Welcome

This blog is written by the Environmental and Geographical Sciences team at the University of Northampton. This will keep you up to date with both student and staff activities.

The Environmental and Geographical Sciences team includes staff with interests in biological sciences, conservation, ecology, environmental sciences, environmental statistics, geography and waste management. We offer a range of degree programmes and have a number of postgraduate research students. For more information about studying with us please visit http://www.northampton.ac.uk/.

Showing posts with label BSc Biology. Show all posts
Showing posts with label BSc Biology. Show all posts

Wednesday, 20 February 2019

Graduates return to campus

Ten of our geography, environmental sciences and biology graduates recently returned to campus to talk to current students about graduate careers.
Our lovely graduates!

The session was held as part of a series of careers-related events.
It was great to see the progress made by our recent graduates in their chosen careers.

The graduates spoke with groups of first, second and third year students about their job, career opportunities in their sector, and recruitment processes.
The session provided lots of opportunities for current students to ask questions.

A wide range of job roles and industries were represented, including the Met Office, Environment Agency, BIFFA, Chartered Institute of Waste Management, RPS Group, Olive Communications, Project Centre, local government and GIS.

Tuesday, 29 November 2016

Engaging students with the fundamentals of biodiversity


This term we have started refreshing and reformatting our first year undergraduate modules, partly in preparation for the move to our new Waterside Campus, but also because they were beginning to feel a bit tired and jaded.  We have begun with ENV1012  Biodiversity: an Introduction, a 20 CATS module which mainly services our BSc Environmental Science and BSc Biology programmes.
One of the changes has been to go from a “long-thin” delivery of 2 class hours per week over two terms, to a “short-fat” delivery of 4 hours per week in one term.  The advantages of this, we think, are two-fold: (1) it provides students with a richer, more immersive experience because they are not mind-flitting between different topics; (2) it frees up longer blocks of time for academic staff to focus on programme development, research activities, etc.

For now we have opted to deliver the 4 hours in a single session.  That’s quite a long time for the students (and staff) to be taught (teaching) but it’s punctuated by short breaks and includes a lot of practical work in the field, lab, and computer suite.

One of the aims of ENV1012  Biodiversity: an Introduction is to engage the students with the use of taxonomic names of species and higher groups, familiarise them with the principles of biological classification, why this is important (and why it underpins the rest of biology and much of the environmental sciences), and so forth.  Building confidence in how scientific names are used, and the diversity of species that all of us encounter on a day-to-day basis, are important aspects of this, and I developed a couple of new exercises that we are trialling this term which are focused on these areas.
The first one is called “The Taxonomy of Gastronomy” and was partly inspired by a conversation I had with Steve Heard when he posted about The Plant Gastrodiversity Game.  It works like this. I begin with an interactive lecture that sets out the basic ideas behind taxonomic classification and its importance.  After a short break the students then begin the hands-on part of the exercise.  Working in groups of three they use a work sheet that lists 10 culinary dishes, including:  fried cod, chips, and mushy peas; spotted dick; spaghetti bolognese; Thai green curry with tofu & okra; chocolate brownies, etc. (this can easily be varied and adapted according to needs).

The students’ first task is to find a recipe online for each dish.  For each biological ingredient in that dish, they list its common name and find its taxonomic family, genus, and species (italicising the latter two, as per taxonomic conventions).  I emphasise that it is important to be accurate with names as they will be doing something similar in a later assessed exercise.

This takes a couple of hours and then they feedback their results in a debriefing session, including finding out who had the longest list of species in a meal – the winner was 17 species in a moussaka recipe, with a Jamie Oliver fish and chips recipe coming a credible second with 12!  We also discuss particularly common taxa that turn up frequently, for example plant families such as Solanaceae – the relatedness of tomatoes, chillies, peppers, potatoes, and aubergine, the students found very intriguing.
By the end of this exercise the students will have gained familiarity with researching, understanding, handling, and writing scientific names of species and higher taxonomic groups.  In addition they will have a better understanding of the taxonomic diversity of organisms that we consume, and their relatedness.  It may also have encouraged them to try out some new recipes!

If anyone wishes to comment or add suggestions for improvements, please do.  If you’d like to try this yourself with your own students feel free to adapt it to your own needs, though an acknowledgement somewhere would be polite.

Prof Jeff Ollerton

This article was first published on Jeff's blog here

Friday, 19 August 2016

Planning field trips

As the new academic year looms, we are planning field trips for the autumn term.

More information about field trips will be provided to students in due course, but in the meantime, here's some photos of our Grand Day Out to Stonehenge and Avebury at the end of last term...

Environmental Science students at Avebury

Visiting Stonehenge

Monday, 25 July 2016

Celebrating student success

On Thursday 21st July we celebrated students' success at our Graduation ceremony.

Lots of opportunities for group photos!


Geographers posing for yet another group photo

The traditional throw-your-hat-in-the-air photo
Ram Sarpal Singh was awarded the Dr Ken Sherwood prize for best Geography dissertation.
The Dean (John Sinclair) gives the prize for best Geography dissertation to Ram Singh Sarpal

Tuesday, 26 January 2016

What is 'biodiversity'?

Professor Jeff Ollerton explains what is meant by the term 'biodiversity...


Ever since I set up the Biodiversity Blog in 2012 I’ve had it in mind to write a post asking the question “Just what is “biodiversity”?”, but have never quite got round to it, there’s been too many other interesting and important things to write about on here!  This week over at the Dynamic Ecology blog Brian McGill has beaten me to it with a really interesting post entitled:  Biodiversity and pizza – an extended analogy leading to a call for a more multidimensional treatment of nature.
I’m not entirely sure that the pizza analogy works, it’s a little tortuous, but none the less the post is provocative and interesting, and has generated a lot of comments.  I strongly recommend it.
In the interests of recycling, and because the readership of my blog only overlaps partially with that of Dynamic Ecology, thought I’d restate a few things that I brought up in the comments to Brian’s post (but this certainly won’t substitute for going over and reading it yourself”.


One of the questions that Brian asks is:  “Is biodiversity a useful term or has it outlived its usefulness?”  It’ll come as no surprise to readers that I like the word “biodiversity”: I used it for the title of my blog and for my professorship, because it captures a lot about what I value in the natural world, and because it’s a term that I’ve (professionally speaking) grown up with. To my mind it is an umbrella term that can mean different things to different people; some see this as a disadvantage but I think that, as long as we qualify precisely what we are referring to, using “biodiversity” in a loose way is not a problem. Perhaps an appropriate analogy is with politics: if someone describes themselves as a “conservative” or a “socialist” or a “liberal”, those terms cover huge internal variation and political scope, but it’s not a problem because it broadly describes the beliefs of that individual.
As an instance of when “biodiversity” may not be a useful concept for nature conservation, Brian gives an example of salt marsh, often areas with rather low species diversity, as being of low priority for conservation because they are poor in “biodiversity”.  But this ignores the fact that all of the “official” definitions of biodiversity explicitly include diversity of habitats/communities/ecosystems/biomes in a defined geographical area.  For example the United Nations Convention on Biological Diversity defines it as:

“the variability among living organisms from all sources including, inter alia, terrestrial, marine and other aquatic ecosystems and the ecological complexes of which they are part; this includes diversity within species, between species and of ecosystems.” [my emphasis]

Thus destroying an area of salt marsh may indeed result in few species being lost, but it would be a significant loss of biodiversity at that higher level of community/ecosystem, if a region has only salt marsh, woodland and grassland in it: in essence you’ve lost one third of your biodiversity because you’ve lost one third of your habitats.

Something that’s occurred to me over the last couple of days of reading comments and thinking about the questions that Brian posed is that “nature” and “biodiversity” are not actually synonymous at all. When people say they like “being in nature” or they “value contact with nature”, what they are usually saying is that they enjoy landscapes, seascapes, changes in the weather, being out of doors, etc., things which are not strictly part of what we understand as “biodiversity”.

Likewise, “protecting the environment” includes a whole set of non-biodiversity related questions and actions such as air and water quality, wastes management, sustainable use of resources, etc., much of which may not directly affect biodiversity at all.

“Biodiversity” has a specific meaning, as the definition above shows, even though that meaning can be broadly defined. Which sounds like a contradiction, but it’s not – and brought to mind the title of the Led Zeppelin fanzine: “Tight But Loose”*.  Biodiversity as a concept and as a field of research and action involves so many different types of stakeholder (ecologist, botanist, zoologist, artist, conservationist, activist) that (as I said) it provides a useful (loose) umbrella.  Problems only occur when people use different tight definitions and talk past one another.

The other aspect to Brian’s post is around the pros and cons of valuing ecosystem services, which is a much bigger argument in some ways, and I’m going to point readers to two blog posts, one recently from Steve Heard which I think is a very nice, concrete example that captures a lot of the uncertainties that Brian describes:
https://scientistseessquirrel.wordpress.com/2015/08/04/invasions-beauty-and-ecosystem-services-a-conundrum/
The second is one of mine from last July related to the value of valuing nature, which was prompted by the Costanza et al. update paper:
https://jeffollerton.wordpress.com/2014/07/27/how-do-we-value-nature/
These are fascinating discussions that will run and run, I have no doubt.

*I’m found of bringing musical examples into these blog posts :-)


This blog post was first published here.

Monday, 21 December 2015

Students visit Wicken Fen

A group of students recently visited one of Britain’s oldest nature reserves, as part of their studies.


Dr Janet Jackson and students at Wicken Fen

Undergraduates studying Environmental Science, Wildlife Conservation, Biology and Countryside and Wildlife Management spent the day at Wicken Fen, in Cambridgeshire, which was the first reserve cared for by the National Trust, starting in 1899.
 

Wicken Fen is said to be the birthplace of modern ecology, being home to the Godwin Plots, one of the world’s longest-running scientific experiments.

Photos from the visit can be viewed here

Monday, 20 July 2015

Celebrating student success

Each year we get to celebrate the success of our students at our Graduation ceremonies.  It was great to see so many Geography and Environmental Science students being awarded with their degrees.
Geography graduates

Lots of group photos taken!

The ceremony also provides an opportunity to reflect on the successes of the Department and the University over the course of the last year.  A short video can be found here.

Hayley and Eden looking proud!
Geography lads posing for yet *another* photo!




Monday, 5 January 2015

Research Excellence in the Department of Environmental and Geographical Sciences



Just before Christmas the Department of Environmental and Geographical Sciences received an early present with the release of the results of the Research Excellence Framework.  This is a national assessment of research activity carried out by the government in all British universities, and the outcome determines how much core research funding they receive over the next six years.  The Department was very pleased with the result of our submission to the Geography and Environmental Studies panel; over 40% of our research papers were rated as “world leading” or “internationally excellent”, with most of the rest being “recognised internationally”.  In addition some of the Human Geography staff working on children’s geographies were entered into the Education unit of assessment, which also did well.  For a young, mainly teaching-focused, non-research-intensive institution such as the University of Northampton, it was an impressive result.  All of this research feeds directly into the student experience, by way of case studies and cutting-edge findings, bringing the subject alive and relevant to the modern world.  

Thursday, 17 July 2014

Tuesday, 29 April 2014

Students take the plunge! Ecology fieldwork in Northampton

Water quality is important to all our lives. Second year BSc Biology, BSc Environmental Science and BSc Wildlife Conservation students recently spent a day investigating the water quality of three sites along Dallington Brook, Northampton. Measuring water quality involves donning waders and using a net to collect samples of bottom-dwelling animals (snails, insects, crustaceans) by kick-sampling alongside taking measures of stream characteristics such as water depth, stream velocity, pH, temperature and conductivity. Back in the laboratory the animals are sorted, identified and classified according to their requirements for clean water. The biodiversity data help us to understand the ecosystem health of the river. The students will present their results in a special scientific poster session.



All ready to sample Dallington Brook