Research fields related to the environment have a very wide variety. Therefore, to analyze the environment or address environmental issues, a transdisciplinary approach is necessary. This course focuses on how to apply a variety of basic knowledge in mathematics, physics, chemistry, biology, etc., which you have already learned, to environmental analysis and solving environmental problems. For this goal, lecturers who are specialists of environmental fields will give omnibus type lectures focusing on the above-mentioned points, while also including some cutting-edge research results.
By the end of this course, students will be able to understand how to apply previously learned basic knowledge about mathematics, physics, chemistry, biology, etc., to actual environmental research fields.
atmospheric environment, water environment
|✔ Specialist skills||Intercultural skills||Communication skills||Critical thinking skills||✔ Practical and/or problem-solving skills|
Omnibus style lectures, where one topic is explained by one lecturer in 3 classes
|Course schedule||Required learning|
|Class 1||Spatio-temporal scale of atmospheric wind||Understand the multi-scale structures of atmospheric turbulence and their driving mechanism|
|Class 2||Spatial structure of atmospheric wind near the ground||Understand what is the coherent structure of turbulence seen in outdoor environment|
|Class 3||Technique to measure spatial distribution of atmospheric wind||Understand the mechanism how to measure the spatial distribution of wind in outdoor environment|
|Class 4||Two warming phenomena - Global Warming and Heat Island||Understand the difference of global warming and heat island - mechanism and impact|
|Class 5||Future Climate Projection||Understand how to project future climate considering urban modification on the basis of various social and economical scenarios, and how to adapt and/or mitigate two global warming phenomena|
|Class 6||Some major aspects of global warming and hydrological changes||Discuss what scientists, engineers and planners can do for the adaptation to climate change impact on water sector|
|Class 7||To grasp the global hydrological cycle from space||「What would you see from space」Recently, many kinds of satellites are being developed by so-called space-tech startups around the world, in order to “see from space”, “play in space”, “utilize space”, and “clean up space”. We will focus on the satellites that “see the Earth’s environment from space” and will discuss in groups and present ideas on what kinds of satellites? how and what they see from space ? would become important in the near future.|
|Class 8||Recent major hydrological disasters in Japan, among hydrological disasters in various countries||日本でさえも目立ってきている水害にどう対処していくべきかを提案、議論する|
|Class 9||Understand the phenomena of regional scale water and mass transport||Understand the phenomena related with the regional scale water and mass transport|
|Class 10||Understand the principles in regional scale water and mass transport||Understand the principles governing the regional scale water and mass transport|
|Class 11||Understand emerging issues and solutions in regional scale water and mass transport||Understand emerging issues and solutions related with regional-scale water and mass transport|
|Class 12||Numerical simulation of water environment 1||Understand numerical simulation of water environment|
|Class 13||Numerical simulation of water environment 2||Understand numerical simulation of water environment|
|Class 14||Numerical simulation of water environment 3||Understand numerical simulation of water environment|
To enhance effective learning, students are encouraged to spend approximately 100 minutes preparing for class and another 100 minutes reviewing class content afterwards (including assignments) for each class.
They should do so by referring to textbooks and other course material.
Handouts will be distributed before the start of class via OCW-i.
Learning achievement is evaluated by combining results from quizzes/reports given by the lecturers.