Skip to main content

The science of sustainable development, what shall I teach?

Image
By

Before the lectures


Next week I will teach the first of three lectures which constitute the Science of Sustainable Development within the Sustainable Development course at the University of Bristol. This is an open unit and can therefore be attended by first year undergraduate students from across the university.

The figure below shows how Sustainable Development is considered at the University of Bristol, clearly a hugely interdisciplinary and wide subject area!


Traditionally this unit has attracted a significant fraction of its cohort from Geographical Sciences, which is my current home department. This should make preparation of these three lectures relatively straightforward right? Wrong.

A fascinating aspect of the School of Geographical Sciences is its breadth and variety of research and expertise. This is the case not simply because our physical geographers work on everything from past climates to flood inundation modelling but also because there is also the ‘human’ side to geography. My human geography colleagues research and teach on topics as varied as spatial and historical patterns of electoral voting and taxidermy.

This highly varied student body is complicated further by my own personal background. I am a ‘pure’ physicist by training, having studied for my PhD in the nanoscale physics of solar cells and LEDs.  After my PhD I have mostly been a climate modeller, with some time spent in environmental consultancy and so my career has been undeniably ‘environmental’ from start to finish so far. That said, I would struggle to think of more than a few topics in my undergraduate days which were explicitly linked to sustainability. Perhaps this is not surprising however when one considers how large the core of physics is as a university-level subject. How can lecturing staff make quantum mechanics and astrophysics relevant to Sustainable Development? Is it even possible or meaningful? These questions are certainly outside the scope of this short blog post!

Moving back to the subject matter of my lectures, I had to consider what links climate change, climate modelling and environmentalism in such a way that the term Sustainable Development can be introduced scientifically in three parts? When I posed this question to myself in this way, the answer was clear; The Intergovernmental Panel on Climate Change, or IPCC for short, not to be confused with the Independent Police Complaints Commission! This body was founded by the UN and World Meteorological Organisation in the late 1980s to provide a synthesis on the state of knowledge of the climate system and how humans are interfering with it. The IPCC has to date published five of these Assessment Reports and they are split into three Working Groups:
  1. The Physical Science Basis
  2. Impacts, Adaptation and Vulnerability
  3. Mitigation of Climate Change.

The bulk of my work since 2008 (at the Met Office and at Bristol) has concerned climate modelling and therefore fits well within the remit of Working Group one. Theoretically I could have stopped there and taught three lectures on the meteorology and climatology of climate change, this would probably however only really appealed to those students who had taken A Level physics. The natural diversification of the three Working Groups was the only solution and I therefore decided to prepare one lecture on each. This also provided me with an opportunity to improve my own knowledge of Working Groups 2 and 3, something I had been meaning to do for a while! I should state at this point that there is no scientist in the world with an in depth knowledge of every aspect of even one of the Working Groups. Working Group 1 alone has over 1500 pages of fully cited scientific text for example!    

After lecture one  


As I write this part of the blog post I have just given my first lecture in the series. This lecture tallied well with my research interests and scientific knowledge and I now have a little under a week to finish my preparation for the next two lectures. Crucially, my biggest challenge will undoubtedly be the effective teaching of Working Groups two and three and I will aim to report back with another blog post after my lectures have run their course. 

Finally, one aspect of this course which I hope that will come across in my teaching is my aim to emphasise the interdisciplinary nature and breadth of this subject. As I said in my first lecture, I am a physicist working in a geography department and lecturing to students from all five faculties. If this doesn’t illustrate the cross cutting nature of this subject then I don’t know what does! 

------------------------
This blog is written by Cabot Institute member, Dr Jonny Williams, an environmental physicist working in the School of Geographical Sciences at the University of Bristol. 
Jonny Williams


Labels

Labels:

Popular posts from this blog

Converting probabilities between time-intervals

By
This is the first in an irregular sequence of snippets about some of the slightly more technical aspects of uncertainty and risk assessment.  If you have a slightly more technical question, then please email me and I will try to answer it with a snippet. Suppose that an event has a probability of 0.015 (or 1.5%) of happening at least once in the next five years. Then the probability of the event happening at least once in the next year is 0.015 / 5 = 0.003 (or 0.3%), and the probability of it happening at least once in the next 20 years is 0.015 * 4 = 0.06 (or 6%). Here is the rule for scaling probabilities to different time intervals: if both probabilities (the original one and the new one) are no larger than 0.1 (or 10%), then simply multiply the original probability by the ratio of the new time-interval to the original time-interval, to find the new probability. This rule is an approximation which breaks down if either of the probabilities is greater than 0.1. For exa...
Read more

1-in-200 year events

By
You often read or hear references to the ‘1-in-200 year event’, or ‘200-year event’, or ‘event with a return period of 200 years’. Other popular horizons are 1-in-30 years and 1-in-10,000 years. This term applies to hazards which can occur over a range of magnitudes, like volcanic eruptions, earthquakes, tsunamis, space weather, and various hydro-meteorological hazards like floods, storms, hot or cold spells, and droughts. ‘1-in-200 years’ refers to a particular magnitude. In floods this might be represented as a contour on a map, showing an area that is inundated. If this contour is labelled as ‘1-in-200 years’ this means that the current rate of floods at least as large as this is 1/200 /yr, or 0.005 /yr. So if your house is inside the contour, there is currently a 0.005 (0.5%) chance of being flooded in the next year, and a 0.025 (2.5%) chance of being flooded in the next five years. The general definition is this: ‘1-in-200 year magnitude is x’ = ‘the current rate for eve...
Read more

Your Waste of Time: Art-Based Geographical Practices and the Environment

By
This blog post thinks through the themes of aesthetic interventions, sensing time and engendering response-ability using artistic responses to climate change. Here, these themes are drawn from one piece of art, Your Waste of Time, by Danish-Icelandic artist Olafur Eliasson. This performative showcasing of glacial ice establishes interactions and relations between human bodies and icy materialities- but what is at stake here and what potentialities could be created through artistic practices? These are questions that have arisen through my current dissertation, where I hope to explore artistic responses to environmental degradation through the materialities of ice and plastic. For the piece Your Waste of Time, Danish-Icelandic artist Olafur Eliasson transported several large blocks of ice from Vatnajökull, the largest and oldest glacier in Iceland, to the Berlin gallery Neugerriemschneider (Eliasson, 2006). This glacier is almost incomprehensibly ancient, with some parts dating fro...
Read more