Physics of Climate Change - 2025 entry
| MODULE TITLE | Physics of Climate Change | CREDIT VALUE | 15 |
|---|---|---|---|
| MODULE CODE | PHY2222 | MODULE CONVENER | Dr Raphaëlle D. Haywood (Coordinator) |
| DURATION: TERM | 1 | 2 | 3 |
|---|---|---|---|
| DURATION: WEEKS | 11 |
| Number of Students Taking Module (anticipated) | 30 |
|---|
DESCRIPTION - summary of the module content
Human-induced climate change is the defining issue of our time, and how we act over the next 10-15 years will determine humanity's future over the next millennium. Global temperature has already risen 1.1ºC above pre-industrial levels. We are already seeing many of the environmental and socio-economic consequences of climate change today. Climate change leads to rising seas, flooding, fires and drought. As a result, millions of people worldwide are being displaced, driven to poverty and hunger, denied access to health and education. Climate change is expanding inequalities, stifling economic growth and causing conflict.
AIMS - intentions of the module
This purpose-driven Physics module will give you an understanding of the physics underlying climate and climate change and empower you to take action. We will examine anthropogenic climate change in context of planetary climates and build our own toy models of climate. We will look at evidence for, and future predictions of climate change; and consider scenarios for mitigation and adaption.
During the course, you will actively engage with the lecturer(s), guest lecturers and your peers. You will work together to apply your understanding of the physics concepts at play. Throughout the module, you will be expected to develop your own critical, evidence-based positions on contemporary news and reports about climate change impacts and predictions.
INTENDED LEARNING OUTCOMES (ILOs) (see assessment section below for how ILOs will be assessed)
On successful completion of this module you should be able to:
Module Specific Skills and Knowledge
1. Demonstrate a strong understanding of the climate system, the causes and mechanisms of anthropogenic climate change;
2. Place anthropogenic climate change within the context of natural variability;
2. Place anthropogenic climate change within the context of natural variability;
3. Describe experiments, observations and how they evidence climate change, and be familiar with current predictions of future climate change
4. Discuss what controls the response time of the climate to anthropogenic activity and natural variability ;
5. Demonstrate understanding of the greenhouse effect using simple energy-balance models, radiative forcing and feedback, and how they relate to anthropogenic climate change;
6. Apply simple models of climate to Earth and other planets;
7. Describe the carbon and water cycles and explain their climate feedbacks;
8. Explain the Gaia hypothesis, describe life's influence on climate and discuss implications for Earth's habitability;
9. Have an appreciation of the non-linearity of the climate and Earth systems; demonstrate understanding of the concept of tipping points, explain the main tipping points in the climate system, provide examples of tipping points in both physical and social systems, and discuss them critically;
10. Critically assess the main scenarios for climate change mitigation and adaptation, within the context of predictions of future climate change;
11. Explain and discuss how environmental monitoring and modelling influence legislation and policy.
Discipline Specific Skills and Knowledge
12. Demonstrate a good understanding of atmospheric physics;
13. Describe the main events in the early history of Earth and its climate;
13. Describe the main events in the early history of Earth and its climate;
14. View climate and anthropogenic activities as part of a complex system wherein all agents are intrinsically connected via stabilising or self-reinforcing feedbacks that can result in tipping points;
Personal and Key Transferable / Employment Skills and Knowledge
15. Critically access, analyse and synthesize information about climate and climate change from a wide range of sources;
16. Provide context to what is read or seen in all forms of media about climate and climate change;
16. Provide context to what is read or seen in all forms of media about climate and climate change;
17. Process, interpret and present data using appropriate techniques and tools;
18. Communicate ideas and information confidently, effectively and critically;
19. Work efficiently as part of a group as well as individually;
20. Prepare and present information via a range of media;
21. Have a professional, yet also personal position on ideas and actions regarding climate change mitigation and adaptation.
SYLLABUS PLAN - summary of the structure and academic content of the module
• Overview of the challenges facing humanity today, introduction to the UN's Sustainable Development Goals;
• Definition of climate and anthropogenic climate change;
• Causes, current status and future predictions of anthropogenic climate change;
• Overview of the history of Earth and its climate;
• Monitoring and modelling climate change and climate variability;
• Atmospheric physics: thermodynamics, radiative processes, vertical structure, energy budget, greenhouse effect;
• Water and carbon cycles and climate feedback;
• Gaia hypothesis, influence of life on climate, planetary climates, planetary habitability;
• Non-linearity and tipping points: in climate systems, and in other physical and social systems;
• Scenarios for climate change mitigation and adaptation.
LEARNING AND TEACHING
LEARNING ACTIVITIES AND TEACHING METHODS (given in hours of study time)
| Scheduled Learning & Teaching Activities | 20 | Guided Independent Study | 130 | Placement / Study Abroad | 0 |
|---|
DETAILS OF LEARNING ACTIVITIES AND TEACHING METHODS
| Category | Hours of study time | Description |
| Scheduled learning and teaching activities | 20x1 hour lectures | Lectures, guest lectures, discussions |
| Guided independent study | 10 | Problems sets delivered during term and discussed in class |
| Guided independent study | 15 | Individual Analysis |
| Guided independent study | 15 | Individual Conversation (viva) |
| Guided independent study | 10 | Weekly Quizzes |
| Guided independent study | 20 | Group Presentation |
| Guided independent study | 60 | Readings discussed in class |
ASSESSMENT
FORMATIVE ASSESSMENT - for feedback and development purposes; does not count towards module grade
| Form of Assessment | Size of Assessment (e.g. duration/length) | ILOs Assessed | Feedback Method |
|---|---|---|---|
| Class discussions | Weekly | 1-21 | Verbal discussion in class |
| Problem sets | During the module | 1-21 | Written and verbal feedback |
SUMMATIVE ASSESSMENT (% of credit)
| Coursework | 100 | Written Exams | 0 | Practical Exams | 0 |
|---|
DETAILS OF SUMMATIVE ASSESSMENT
| Form of Assessment | % of Credit | Size of Assessment (e.g. duration/length) | ILOs Assessed | Feedback Method |
|---|---|---|---|---|
| Weekly Quizzes | 10 | During the module | 1-21 | Written feedback |
| Group work and oral presentations | 40 | During the module | 1-21 | Written and verbal feedback |
| Individual Analysis and Conversation | 50 | During the module | 1-21 |
Written and verbal feedback
|
DETAILS OF RE-ASSESSMENT (where required by referral or deferral)
| Original Form of Assessment | Form of Re-assessment | ILOs Re-assessed | Time Scale for Re-assessment |
|---|---|---|---|
| Weekly Quizzes | Quizzes (10%) | 1-21 | Referral/Deferral period |
| Group work and oral presentations | Individual recorded presentation (40%) | 1-21 | Referral/Deferral period |
| Individual Analysis and Conversation | Individual Analysis and Conversation (50%) | 1-21 | Referral/Deferral period |
| Referral/Deferral period |
RE-ASSESSMENT NOTES
Deferral- if you have been deferred for any assessment you will be expected to complete relevant deferred assessments as determined by the Mitigation Committee. The mark given for reassessment taken because of deferral will not be capped and will be treated as if it were your first attempt at the assessment.
Referral-if you have failed the module overall (i.e. a final overall module mark of less than 40%), you will be required to undertake reassessments as described in the table above for any of the original assessments that you failed. The mark given for reassessment taken because of referral will be capped at 40%.
RESOURCES
INDICATIVE LEARNING RESOURCES - The following list is offered as an indication of the type & level of
information that you are expected to consult. Further guidance will be provided by the Module Convener
information that you are expected to consult. Further guidance will be provided by the Module Convener
Basic reading:
• The Physics of Climate Change, 2021, L. M. Krauss, published by Apollo
• The Intergovernmental Panel on Climate Change (IPCC) Reports: https://www.ipcc.ch
• Keep updated on the Carbon Brief: https://www.carbonbrief.org
Web-based and electronic resources:
• ELE
Other resources:
• The Ministry for the Future, 2020, by Kim Stanley Robinson, published by Orbit Booksor the Future, 2020, by Kim Stanley Robinson, published by Orbit Books
Reading list for this module:
| Type | Author | Title | Edition | Publisher | Year | ISBN |
|---|---|---|---|---|---|---|
| Set | NA | Carbon Brief: https://www.carbonbrief.org | ||||
| Set | Intergovernmental Panel on Climate Change | IPCC Reports https://www.ipcc.ch | ||||
| Set | Krauss, L. M. | The Physics of Climate Change | Apollo | 2021 |
| CREDIT VALUE | 15 | ECTS VALUE | 7.5 |
|---|---|---|---|
| PRE-REQUISITE MODULES | PHY1025 |
|---|---|
| CO-REQUISITE MODULES |
| NQF LEVEL (FHEQ) | 5 | AVAILABLE AS DISTANCE LEARNING | No |
|---|---|---|---|
| ORIGIN DATE | Wednesday 1st March 2023 | LAST REVISION DATE | Wednesday 11th June 2025 |
| KEY WORDS SEARCH | Climate Change, Sustainability, Earth, Physics |
|---|
Please note that all modules are subject to change, please get in touch if you have any questions about this module.
