Module manager: Caroline Peacock
Email: C.L.Peacock@leeds.ac.uk
Taught: Semester 1 (Sep to Jan) View Timetable
Year running 2025/26
| SOEE5232M | Biogeochem Cycles Earth System |
This module is not approved as a discovery module
Earth system science aims to understand the Earth as whole system, comprising the environment and life, including the lithosphere, hydrosphere, atmosphere and biosphere. Within the Earth system biogeochemical cycles describe how elements move through the Earth system. It is important to understand this because elements like carbon are the building blocks of life, while other elements like nutrients, are essential for life. Their cycling has therefore shaped the development of the Earth system over Earth history and will be critical to maintaining and sustaining a habitable planet into the future. This module introduces the key underpinning concepts of biogeochemical cycles, and then looks at how the major biogeochemical cycles work and how they can be used to understand the Earth system. The module will cover the carbon cycle and some of the nutrient cycles, and show how these elements move through the lithosphere, hydrosphere, atmosphere and biosphere. The module will explore how biogeochemical cycles are driven by and impact on life, and how feedbacks within and between biogeochemical cycles affect the Earth system. The module includes scenario testing to explore how changes to biogeochemical cycles impact the Earth system and vice versa, how changes to the Earth system impact biogeochemical cycles.
On successful completion of this module students will:
Build an understanding of the concepts of biogeochemistry and biogeochemical cycles and their importance to the Earth system.
Develop knowledge of the key biogeochemical cycles, including the carbon cycle, and how these elements move through the Earth system.
Recognise the links between the key biogeochemical cycles and life, and how feedbacks within and between biogeochemical cycles affect the Earth system.
Examine how biogeochemical cycles have shaped the Earth system in the past and how they might do so in the future.
Understand how numerical models are used to track how elements move through the Earth system, and how a numerical model can be practically applied to show how changes to a biogeochemical cycle impact the Earth system, through hands-on experience.
On successful completion of the module students will have demonstrated the following learning outcomes relevant to the subject:
SSLO1: Discuss the concept of biogeochemistry, biogeochemical cycles and their importance to the Earth system.
SSLO2: Explain the carbon cycle and nutrient cycles, and how these elements move through the Earth system.
SSLO3: Evaluate the links between biogeochemical cycles and life, and the feedbacks within and between biogeochemical cycles that affect the Earth system.
SSLO4: Examine how biogeochemical cycles change through time and how this impacts the Earth system.
SSLO5: Apply a numerical model to track a biogeochemical cycle and show how changes to this cycle impact the Earth system.
SSLO6: Describe and explain a biogeochemical cycle and critically evaluate its role in the Earth system.
SSLO7: Prepare, process, interpret and present concepts and data using appropriate qualitative and quantitative techniques.
Skills Learning Outcomes
On successful completion of the module students will have demonstrated the following skills learning outcomes:
SKLO1: Information searching to use directed peer-reviewed research articles to develop an understanding of a biogeochemical cycle and its role in the Earth system (Academic; Enterprise; Sustainability).
SKLO2: Critical thinking to weigh up different arguments and perspectives, using supporting evidence to form opinions, arguments, theories and ideas (Academic; Work Ready; Sustainability).
SKLO3: Presenting to introduce, explain and critically evaluate a biogeochemical cycle and its role in the Earth system (Work Ready; Enterprise).
SKLO4: Problem solving to explore a biogeochemical cycle and show how changes to the biogeochemical cycle impact the Earth system (Work Ready; Sustainability).
SKLO5: Numerical and computational proficiency to use and evaluate computer model inputs and outputs (Work Ready).
SKLO6: Time management, organisation and planning to ensure work can be completed on time (Work Ready; Academic).
Details of the syllabus will be provided on the Minerva organisation (or equivalent) for the module.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Lecture | 10 | 2 | 20 |
| Practical | 2 | 2 | 4 |
| Seminar | 2 | 1 | 2 |
| Private study hours | 74 | ||
| Total Contact hours | 26 | ||
| Total hours (100hr per 10 credits) | 100 | ||
Students can gain verbal formative feedback from staff and demonstrators on their results and analysis prior to submission of the report coursework, during timetabled practicals and drop-in problem-solving sessions. Students can also gain formative written feedback from staff on their numerical computer code prior to submission of the report coursework by submitting their code. Students can also gain verbal formative feedback on their report and discuss any questions that they may have about the group presentations during regularly scheduled office hours. If students cannot attend these then they can also email staff for an alternative time or ask for support and feedback via email.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Coursework | Coursework | 50 |
| Coursework | Group work | 50 |
| Total percentage (Assessment Coursework) | 100 | |
For the group presentation, the resit will consist of an individual presentation, and the student will be asked to reflect on which elements of the presentation could have been delivered via teamwork, and the advantages and disadvantages of this for the students’ learning outcomes and experience.
There is no reading list for this module
Last updated: 29/04/2025
Errors, omissions, failed links etc should be notified to the Catalogue Team