• Offered for Year: 2026/27

• Module Leader(s): Dr Mark Ireland
• Lecturer: Professor Jon Mills, Dr Maria-Valasia Peppa

• 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 aims to provide students with an advanced understanding of the principles, technologies, and applications of geoenvironmental sensing and monitoring in natural and engineered environments. It introduces the physical basis of environmental sensors and monitoring systems, including in situ measurements, geophysical methods, ground-based surveys, and remote sensing approaches. The module examines how key physical, chemical, and biological environmental parameters are measured and monitored, and how sensing technologies are selected and applied to address specific environmental and geoengineering problems across a range of spatial and temporal scales.

Students will develop the ability to critically evaluate geoenvironmental monitoring data and sensing technologies in the context of environmental change, risk, and sustainability (PC4 Data Literacy). The module emphasises systems thinking (PC1 Knowledge Application), enabling students to integrate observations from multiple data sources, including in situ sensors, geophysical surveys, and remote sensing datasets, to understand coupled environmental processes and feedbacks. Students will also strengthen information literacy skills (PC2 Information Literacy) through the critical assessment of scientific literature, technical documentation, and real-world monitoring datasets, and through consideration of uncertainty, limitations, and data quality.

Theoretical concepts are reinforced through a strong focus on practical and analytical skill development (PC3 Practical Skills), including sensor deployment, survey design, data acquisition, processing, quality control, spatial interpolation, and interpretation. Students will develop integrated problem-solving skills (PC10 Integrated Problem Solving) by designing and evaluating monitoring strategies, analysing uncertainty and error propagation (PC4 Data Literacy), and effectively visualising and communicating geoenvironmental data and models (PC5 Communication). Through engagement with real-world case studies and project-based assessment, students will gain experience in applying sensing and monitoring data to environmental assessment, site characterisation, and evidence-based decision-making in geoenvironmental practice (PC1 Knowledge Application).

Outline Of Syllabus

Teaching combines lectures, interactive discussions, demonstrations, data analysis exercises, and guided reading. Emphasis is placed on applying sensing and monitoring concepts to real-world geoenvironmental and geoengineering problems (PC1). Practical sessions, workshops, and field-based activities develop skills in monitoring design, data acquisition, management, and interpretation. Knowledge development is integrated with core practical, analytical, and data literacy skills (PC3, PC4), preparing students for project-based assessment and professional practice.
Part I – Environmental Parameters, Sensors, and In Situ Monitoring

Introduction to geoenvironmental sensing concepts, scales, and applications. Overview of key physical, chemical, and biological parameters. In situ sensors, geophysical methods, and remote sensing technologies are introduced, with emphasis on appropriate sensor selection.

In situ monitoring techniques include boreholes, cone penetration testing (CPT), and indirect sensors for soil, water, sediment, and atmosphere. Practical considerations cover deployment, calibration, maintenance, and field constraints.

Data acquisition focuses on logging systems, accuracy, precision, and uncertainty. Integration of direct and indirect measurements is used to characterise environmental conditions.

Data processing and interpretation include quality control, outlier detection, sensor drift, filtering, visualisation, and interpretation of time-series data. Case studies support applied analysis of monitoring datasets.

Part II – Ground-Based Surveys and Remote Sensing

Principles of photogrammetry, structure-from-motion (SfM), and terrestrial LiDAR are introduced, including survey design, data acquisition, georeferencing, and point cloud processing.

UAV remote sensing covers platforms, sensors, flight planning, ground control, safety, and regulations. Case studies demonstrate applications in topography, vegetation, and disturbance mapping.

Satellite remote sensing includes major platforms (e.g. Sentinel, Landsat), data access, resolution trade-offs, and applications in land cover, vegetation, and water quality monitoring.

Remote sensing processing includes correction, mosaicking, resampling, index calculation (e.g. NDVI, NDWI), classification, change detection, validation, and integration with in situ data.

Part III – Geophysical Methods for Environmental Investigation

Overview of geophysical principles and properties (electrical, magnetic, density, elastic). Survey design, resolution, depth, and uncertainty are discussed.

Non-seismic methods include resistivity, induced polarisation, EM, GPR, magnetics, and micro-gravity, with applications in contamination, groundwater, and infrastructure mapping.

Seismic methods cover refraction, MASW, and H/V techniques for shallow subsurface and geotechnical characterisation.

Processing and interpretation address calibration, filtering, metadata, uncertainty, and environmental and engineering applications.

Part IV – Data Integration, Modelling, and Communication

Spatial interpolation, gridding, and uncertainty evaluation are introduced. Map visualisation principles and colour use are addressed.

2D and 3D geoenvironmental models integrate surface, subsurface, sensor, and remote sensing data. Model accuracy, resolution, and uncertainty are assessed, with applications in monitoring, site characterisation, and geoengineering design.

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

Lectures will introduce and contextualise core concepts in geoenvironmental sensing and monitoring, including in situ methods, geophysics, and remote sensing. They provide a structured framework for understanding the principles underlying environmental measurements, as well as the theoretical basis for data analysis, quality control, and interpretation. Lectures will also integrate real-world examples and case studies to illustrate the application of theory to complex environmental problems, fostering the ability to apply in-depth knowledge (PC1) and critically evaluate approaches.

Practical sessions are central to developing the practical, analytical, and computational skills required for Stage 3 geoenvironmental work. Each session focuses on a specific skill set:
1.       In situ sensor data processing: Students will work with real environmental datasets, applying QA/QC, filtering, and analysis techniques, fostering data literacy (PC4) and applied problem-solving (PC10).
2.       Remote sensing: Practical exercises will develop competence in satellite and UAV imagery handling, preprocessing, and basic analysis, emphasising spatial data interpretation and integration with in situ observations.
3.       Geophysics: Students will gain hands-on experience in processing and interpreting geophysical data, including borehole, CPT, and ground-based surveys, linking theoretical principles to real-world monitoring applications.
4.       Surface interpolation and model building: Students will apply geostatistical and deterministic methods to construct 2D and 3D environmental models, integrating multiple datasets and interpreting results in the context of environmental decision-making.

Students are expected to engage in pre-reading before each week to prepare for lectures and practicals, and follow-up reading afterwards to consolidate understanding. This supports deeper engagement with literature, technical reports, and methodological guidance, reinforcing information literacy (PC2), reflective learning, and the ability to synthesise and critically evaluate environmental data.

Assessment Methods

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

Other Assessment

Zero Weighted Pass/Fail Assessments

Assessment Rationale And Relationship

The assessment strategy for this module has been designed to reflect contemporary geoenvironmental practice, where environmental decision-making is increasingly driven by the acquisition, processing, and interpretation of complex datasets rather than by isolated field measurements alone. Modern geoenvironmental and geoengineering projects routinely integrate data from in situ sensors, geophysical surveys, remote sensing platforms, and spatial models, with a strong emphasis on data quality, uncertainty, and defensible interpretation. The chosen assessments therefore prioritise data literacy, analytical competence, and the ability to design robust monitoring strategies in realistic professional contexts.

The portfolio-based data analysis assessment recognises that a significant proportion of geoenvironmental work involves sustained engagement with computer-based data processing, quality assurance/quality control (QA/QC), and interpretation of imperfect real-world datasets. By assessing attendance and completion of structured computer-based activities, this assessment mirrors professional workflows in which analysts progressively clean, interrogate, and interpret data rather than producing a single, idealised output. The portfolio format allows students to demonstrate applied understanding of sensing principles, data quality issues, and analytical methods, while emphasising consistent engagement and practical competence in data handling and interpretation.

The monitoring programme design report reflects the reality that many geoenvironmental professionals are required to plan and justify data acquisition and processing strategies without directly collecting data themselves. This assessment requires students to respond to a realistic scenario by designing a coherent sensing and monitoring programme and associated data processing plan, demonstrating their ability to apply theoretical knowledge, select appropriate methods, and justify decisions in relation to scale, uncertainty, constraints, and risk. The report format mirrors professional technical documentation used in consultancy, regulation, and research settings, and assesses students’ ability to communicate complex technical information clearly and defensibly.

Together, the two assessments provide complementary evidence of students’ knowledge and skills. The portfolio demonstrates practical competence in data analysis, QA/QC, and interpretation, while the design report assesses higher-level integration, planning, and professional judgement. This combination ensures constructive alignment between the module’s learning outcomes, teaching activities, and assessment, and provides students with authentic, real-world tasks that prepare them for final-year projects and employment in geoenvironmental and environmental science roles.

Reading Lists

• NES3207's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• NES3207's Timetable