The Times and Sunday Times Good University Guide (2024)
Joint 96th for Environmental Science in the QS University World Rankings by Subject 2024
Geoscientists are increasingly recognised as playing a crucial role in meeting global challenges such as climate change, sustainable development, resource provision, and natural hazards. By placing your geoscience training within the broader context of the environment, you will gain knowledge of both the challenges and the potential solutions.
Within your degree, you will consider both natural and man-made environments, to explore the main factors and processes that control today’s environment, how the environment has evolved to its current state and how environmental conditions may change in the future.
In addition, your degree will draw upon the expertise of a number of our staff who specialise in Earth science including volcanology, geophysics, hydrogeology and glaciology, who deliver an exciting range of specialist topics to choose from.
Your first year will address many of the fundamental themes of the Earth and environmental sciences, from understanding geology to learning about the atmosphere, weather and climate. Specialisation begins in the second year when we introduce Earth science-focused topics, and this degree gives you the flexibility to focus on a specific topic area, for example, geological hazards, soil science, environmental radioactivity or glacial systems.
For your second year, modules will build upon the themes from year one, and you will have the opportunity to take part in popular field courses, including to Mount Etna in Sicily. There, you will study volcanic processes and learn how the local population can manage the impacts of volcanic phenomena. You will also have the opportunity to engage in fieldwork at Carrock Fell in the scenic Lake District World Heritage Site and take further optional residential modules, from studying glacial processes in Switzerland to environmental challenges in Croatia.
Third year modules, taken abroad, will build on themes introduced in Years 1 and 2, whilst offering you a range of specialist Earth science modules to choose from. Many of our students benefit from studying at the University of Iceland in Reykjavik, which offers a fantastic opportunity for anyone interested in volcanic or glacial processes.
Lancaster University will make reasonable endeavours to place students at an approved overseas partner university that offers appropriate modules which contribute credit to your Lancaster degree. Occasionally places overseas may not be available for all students who want to study abroad or the place at the partner university may be withdrawn if core modules are unavailable. If you are not offered a place to study overseas, you will be able to transfer to the equivalent standard degree scheme and would complete your studies at Lancaster.
Lancaster University cannot accept responsibility for any financial aspects of the year or term abroad.
Throughout your degree, considerable weight is placed upon the transferable skills that are highly valued by potential employers. For example, in addition to your subject knowledge, you will also gain communication and information technology skills and will become familiar with data handling and environmental sampling and analysis.
This programme includes a fourth year of study which enables you to undertake an extended research project, and you will also be given an opportunity to choose from a range of Master's level modules.
Our community
We offer support in a variety of ways to ensure that you achieve your full academic potential. You’ll be assigned a student mentor to help you settle in and a specific member of staff who will act as your Academic Tutor throughout your degree by offering study support through regular one-to-one meetings. You can also receive help with any aspect of your degree from your Director of Studies, teaching coordinators and student learning advisor. We strive to inspire and encourage our future Earth and environmental scientists.
From our flexible degree pathways to our incredible field trip opportunities, hear why our students love studying Earth and Environmental Sciences at Lancaster.
Careers
Earth and environmental sciences are pivotal in helping today’s society take on the most pressing environmental challenges. This increasingly important area of study means that more and more global jobs are becoming available, and as a graduate of the environmental sciences, you can make a difference using your specialist knowledge of the local, regional, and global impact our actions have on the world, and vice versa. Environmentally focused careers include Environmental Consultant, Weather Forecaster, Conservation Officer, Sustainability Consultant, Toxicologist, Wastewater Manager, Hydrologist and many, many more. You may wish to continue in academia or work in a non-environmental role where your skills in problem-solving, critical thinking, data handling, project management and commercial awareness make you an in-demand graduate. Graduates from our courses are also well-paid, with the median starting salary of graduates from Lancaster Environment Centre being £24,347 (HESA Graduate Outcomes Survey 2023).
Here are just some of the roles that our BSc and MSci Earth and Environmental Science students have progressed into upon graduating:
Field Scientist – Thames Water
Strategic Planning Manager – United Utilities
Junior Volcanologist – GeoTenerife
Environmental Business Analyst – CCm Technologies
Sustainability and Climate Change Consulting Associate – PwC UK
Lancaster University is dedicated to ensuring you not only gain a highly reputable degree, you also graduate with the relevant life and work based skills. We are unique in that every student is eligible to participate in The Lancaster Award which offers you the opportunity to complete key activities such as work experience, employability/career development, campus community and social development. Visit our Employability section for full details.
Skills for your future
A degree in earth and environmental sciences will provide you with both a specialist and transferable skill set sought after by employers across a wide range of sectors.
LEC Skills Development Placements
These voluntary placements are a great way of learning more about the sector you want to work in after you graduate, whilst also strengthening your CV and enhancing your employment prospects. With opportunities available from an array of local and national environmental organisations and with researchers here at Lancaster, we aim to help you put your skills into practice out in the field.
Learning on Location
From Carrock Fell and Croatia, to the Swiss Alps, our earth and environmental sciences degrees allow you to get hands-on experience working in the field, allowing you to gain the laboratory skills necessary to excel within the environmental sector, and beyond.
Career Success Module
In your second year, you will embark on a careers module specifically tailored for LEC students, providing you with insight into the graduate labour market, as well as providing you with the tools to successfully transition into the world of work.
Placement year
Choosing a Placement pathway degree involves spending the third year of your four-year degree working full-time in a business. Many students find that a placement year helps them to decide which career path they would like to take. The experience will give you a strong advantage when looking for employment after your degree.
An adventure for Harry
I have recently returned from a year abroad in Canada, where I studied an Earth Science concentration at the University of Waterloo. Studying abroad had always been far outside of my comfort zone, as I had grown up in a small corner of the North East of England, and had not been particularly well travelled in years prior. I had decided to transfer onto the study abroad variant of my course in the summer before starting first year, after researching the programme further and finding that it would enable me to experience new cultures abroad, and to travel and explore a country which I had never been to before.
By completing a year abroad, I believe that my social confidence has definitely increased, and I feel more resilient than before. Of course, the teaching I have received has been helpful but this opportunity has also opened the door to a wider cultural understanding. The experience has also enabled me to network with students and researchers abroad and has inspired me to consider continuing my studies in Canada, under the supervision of the faculty I worked with whilst I was there. This opportunity has truly been a once-in-a-lifetime experience.
Harry Barnes, BSc Earth and Environmental Science (Study Abroad)
An adventure for Robbie and Anna
LEC students Anna and Robbie tell us all about their time spent in Croatia as a part of one of their third-year modules, in which they had the opportunity to explore the Istrian peninsula of Croatia and its approaches to water management.
Entry requirements
A Level AAB
Required Subjects A level grade B in one science from the following; Biology, Chemistry, Computing, Environmental Science, Geography, Geology, Human Biology, Mathematics, Physics or Psychology.
Please note, for students who do not have A-level Chemistry or an equivalent qualification, we require you to take our Introduction to Environmental Chemistry module in the first year. Students who do not have A-level Mathematics or an equivalent qualification will be required to take our Numerical Skills II module in the first year. Students who do not have at least Grade 7 in GCSE Maths will be required to take Numerical Skills I in addition to Numerical Skills II. These chemistry and mathematics modules are not replacements for A-levels, but are skills modules taught on a need-to-know basis to support you in the rest of your degree. Further details regarding these modules can be found under ‘Course Structure’.
GCSE Mathematics grade B or 5, English Language grade C or 4
IELTS 6.5 overall with at least 5.5 in each component. For other English language qualifications we accept, please see our English language requirements webpages.
Other Qualifications
International Baccalaureate 35 points overall with 16 points from the best 3 Higher Level subjects including one science subject at HL grade 6
BTEC Distinction, Distinction, Distinction to include sufficient science. We require Distinctions in majority of relevant science units. Not all science-based BTECs will include sufficient relevant science units. Please contact the Admissions Team for further advice.
We welcome applications from students with a range of alternative UK and international qualifications, including combinations of qualification. Further guidance on admission to the University, including other qualifications that we accept, frequently asked questions and information on applying, can be found on our general admissions webpages.
Delivered in partnership with INTO Lancaster University, our one-year tailored foundation pathways are designed to improve your subject knowledge and English language skills to the level required by a range of Lancaster University degrees. Visit the INTO Lancaster University website for more details and a list of eligible degrees you can progress onto.
Contextual admissions
Contextual admissions could help you gain a place at university if you have faced additional challenges during your education which might have impacted your results. Visit our contextual admissions page to find out about how this works and whether you could be eligible.
Course structure
Lancaster University offers a range of programmes, some of which follow a structured study programme, and some which offer the chance for you to devise a more flexible programme to complement your main specialism.
Information contained on the website with respect to modules is correct at the time of publication, and the University will make every reasonable effort to offer modules as advertised. In some cases changes may be necessary and may result in some combinations being unavailable, for example as a result of student feedback, timetabling, Professional Statutory and Regulatory Bodies' (PSRB) requirements, staff changes and new research. Not all optional modules are available every year.
This module provides an introduction to atmospheric science, giving you an understanding of the physical behaviour of the atmosphere through both meteorological theory and observation. We investigate the structure and characteristics of the atmosphere and explore the physical principles which govern its behaviour and which lead to the everyday experience of weather. We also look at the wider role of the atmosphere as an important component of the Earth's climate system.
Practical sessions give you an opportunity to take your own measurements of a wide variety of meteorological variables, to interpret weather charts and satellite images, and to investigate the scientific principles which underpin the way our atmosphere and climate system work.
Students will be introduced to key biogeochemical processes that have a major impact on the lithosphere, hydrosphere and atmosphere during this module. They will learn how biogeochemistry has shaped the Earth's environment.
The importance of biogeochemical processes will be demonstrated through a consideration of their relevance to the environmental discipline of Earth System Science. The processes will be illustrated using examples of biogeochemical cycles of various elements, on various spatial scales, including carbon. How anthropogenic perturbations have dramatically influenced the biogeochemical cycles of different elements will also be discussed.
The concept of breaking the environment down into different reservoirs or compartments with simple box-modelling concepts will be introduced to students. In addition, the interesting concepts of chemistry shaping biology and biology shaping chemistry allowing Earth's evolution will be explored along with the Gaia Hypothesis concept. On a practical note, students will develop their report writing and various numerical and quantitative laboratory skills.
Students will also undertake a number of basic procedures in a chemical laboratory, including preparing solutions, measuring pH and using bench-top instruments. Further to this, they will write scientific reports, based on laboratory experiments to simulate environmental weathering processes, involving numerical manipulation of the resulting data; and will learn to interpret chemical equations.
This module provides an introduction to environmental processes and their impacts in a variety of different environments. We discuss the physical processes governing the Earth's global climate system and their influence on recent and future patterns of climate and environmental change. We investigate the Earth’s surface materials and the laws that govern the behaviour of fluids, and how these affect environmental flow and fluid transport processes. We also explore the processes which influence the development of soils and associated ecosystems at the land surface, including deposition and erosion processes.
This module investigates the geological processes and materials that shape our natural world. Assuming no prior knowledge of geology, you will gain valuable experience of volcanic, sedimentary and deformation processes – both theoretical and practical. You will learn to identify common rocks and minerals and describe the geological processes that formed them. Five topics are studied: minerals as building blocks of rocks; volcanism and plutonism; metamorphism; sedimentation, and deformation. This will enable you to interrogate the rock record to understand how our planet evolved in the past and how it may continue to do so in the future. This module is an ideal starting point if you are aiming for a career in the oil industry, hazard management, town planning, cartography, environmental consultancy, etc, but is aimed at anyone with a broad interest in the way the Earth works and who is curious to know more.
The global environment and human society are now threatened by unprecedented changes resulting from human activities such as intensive agriculture and fossil fuel combustion, as well as facing natural hazards like volcanic eruptions and climatic extremes. This module introduces you to the major contemporary environmental issues and the complexities associated with researching, explaining and managing the Earth's environment. It provides a broad foundation in the skills required to contribute to future understanding and management of global environmental challenges. You will gain a clearer understanding of the connections between social, environmental and biotic processes and explore possible solutions for key environmental issues.
Floods and water pollution are common side effects of our economic development. In this module we explore how to study rainfall, groundwater, evaporation and rivers and how to use this information to solve problems in the water environment. To introduce you to the subject of hydrology we use two case studies. The first is the impact of rainforest logging on the water environment in northern Borneo. In the second case study we look at how hydrology can provide insight into the water pollution risks from a proposed radionuclide repository at Sellafield.
A fieldtrip to gauge stream-flow in White Scar Cave and a number of laboratory practical sessions will help you to relate the hydrological theory to the solution of real-world environmental problems.
Billions of people are at risk from natural hazards, and the cost of natural disasters to the global economy is steadily increasing. This module examines the distribution of, and hazards associated with, volcanic eruptions, earthquakes, tsunamis, hurricanes, tornadoes and floods. The underlying geological and meteorological processes are described, along with the most commonly-used intensity scales and monitoring and forecasting methods. Students will then consider how human vulnerability to these hazards can be reduced, drawing upon risk mitigation case studies from around the world.
In the practicals, students will apply simple equations and measurements from a variety of maps and graphs to understand and quantify concepts such as scale, speed and intensity of hazardous phenomena. They will be taught to contour spatial data by hand, and interpret the deformation of a volcano in terms of magma chamber depth. Students will learn about disaster preparedness through playing a team-based game, and will consider a wide range of potential careers in which knowledge of natural hazards can be applied.
The coursework will develop students’ scientific writing skills and ability to integrate their own figures and interpretations with information derived from their background reading.
This module takes you on a journey to the centre of our planet, investigating evidence for the composition and behaviour of the Earth's crust, mantle, outer core and inner core. You will gain an overview of the Earth’s 4.5 billion year history, and understand current theories which explain how plate tectonics and volcanic eruptions have shaped the Earth’s surface and influenced the atmosphere, climate and evolution of life.
Optional
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Introducing the nature of biological diversity and the patterns of distribution of organisms on global, regional and ecosystem scales, students discover the underlying causes of the observed biodiversity patterns and the main current threat to biodiversity. The reasons why species become extinct is explored and then the reasons why species should be preserved. Students will be able to outline the criteria that can be used to identify species and areas of high conservation importance.
Fieldtrips take place on campus, where students will look at sampling techniques and biodiversity, and to sites of special conservation interest in the Arnside and Silverdale AONB. There will also be an excursion to Blackpool Zoo.
This module provides an introduction to the skills used by geographers to analyse problems in both human and physical geography. The module begins by reviewing the principles of cartography and recent developments in the electronic delivery of map-based information through mobile devices and web-based services. This is followed by an introduction to Geographic Information Systems (GIS) which provide facilities for the capture, storage, analysis and display of spatially-referenced information. Later in the module we introduce remote sensing and explain its relationship to GIS. We also consider quantitative and qualitative techniques of analysis (which are taught within the context of contemporary conceptual approaches), with emphasis placed on the study of both environmental and societal processes.
This module examines how the biosphere reacts to environmental change. It concentrates on the responses to changes such as increasing drought, global warming, ozone depletion, and air pollution. Emphasis is placed on understanding plants as the driving force for the effects of environment change on other organisms within terrestrial ecosystems. This will range from consideration of changes in complex natural ecosystems through to effects on humans, through changes in global food production. The module will also consider the direct effects of environmental change on human populations.
You will learn to describe the effects of global warming and pollution on plants and terrestrial ecosystems as well as the links between basic plant physiology and the consequences of environmental change. We also explore the direct and indirect effects of environmental change on human populations. You will take part in workshops that look at the effects of the environment on carbon fixation and water use, and human health and environment change.
This module provides an introduction to the chemistry of environmental systems for students without A-level chemistry. It focuses on the fundamental chemical behaviour of elements and compounds especially as they relate to the environment. Students will learn the basic chemical characteristics of substances and understand what is meant by a chemical reaction and why they occur.
Workshops are an important feature of the course where students will learn about atomic structure, molecular properties and instrumental chemical analysis.
Depending upon the degree programme, students who hold an A-level in chemistry do not have to take this module and as such will have a further optional module to choose from.
This module is designed to give students a foundation in the numerical skills required for studying environmental science. It focuses on developing explicit links between mathematical analysis and the physical processes that govern environmental systems. Workshop sessions with members of teaching staff provide an informal atmosphere for you to refresh your mathematical knowledge, to learn how numerical skills can enrich your understanding of the environment, and to develop a scientific approach to solving a range of environmental problems. We employ environmental case studies throughout the module and analyse a number of environmental data sets.
Depending upon degree programme, students who hold an AS-level in maths do not have to take this module and as such will have a further optional module to choose from.
Following the earlier module ‘Numerical Skills I’, students will gain a more complete understanding of the numerical skills required for studying the environment. Environmental case studies will be used in a mixture of lectures and workshops where students will learn to manipulate trigonometric equations, describe the basic principles of calculus and solve simple equations. These concepts will be applied to environmental examples including radioactive decay, atmospheric pressure scale height and chemical kinetics.
Depending upon degree programme, students who hold an AS-level in maths do not have to take this module and as such will have a further optional module to choose from.
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Through lectures and workshops, students will encounter a number of different topics in the module, including the nature of aquatic systems and the properties and characterisation of substances present in natural waters, chemical weathering and clay minerals, and sorption phenomena and colloids. Students will also engage in an acid rain case study as part of the module.
Students will understand the facts and principles of the nature of aquatic systems from a chemical standpoint. They will gain the ability to explain the main processes and factors governing the chemical composition of natural waters and will develop a practical understanding of how to apply these concepts to a range of case studies. Students will be able to assess aspects of various analytical methods and analytical quality control, and will know how to carry out pH measurements and atomic absorption measurements of metals and acid-base titrations.
This module contains a series of four interactive workshops that cover all stages of career planning from exploring options to succeeding at recruitment and selection. It provides knowledge of the graduate labour market and techniques for developing personalised career plans to successfully and confidently transition into work or further study.
Students will also come to develop an understanding of the benefits of professional networking, and how to access opportunities for connecting with others in a professional manner. To this end, an effort to create a 'personal brand', which includes an awareness of both strengths and areas for development, is encouraged and can be extremely beneficial after graduation.
The module will be delivered during the summer term (weeks 5 to 8) through a number of timetabled sessions which will help to accommodate a variety of other commitments such as dissertations and summer exams.
This module teaches students how to apply hydrological, geologic and surveying techniques in both the laboratory and out in the field. Data gained during training in the lab and in the field are used to develop interpretation skills of local environmental processes, in particular to assess the present and future impacts on water quality of a disused tungsten mine at Carrock Fell in the English Lake District.
Students will learn outdoor field skills and lab skills with respect to chemistry techniques. This will include navigation and field conduct; water chemistry analysis; how to record information in a field note book; writing skills, in particular the production of properly formatted, well-structured reports; team skills and job application skills.
The aim of this module is to introduce students to understanding the scientific method, designing experiments, and collecting data in an unbiased scientific manner, analysing it using robust statistical techniques and presenting findings in a clear and concise form. Students will be provided with the skills they will need to successfully complete their dissertation projects. They are encouraged to critically appraise information, conduct a wide range of statistical analyses and to present and critically analyse data.
Students will be able to relate the notion of the scientific method to their own scientific endeavour, and will gain the level of knowledge required to measure, describe and discuss the varieties of environmental and ecological systems in the study of natural systems.
Students will learn to design and execute experiments which distinguish effectively between variation due to experimental effects and underlying uncontrolled variation, and will also understand the application of statistical tests to analyse data, taking into account the underlying assumptions of those tests, as well as the uses of computer based statistical packages, such as SPSSx) to analyse data. Critical skills developed on this module will enable students to report their findings in a style appropriate for their audience.
This module is designed for students to learn geologic mapping and to further their understanding of geologic and geomorphologic processes, and Earth science field skills in an outdoor setting. Taught mainly as a residential course, based on the Isle of Mull in Scotland, students learn how to collect field data in order to make a single solid geologic map. Students are taught to describe, sketch, photograph and map key localities. They are taught geologic mapping skills and safety in the field. As well as gaining familiarity with one particular field area students also visit some of the oldest rocks in the UK and the rocks that formed during the opening of the Atlantic Ocean on the island of Staffa. Therefore knowledge and understanding of a wide range of geologic terrains in different geographic environments is gained as well as specific field skills.
On completing this module, students will have developed the knowledge required to apply the techniques of geologic map making, and will understand the uses of geologic maths. Students will gain the practical skills required to make scaled maps, write comprehensive field notes and plot structural data on maps, and will be able to recall key aspects of the geological history of the British Isles, from the Precambrian to the present day.
A record of Earth’s geological history – its metamorphic, igneous, sedimentary and tectonic processes, and its surface paleogeography and climate – can be extracted from the analysis and interpretation of its rocks, minerals and fossils. Expanding on an earlier module in geology, this module examines such processes and products (rocks), focusing on how to interpret the geological history from the rock record. This is a strongly practical-based course, designed to provide students with key geologic skills required to interpret the rock record. Students will develop skills in the identification of minerals in thin section, identification of rocks and fossils in hand specimen, geologic map interpretation, use of topographic and geologic maps and field note books, field sketches, compass clinometers and stratigraphic logging, in addition to a range of skills in synthesising data in order to produce overall interpretations.
Students will gain the necessary skills required to describe and classify rocks in a specimen, and identify minerals in thin section. Students will develop a working understanding of how rocks are dated, and will utilise stereonets to extract sedimentological and structural data. Additionally, students will be able to interpret geologic maps, including sedimentological and structural data, and will determine past sedimentary, igneous and metamorphic environments of formation and the processes by which deformation and exhumation occur, along with developing the ability to apply Earth science field techniques in order to unravel the geologic history of an area.
This module aims to introduce and demonstrate the nature and properties of soils in an environmental context. It will provide an introduction to soil formation, soil description (including field work), chemical and physical properties, and biology, which will lead to the application of soil science to a variety of practical problems. This module gives exciting grounding in the nature and importance of soils in context with wider environmental issues. As well as detailed knowledge of fine scale soil processes, students will learn interdisciplinary thinking that helps them connect different and complex strands of knowledge from around the earth system.
Students will be able to describe the nature and roles of soils in the environment, and will gain the level of understanding required to describe the nature and role of soils in the environment. Successful students will be able to give a basic account of soil chemical and physical properties, as well as soil biology, and will develop the ability to discuss applied aspects of soils, specifically nutrient recycling and carbon storage.
Optional
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Eco-innovation, being the development of new products, processes or services that support business growth with a positive environmental impact, is one of the key enabling instruments identified by the European Union for the transition to a more resource efficient economy. It is embedded in the Europe 2020 strategy for supporting sustainable growth. This module will provide several case studies which outline the way in which businesses have applied eco-innovation in practice Students will gain knowledge of the key approaches to, and models of, eco-innovation in a range of business and policy contexts in addition to a reinforced understanding of how innovative ideas can be turned into practical solutions for complex socio-environmental problems, and how different business models and financing approaches can be used to make the solution commercially viable and potentially profitable.
Students will gain knowledge of eco-innovation and understand how the concept relates to business opportunities for environmental goods and services. In addition, students will gain the knowledge and skillset required to analyse how both small businesses and large global organisations apply eco-innovation into their business planning, whilst
Evaluating business opportunities related to the environment in the context of products and services to address flooding or other complex problems. Students will learn how to create proposals for eco-innovation, and prepare presentations for a panel of experts, and will develop the necessary level of understanding required to analyse technical, financial, and environmental information from a wide range of sources in order to comprehend and evaluate strategies to address complex environment-society problems and challenges.
Recent emphasis on global change and biodiversity has raised awareness of the importance of species and their interactions in determining how sustainable our lifestyle is. This module explores the factors that drive population and community dynamics, with a strong focus on multi-trophic interactions and terrestrial ecosystems.
Students will be introduced to population ecology and will discover the abiotic factors that regulate populations, life history strategies of populations, competitive interactions within populations, and meta-population dynamics, in addition to an understanding of how species interact both within and across trophic levels. The module exposes students to the belowground system and will look at how the species interactions and soil communities discussed impact on community structure and dynamics. The module aims to give students a fundamental understanding of ecology - such knowledge is essential for informing conservation and sustainable land-use practices, and efforts to mitigate climate change.
In order to complete this module, students will develop the ability to outline the primary factors that drive population dynamics, whilst critically discussing examples, and will reinforce their understanding of the implications of species interactions for community dynamics. Students will also gain a critical awareness of biotic responses and their contribution to climate change.
This module aims to provide students with broad understanding of the discipline of conservation biology. The module starts by defining biodiversity, discussing its distribution in space and time, and its value to humankind, before examining the key anthropogenic threats driving recent enhanced rates of biodiversity loss. The module then focuses on the challenges for conservation of biodiversity at several levels of the biological hierarchy: genes, species, communities and ecosystems, and the techniques used by conservationists at these levels. The final part of the module looks at the practice of conservation through discussion of prioritisation, reserve design and national and international conservation policy and regulation.
Students will develop a range of skills including the ability to discuss the principle threats to global biodiversity and the rationale for biodiversity conservation, in addition to application of a range of metrics to quantify biodiversity. Students will gain a critical understanding of the various approaches to conserving genetic, species and ecosystem diversity, as well as an enhanced knowledge of quantification of popularisation approaches to prioritisation of conservation goals, and how nature reserves can be designed to improve conservation potential.
More data has been generated in the last 2 years than over whole history of humanity prior to this. Of this data, 80% has spatial content. This module is about understanding properties of spatial data, whether derived from the map, an archive or the field or from space. The module will explore how these data are represented in computer systems and how, through spatial integration, new forms of information may be derived. There will be a focus on major sources of spatial data (topographic, environmental, and socio-economic) and their properties, major forms of analyses based on spatial relationships, and on effective communication of spatial data through adherence to principles of map design.
Students will develop an understanding of what makes spatial data special; this will be taught through exposure to data from a variety of primary, secondary, contemporary and historic data across the breadth of the geographic discipline. The module will introduce common forms of spatial analysis and will provide an understanding of which to use under given the situations. Students will learn the principles of map design and effective cartographic communication, as well as gaining practical experience of critiquing digital outputs. Finally, the module will offer students significant 'hands-on' experience of using state-of-the-art GIS software to capture, integrate, analyse and present geographic information.
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In this year, you will study at one of our international partner universities. This will help you to develop your global outlook, expand your professional network, and gain cultural and personal skills. You will choose specialist modules relating to your degree as well as other modules from across the host university.
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This module will build on the third year project to enhance student independence and provide greater experience of the research environment. The aim is for students to conduct an extensive research project in one focused area of science aligned with the research interests of the Lancaster Environment Centre.
Students may choose one of these topics in consultation with the module convenor and potential supervisor, or suggest their own topic to potential supervisors for consideration.
As part of the dissertation process, students will formulate a relevant hypothesis; design suitable experimental or other appropriate means of testing that hypothesis; and evaluate the data arising from such tests. Then they will critically review the investigative technique they have adopted and the results it obtained, and justify the conclusions arising from their investigation in a concise and constrained style.
This module aims to provide you with knowledge of volcanoes and volcanic systems. Its foundations are an understanding of the properties and behaviour of volcanic materials gained through laboratory, theoretical and field study. The module emphasizes the widely-applicable physical and chemical processes that occur during volcanic activity, including variations in solubility, rheology, phase, density and permeability. The interaction of volcanic processes with the biosphere, atmosphere and hydrosphere are discussed. The products of volcanism, together with the hazard and benefits to life on Earth are studied.
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This module focuses on the fate and behaviour of contaminants in the environment, considering fundamental principles and processes which control their fate in environment systems. You will gain and understanding of the fundamental principles relating to the fate and behaviour of contaminants in environmental media for scientists with relevant degrees.
This module focuses on key challenges facing the conservation of biodiversity today. We examine trade-offs between conservation goals and human desires, and wellbeing. The module highlights emerging understanding of the complex relationships between biodiversity, ecosystem services and human life.
Students will be engaged with specific examples of how conservation science is changing to address social-economic-ecological conflicts. They are encouraged to critically analyse literature on topical issues confronting biodiversity conservation. By doing so, they will gain an understanding of the factors that constrain conservation aims, and of the need for interdisciplinary approaches to conserve biodiversity in the real world.
Those who take this module will develop an understanding of how conservation has changed, and be able to define criteria to identify species and ecosystems of high conservation importance. They will also learn how conflicts between social, economic and ecological objectives can be understood and addressed in partnerships.
This module will provide you with a broad view of issues related to contaminated land, in particular: typical contamination problems; methodologies for assessing the extent and seriousness of contamination; and the applicability and effectiveness of remediation techniques as a function of contaminant and site conditions.
The legislation pertaining to and the processes used to assess the risk associated with contaminated land will be appraised, as will risk-based approaches to contaminated land assessment in general. The fate and behaviour of contaminants in the environment will also be examined. Students will gain knowledge in these matters via the risk assessment and remediation case studies.
An awareness of the scale of contaminated land in the UK will be acquired, and students will gain the ability to scientifically discuss the processes which control the behaviour of chemicals in soil.
This module focuses on data processing and visualisation to support dissertation work, and will provide students with advanced scientific numeracy skills. It includes introductory elements of MATLAB and Simulink, the industry standard for programming language, and students will learn to design, modify, run and debug simple MATLAB programs. They will be able to adapt the skills learnt to other programming languages such as Fortran and C.
Students will be taught the main programming elements, such as data input, processing, output in numerical and graphical forms, programming tools and structures (loops, conditional statements and other flow control).The module also introduces selected principles of dynamic systems analysis such as transfer functions applied to environmental systems in the form of examples and case studies.
Coursework will include writing brief MATLAB scripts based on the scripts used during workshops, as well as an essay on selected problems of environmental systems modelling linked with these scripts. Tests will be taken which will involve writing code snippets related to simple numerical and graphical problems.
Current approaches to cutting-edge research in the environmental sciences are highly dependent on digital data, and a wide variety of different data types can now be accessed relatively easily. You only need to consider the data required to understand climate change to appreciate the diversity of information that is currently available, and which is needed to address the biggest global issues.
In this module you will learn the fundamentals of retrieving, annotating, analysing and interpreting digital data from a variety of sources, applying integrated, scientific methodologies. You will develop data manipulation skills and an awareness of the tools available to maximise the value of heterogeneous digital data. We demonstrate everyday problems in data collection, both avoidable and unavoidable, and explore techniques that minimise their impact. We discuss the strengths and weaknesses of current software for data mining and visualisation, and you will get hands-on experience of data integration using spreadsheet, database and GIS technologies.
This module provides a grounding in statistics and data analysis for non-mathematicians, by starting with the basics then developing the skills required to successfully analyse data generated through dissertation projects.
Students will familiarise themselves with the open-source statistical package 'R' for analysis. The materials covered include describing data, producing figures, comparing differences between groups, correlation and associations, regression analysis and experimental design.
The module also provides a brief overview of methods beyond the module to provide awareness and a direction for further progress.
*This is a distance learning module and not taught on Campus*
This module covers the possible positive and negative effects that various forms of renewable energy have on the environment. You will develop a critical understanding of the key concepts of renewable energy, and the tools and techniques for assessing the environmental impact of renewable energy schemes. In particular, you will be able to assess the challenges facing the development and deployment of large renewable energy schemes and the uncertainties related to their environmental impact.
Students will gain a critical understanding of key concepts, principles, tools and techniques for the management of natural resources and the environment. Particular attention is given to the challenges of dealing with complexity, change, uncertainty and conflict in the environment, and to the different management approaches which can be deployed in ‘turbulent’ conditions.
Contemporary environmental problems will be examined and interpreted from both an academic and policy perspective. In order to do this effectively, students will learn to evaluate and critique arguments and evidence related to environmental problems, and will demonstrate advanced understanding of alternative management concepts through constructive debate.
The focus is to understand the component parts and the interdisciplinary basis of the global food system. To this end, students will examine challenges facing global agricultural production as a result of climate change. They will also gain an understanding of the shortage of key resources for food production and the subsequent issues that affect people’s access to food.
In addition to this, the module will demonstrate how basic plant physiology can inform both plant breeding and agronomy to increase the sustainability of agriculture. The factors impacting food safety and food quality (especially nutritive value) will also be explored.
Ultimately, students will develop a familiarity with several current/impending crises in global food security.
This module introduces students to the fundamental principles of GIS and remote sensing and explores how these complimentary technologies may be used to capture, manipulate, analyse and display different forms of spatially-referenced environmental data. This is a highly vocational module with lectures complimented by computer-based practicals (using state-of-the-art software such as ArcGIS Pro and ENVI) on related themes. At the end of the module students are required to complete a project in which a functioning analytical environmental information system is designed and implemented in order to solve a specific problem.
Taking a broad look at geological hazards, this module will cover everything from contemporary events to those that have shaped the Earth over geological time. The module explores in depth the fundamental processes involved in these events and how and to what extent such events can be predicted. Case histories of national and international disasters will be used to illustrate these hazards, and the inherent risks and potential mitigation measures will be discussed.
A demonstration and elaboration of the geological processes responsible for the occurrence, recurrence and magnitude of hazards will be given. Students will also learn to apply and report on the methods of prediction and mitigation strategies of geological hazards, and will apply simple prediction scenarios of geological hazard occurrence using geological datasets.To this end, students will develop skills in integrating sparse quantitative measurements and qualitative observations in order to derive interpretations from relevant datasets.
The module underscores far-reaching concepts such as using the past to inform the future and environmental risk. It will ultimately develop a sense of human-place in the geological world, promoting an understanding of how the geological world impacts human society, and what can be done to limit that impact.
The aim of this module is to introduce the concept of the Earth system and how the different components (atmosphere, ocean, ice and ecosystems) all interact with each other to shape the Earth's climate and control how the climate might change. The module will cover issues related to recent climate change, including natural and human drivers of the change. It will introduce the computer models and global observation networks that scientists use to understand the Earth system. It will also discuss the role of atmospheric chemistry and climate in the Earth system, including issues related to air quality, greenhouse gases and aerosols.
Overall, this module aims to provide an introduction to the physical processes which influence global climate change, leading to a better understanding of Earth system science.
Students will cultivate an appreciation of the scale and variety of groundwater resources within the UK and overseas. The vulnerability of these resources and the various procedures and challenges for the implementation of policies for their protection will also be a major focus during this module.
The module will introduce the principles of groundwater flow and transport for which both physical and mathematical aspects of groundwater systems need to be discussed. Use will be made of computer models to solve practical problems relevant to the water industry. The students will also gain hands-on experience of groundwater investigation methods in the field.
Those who take this module will learn to apply a specific groundwater model (MODFLOW) to a number of problems, after considering the different methods that are widely used for investigating groundwater systems. Students will then learn to state the limitations of such models for practical use and will numerically evaluate the model results that they gather.
This module will ultimately impart the skills needed to prepare reports for a Head of Section as if working for an organisation such as the Environment Agency.
Students will learn about the planning that goes into, and the ecological principles underlying, habitat management.
There will be a series of excursions to sites of conservation interest, led by external contributors and experts within the Department. Workshops will train students in habitat management techniques and planning, and students will write a conservation management plan for a particular site.
Students will be able to describe how the principles underlying the management of habitats for conservation can be applied in a range of habitat types, and will be able to construct a standard conservation management plan.
They will also develop skills in identifying, abstracting and synthesising information, and report writing.
Students will be given an introduction to the foundations of lake ecology, an area with an acknowledged national lack of expertise. The module presents a holistic approach to the drivers and internal interactions that control water quality in lakes.
Those who take this module will be taught basic ecological principles, which will be elucidated using lake ecology. They will also be introduced to the various applications of state-of-the-art techniques and provided with essential background information for dealing with regulation such as the Water Framework Directive.
This module also includes a field trip and practicals that will give students experience of working with the Centre for Ecology & Hydrology in a management/policy context. Modelling to predict impact of management measures is also an important aspect of the module, and an appreciation of its principles and uses when it comes to lakes and catchment will be encouraged.
Students will come to understand the state-of-the-art tools and approaches needed to study and manage lakes as used in industry, government and science.
This module provides an introduction to basic principles and approaches to computer-aided modelling of environmental processes with applications to real environmental problems such as catchment modelling, pollutant dispersal in rivers and estuaries and population dynamics. Emphasis is placed on the use of computer-based methods and practical examples and you will be introduced to general aspects of environmental systems modelling.
*This module will not run in 19/20*
Students will be introduced to the interactions between microorganisms and naturally occurring organic matter, and how this relates to the degradation and persistence of environmental pollutants. The mechanisms of organic matter decomposition and pollutant degradation will be discussed in detail, with emphasis being placed on environmental systems, particularly that of soil.
The application of these processes in biological treatment of chemically contaminated ecosystems will also be considered, with the strengths and weaknesses of the processes being highlighted using case studies.
The module will encourage discussion of pollutant degradation in the environment, focusing on the interactions between pollutants and the abiotic and biotic environment and how this impacts on biodegradation.
After completion of the module, the students will be aware of the importance of microorganisms within different ecosystems, considering biotic interactions, nutrient cycling and organic matter turnover. Furthermore, they will be cognisant of the role of microorganisms in waste treatment systems, how microorganisms adapt to and metabolise man-made chemicals, and their role in the assessment and remediation of contaminated land.
Soils are fundamental to our very existence, as a vital medium for food growth and a regulator of water quality and climate. Exploring concepts within three core topics – principles of soil science, soil biology, and soil management and global change – students learn about the importance and functions of a healthy soil system.
They will develop knowledge of soil nutrient cycling, biodiversity, and water and carbon cycling processes. In addition, students will explore the issues and mitigation options related to soil compaction, erosion and water quality, and the challenges and threats faced by soils in the light of global change.
*This is a distance learning module and not taught on Campus*
Fees and funding
We set our fees on an annual basis and the 2025/26
entry fees have not yet been set.
Students will be required to pay for travel to field sites and will have to purchase wet weather clothing, boots and waterproof notebooks for fieldtrips for which the estimated cost is approximately £110. The course offers optional field trips and students will have to pay for any travel and accommodation costs. If students undertake placements then they may incur additional travel costs. Students on certain modules may wish to purchase a hand lens and compass clinometer but these may be borrowed from the Department.
There may be extra costs related to your course for items such as books, stationery, printing, photocopying, binding and general subsistence on trips and visits. Following graduation, you may need to pay a subscription to a professional body for some chosen careers.
Specific additional costs for studying at Lancaster are listed below.
College fees
Lancaster is proud to be one of only a handful of UK universities to have a collegiate system. Every student belongs to a college, and all students pay a small college membership fee which supports the running of college events and activities. Students on some distance-learning courses are not liable to pay a college fee.
For students starting in 2024, the fee is £40 for undergraduates and research students and £15 for students on one-year courses. Fees for students starting in 2025 have not yet been set.
Computer equipment and internet access
To support your studies, you will also require access to a computer, along with reliable internet access. You will be able to access a range of software and services from a Windows, Mac, Chromebook or Linux device. For certain degree programmes, you may need a specific device, or we may provide you with a laptop and appropriate software - details of which will be available on relevant programme pages. A dedicated IT support helpdesk is available in the event of any problems.
The University provides limited financial support to assist students who do not have the required IT equipment or broadband support in place.
Study abroad courses
In addition to travel and accommodation costs, while you are studying abroad, you will need to have a passport and, depending on the country, there may be other costs such as travel documents (e.g. VISA or work permit) and any tests and vaccines that are required at the time of travel. Some countries may require proof of funds.
Placement and industry year courses
In addition to possible commuting costs during your placement, you may need to buy clothing that is suitable for your workplace and you may have accommodation costs. Depending on the employer and your job, you may have other costs such as copies of personal documents required by your employer for example.
The fee that you pay will depend on whether you are considered to be a home or international student. Read more about how we assign your fee status.
Home fees are subject to annual review, and may be liable to rise each year in line with UK government policy. International fees (including EU) are reviewed annually and are not fixed for the duration of your studies. Read more about fees in subsequent years.
We will charge tuition fees to Home undergraduate students on full-year study abroad/work placements in line with the maximum amounts permitted by the Department for Education. The current maximum levels are:
Students studying abroad for a year: 15% of the standard tuition fee
Students taking a work placement for a year: 20% of the standard tuition fee
International students on full-year study abroad/work placements will be charged the same percentages as the standard International fee.
Please note that the maximum levels chargeable in future years may be subject to changes in Government policy.
Scholarships and bursaries
Details of our scholarships and bursaries for students starting in 2025 are not yet available. You can use our scholarships for 2024-entry applicants as guidance.
A place for Rachael
Lancaster has a wide range of qualities beyond having amazing degree subjects; the sense of community and belonging is really strong. I have connections with people in my halls, my course, my college and societies - I feel as though I'm part of something special, which is definitely unique to Lancaster. When walking around the campus to my next lecture, everyone is so friendly, there's just a really positive vibe and a good sense of community.
Putting our learning into practice in the field gives me a well-rounded understanding, and fieldwork is great for this! I've been to Carrock Fell in the Lake District, where I explored a disused tungsten mine and observed its impacts on stream water quality. I have plenty of fond memories of that field trip, developing my skills and having a great time with my mates. Modules like this really enhance my learning, so instead of being given data to analyse and work on, I am able to gather my own data out in the field, analyse the results and report on my own research.
There are lots of modules which feedback to industry, one of which is on Geographic Information Systems (GIS), allowing me to map out a range of things such as planning applications, chemical data, and much more. Having skills like these set me apart, as I am equipped with specialist understanding.
Rachael Cooper, BSc Environmental Science
Our Facilities
Teaching Labs
Our new £4.4 million teaching laboratories feature cutting-edge laboratory and teaching equipment, giving you the best environment to begin your degree.
Research Glasshouses
Our 15 purpose-built glasshouse modules provide flexible growth facilities dedicated to our full range of plant science and ecological research.
Hazelrigg Weather Station
Our Hazelrigg Weather Station has been making daily weather observations at Lancaster University since 1966, allowing you to explore a continuous and high-quality record of weather patterns as a part of your degree!
Environmental Chemistry Laboratories
Our chemistry laboratories have amongst the best analytical facilities in the world for environmental organic chemistry research.
International Field Sites
We work across the tropical forests of South America and Malaysia where researchers and students have been operating since 2003.
Learning on Location
As a part of our Environmental and Earth and Environmental Sciences degrees, you will have the opportunity to conduct fieldwork in a variety of locations, both in the UK and abroad. Some of the destinations open to our students are:
The information on this site relates primarily to 2025/2026 entry to the University and every effort has been taken to ensure the information is correct at the time of publication.
The University will use all reasonable effort to deliver the courses as described, but the University reserves the right to make changes to advertised courses. In exceptional circumstances that are beyond the University’s reasonable control (Force Majeure Events), we may need to amend the programmes and provision advertised. In this event, the University will take reasonable steps to minimise the disruption to your studies. If a course is withdrawn or if there are any fundamental changes to your course, we will give you reasonable notice and you will be entitled to request that you are considered for an alternative course or withdraw your application. You are advised to revisit our website for up-to-date course information before you submit your application.
More information on limits to the University’s liability can be found in our legal information.
Our Students’ Charter
We believe in the importance of a strong and productive partnership between our students and staff. In order to ensure your time at Lancaster is a positive experience we have worked with the Students’ Union to articulate this relationship and the standards to which the University and its students aspire. View our Charter and other policies.
Undergraduate open days 2024
Our summer and autumn open days will give you Lancaster University in a day. Visit campus and put yourself in the picture.
Our historic city is student-friendly and home to a diverse and welcoming community. Beyond the city you'll find a stunning coastline and the picturesque Lake District.