• Offered for Year: 2026/27

• Module Leader(s): Professor Sam Wilson

• Owning School: Natural and Environmental Sciences
• Teaching Location: Newcastle City Campus

Semesters

Your programme is made up of credits, the total differs on programme to programme.

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

Teaching Methods

Teaching Activities

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 Methods

The format of resits will be determined by the Board of Examiners

Other Assessment

Formative Assessments

Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.

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.

Reading Lists

• NES2503's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• NES2503's Timetable