This list of texts must be considered indicative and not exclusive.

Jeremy Colls. Air Pollution - an introduction, E&FN Spon 1997

Alloway and Ayres, Chemical Principles of Environmental Pollution, 2nd Edition Blackie 1997

Turco, Earth Under Siege
Houghton, Global Warming, Cambridge 1997

Elsom, Atmospheric Pollution, Blackwell 1987

Three items of formal assessment, plus formative assessment tasks set to various activities. In total this would allow all of the learning outcomes to be assessed, but obviously all will not receive formal assessment. The outcomes assessed formally will vary from year to year, but formal assessment will always contain:

1000-1500 word essay e.g. "the causes and effects of acid rain" (here, formally assessing outcome 3 in particular, but also addressing others such as 5, 7, and 8) (30%)

A 1000-1500 word essay e.g. "alternative renewable methods for the production of electrical energy" (addressing outcomes 5 and 8 principally, but also 3, 4, 7 and 8) (30%)

2000-2500 word assessment as part of Activity 9. This assignment would be wider ranging and could for instance address one pollutant such as carbon dioxide and cover its sources, measurement, effects, monitoring and control. (addressing outcomes 1, 2, 4 and 8) (40%)

Pass criteria
Coherence and soundness in response. Good understanding of the subject matter, evidence of reading beyond the VLE study guide together with good use of relevant examples. Tasks competently completed.
See Criterion Referencing Guide in the Student Handbook:
Sect. 8.7

Merit criteria
A very good awareness and understanding of the subject matter. Assignments are expressed cogently and lucidly. Work is of good quality, evidencing well-focussed observations and the addressing of all of the obvious key questions. Evidence of sound reading and a thorough critical analysis of the available literature
See Criterion Referencing Guide in the Student Handbook:
Sect. 8.7

Distinction criteria
Originality and creativity in response. Accurate and thorough understanding of the subject matter, evidence of wide reading beyond the VLE study guide, excellent use of relevant examples. Tasks thoroughly and comprehensively completed.
See Criterion Referencing Guide in the Student Handbook:
Sect. 8.7

This module is taught entirely by distance learning using Blackboard. In the induction week the students will be given instruction on the use of the Blackboard system, and activities will be released to the students sequentially. The module has 8 "learning" activities, plus one revision and final assessment activity. The students should spend 12-15h on each of the six modules that do not have formal assessment, and 15-20h on the remaining three activities that do have formal assessment.

The module is divided into 9 Activities, the final one of which acts as a revision and final assessment activity. Activity 1acts as the introductory activity and covers aspects such as the composition of the "unpolluted" atmosphere, variations in temperature and composition with height above the surface of the Earth, terms such as troposphere, stratosphere etc.; together with sources/effects of principal and (some) minor outdoor and indoor air pollutants/odour-generating contaminants. Activity 2 considers air/stack sampling, analysis, analytical approaches, monitoring methodology and data interpretation. Other Activities go on to cover the formation and control of SO2 and NOx and develop the basis for understanding of a later Activity that looks at the causes and effects of acid rain. Activity 6 addresses the ozone balance and the problems that can arise (in respect of ozone) in both the troposphere and stratosphere. Activity 7 takes global warming as its theme and also addresses the consequences of using coal as a long-term source for the production of electrical energy. Finally, Activity 8 examines the legislative and regulatory aspects of air pollution/control.

Suitable computer that is able to access the WWW, the University server and Blackboard
Library facilities as necessary