Required: 100 Global Challenges: Sustainability; 100 Earth System Science;
ArcGIS or QGIS skills may be helpful but not necessarily required.
Soil is a distinct and naturally genuine body of the living Earth whose functions are fundamental to Earth's grand cycles (C, N, P, S, Ca, water) and thus all terrestrial life, nutrient provisioning, water cycling, and climate. Nonetheless, soil is also the most overlooked of the three lifegiving resources fresh air, water, and: soil.
Understanding the generic functional and spatial diversity of soils, therefore, is the fundament to develop concepts of adequate and sustained use of healthy soils.
Soil forms due to a complex interplay of a range of abiotic and biotic environmental processes inasmuch as ongoing soil processes govern abiotic landscape processes (e.g., erosion, water cycling) and biotic ecosystem processes. The field of soil sciences, hence, is marked by drawing on information from many interdisciplinary fields like geology, geomorphology, hydrology, and ecology.
To appreciate the inherent complexity and fascination of soil this course spans from teaching basics to almost independent applications of the acquired knowledge in the field. This includes to conduct an independent evaluation of soil morphology and C storage functions in the context of agricultural land use legacies.
This course teaches students in basic methods employed to retrieve, process and evaluate spatial-distributed field data in order to describe and understand environmental processes of soil formation and soil-changing processes triggered by human use of the soil resource. Skills include * Basic skills in field description and identification of soils * Conduct proper soil sampling and perform basic chemical analyses * Graphically represent spatial, soil-related environmental information based on their own field sampling * Assess the sustainability of soil use for different historic and present cases of soil erosion through both critical evaluation of the literature and field data * By the completion of course assignments students will be trained in skills, procedures, methods, and subjects that are eligible for Capstone research projects.
By the end of the course students * Can tell how soils form by detailing important controls and processes and their influence on soil behaviour * Can recognize and classify basic soil types based on own field observations (mapping) * Can sample soil material and perform simple analyses in the laboratory (particle size, pH) * Can interpret and represent soil information on maps by producing own soil maps * Can explain historic and current issues of land use and correlated impacts on soils * Appreciate soil functions and the importance of soil conservation.
Once available, timetables will be published in the e-Prospectus.
Mode of instruction
The course blends in-class teaching and field teaching. The emphasis is put on the latter with researching soils and their properties by comparing different soils to one another.
Thus, this course includes a number of mandatory off-campus activities such as # Up to two short (half-day) off-campus field trips (surroundings of The Hague) # A day trip to the World Soil Museum, Wageningen: probably on a Wednesday in week 2 or 3 # A multiple-days field stay in the Eifel Mts.
During the field stay in the Eifel Mts., students will conduct self-dependent soil profile description, sampling, and mapping exercises as a team of 3 or 4 students. For this, basic field skills will be trained during antecedent short trips to the coast and the Haagse Bos of The Hague. We will also use select readings and discussion of textbook chapters to further the understanding of fundamentals of soil formation and soilscape change.
Quiz (fundamental concepts of the soil system); week 2 or 3, 10%
Systematic literature search and annotated bibliography; week 3 or 4, 15%
In-class presentation (includes providing a handout); week 4 through 7, 15%
Soil profile description lab; working group (based on independent field work during the field stay, includes laboratory work); week 8, 30%
Soil mapping report (student working group) assignment); week 7 or 8, 15%
There will be a Blackboard site available for this course. Students will be enrolled at least one week before the start of classes.
There will be no required textbook for the course because there is no single one that covered the material discussed in class. Relevant course material will be made available through Blackboard.
Nevertheless, to study fundamentals of soil formation, properties, and soil mapping we will use: * Blum, W., Schad, P. and Nortcliff, S., 2018. Essentials of Soil Science: Soil formation, functions, use and classification. Schweizerbart Science Publishers, Stuttgart, 171 p. * Chesworth, W. (ed.), 2008. Encyclopedia of Soil Science. Encyclopedia of Earth Sciences Series, Springer, Dordrecht, 916 p. * Schaetzl, R.J., Anderson, S., 2005. Soils: Genesis and Geomorphology. Cambridge (USA), Cambridge University Press, 817 p. (The more recent 3rd edition is equally eligible.) * FAO, 2006. Guidelines For Soil Description. FAO, Rome, 109 p. [available online]. * FAO, 2014. World Reference Base For Soil Resources 2014. FAO, Rome, 191 p. [available online].
For the time being, it is not required to purchase any of these books before the course actually starts. Further details on the chosen course readings will be communicated during the course intro session or shortly before that.
This course is open to LUC students and LUC exchange students. Registration is coordinated by the Education Coordinator. Interested non-LUC students should contact firstname.lastname@example.org.
IMPORTANT COURSE INFORMATION: Field stay, field trips
The course program most likely includes a longer field stay. The location is, if it can be organised, a rural town in the Rhenish Slate Mountains (Eifel Mts., Germany). Signing up with this course, therefore, means
To participate in the mandatory field stay because its contents and own field data sampling are essential to understanding basic concepts of soil sciences (parent materials, formation, classification, geography) and completing assignments
That students in part have to cover costs of transportation, accommodation and food out of their own pocket.
To organize travel to and back from the field site themselves.
The field stay in the Eifel Mts. is scheduled to last from April 23 through April 27 2020.
The availability of group accommodation will determine the type of accommodation, which may range from a very basic hunting cabin in the forest (without any comfort civilisation provides at the cost of climate change) to a Youth Hostel, or a combination of both. LUC may financially support the field stay by (at least) partially taking over costs for accommodation. It may. Costs for travel are on students and depend on their choice of transportation.
However, detailed information on costs can only be provided once the number of participants is known.
Furthermore, we will go on a one-day field trip to Wageningen, for which students have to take on the costs for transportation.
To compensate for the extra time spent on in the field, some class meetings scheduled for the regular timeslots will be cancelled (tbd). Nevertheless, students are advised use the official timeslots to see me to receive advice on the their assignments.
Again, this all is preliminary information and may be subject to change. Please, only sign up for the course if you can agree on these conditions.