The limitations of current research and major knowledge gaps in our scientific understanding
7. Understand the strengths and weaknesses to different modes of environmental sampling and how to leverage environmental datasets

Intended Skill Outcomes

After successful completion of the module a student will be able to:

PC2 Information Literacy (developed and assessed). Critically analyse and evaluate scientific literature to provide an answer to a question with an uncertain answer. Achieved through the synthesis of knowledge and information on ecosystem structure and function using scientific literature and publicly available datasets.

PC4 and PC6 Data and Digital Literacy (developed and assessed). Find, evaluate, visualise, analyse and interpret data appropriately in a moderately structured environment. Apply data management techniques appropriate to your discipline in a moderately structured environment. Identify and utilise different types of digital technology appropriate to the discipline to communicate scientific concepts clearly, concisely, and correctly in a variety of digitally enhanced formats.

Data workshops will embed the computational skills required to analyse the function of marine ecosystems, describe spatial and temporal gradients and the underlying controlling mechanisms.

PC8 Collaboration (developed). Apply professional and digital collaboration skills in various settings to advance shared endeavours. Implement principles of effective teamwork, acknowledging both personal contributions and the significance of others within the team. Students will work in groups and have the opportunity to develop initiative, autonomy, and leadership while maintaining responsibility, reliability, accountability, and integrity.

PC10 Integrated Problem Solving (developed and assessed). Demonstrate and show resilience in applying problem solving approaches to complex questions using evidence to support the decisions, recognising that there may be more than one solution. Students will use mathematical modelling to predict how plankton may respond to a changing ocean.

Teaching Rationale And Relationship

The module has a think-pair-share approach to the delivery of lectures and data workshops. The initial lecture provides the theory and framework for appreciation of ‘oceanscapes’, which are the ocean equivalent of terrestrial landscapes that students are intimately more familiar with. The initial lecture is proceeded by a data workshop which provides the students with real-world oceanographic datasets for them to handle, visualise, and format. During the workshops students can work together to provide partner-working opportunities and student autonomy in their learning. The subsequent scheduled tutorial provided to the whole class lecture provides the opportunity to evaluate and interpret the material produced in the preceding workshop as a entire class and discuss the extent to which the measurements conform to our current understanding of the marine environment.

The one-day field trip to Lake Windermere will contextualise the time-series monitoring of aquatic ecosystems and teach students the strengths and weaknesses of different sampling strategies with emphasis on low-cost environmental sensors. This will increase their abilities to leverage environmental datasets for ecosystem insights.

Directed reading and links to further information will encourage individual learning and will contribute to greater understanding of the topics within the module.

The assessment is designed to help transition students from consumers of information, into researchers and communicators of knowledge.

Assessment Rationale And Relationship

The assessment is 100% coursework with the submission of a data portfolio. The portfolio centres around the weekly data workshops. Each week, students will conduct a data visualisation exercise and produce a word document which includes the figures and 200 word interpretation. To ensure that the portfolio is not just a repetition of classroom set exercises, an additional exercise will be set each week so that the students have to apply their knowledge and skills.

The portfolio ensures students have assimilated the material provided to them and can apply it to real-world situations. Students will increase their computer literacy and data organisation skills.

The formative problem solving exercises can be conducted independently to allow for flexible learning as well as in small groups.

General Notes

N/A