Research fields related to the environment have a very wide variety, and analyzing the environment or addressing environmental issues requires a transdisciplinary approach. This is a follow-up course to "Basic Theory of Regional and Global Environment 1", and focuses on how to apply a variety of previously learned basic knowledge on mathematics, physics, chemistry, biology, etc., to environmental analysis and solving environmental problems. Lecturers who are specialists of environmental fields will give omnibus type lectures on this theme and include 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, environmental impact assessment
|✔ 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||Discuss issues to be solved and take-home messages to mitigate and/or adapt to flood disasters recently manifested even in Japan.|
|Class 9||Role of Water Environment||Role of water environment and fundamentals of it management|
|Class 10||Basics of Water Quality Control||Principle of water treatment and outline of domestic wastewater treatment|
|Class 11||Management of Water Environment||Concept and practice of management of water environment|
|Class 12||Environmental impact assessment 1||Understand environmental impact assessment|
|Class 13||Environmental impact assessment 2||Understand environmental impact assessment|
|Class 14||Environmental impact assessment 3||Understand environmental impact assessment|
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 the class via T2SCHOLA and others.
Learning achievement is evaluated by combining results from quizzes/reports given by the lecturers.
None, but it is recommended for you to complete “Basic Theory of Regional and Global Environment 1”.