Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Understanding long and short term climate and environmental change is now recognised as crucial to the interpretation of our biotic, geomorphic and cultural landscapes. To fully understand landscape and environment change it is important to recognise the interconnectedness between the atmosphere, hydrosphere, lithosphere, biosphere and humanity's place within these spheres over various temporal and spatial scales. Developing your knowledge of past and present climate change and landscaping processes helps you to predict future process pathways for the purposes of natural resource use planning, natural resource management, civil engineering, risk analysis, and impact assessment in the context of both natural and anthropogenic induced change.

Aims

Research into climate and environmental change is viewed as fundamental in providing a framework to model for future global climate and environment change. In the first part of this unit the processes responsible for both natural and anthropogenic climate and environment change will be explored at various temporal and spatial scales. This will provide the framework for the second half of the unit which will focus on the physical geomorphology of our landscapes and contemporary environment issues on a global, national, regional, local and even on an individual scale. This will include both natural and anthropogenic induced climate change and how such changes influence our physical landscapes, the response of plant and animal species, and potential impacts on human habitation. This unit also provide a fundamental understanding of Earth systems for students with geosciences, environmental science and ecology majors and provides a great opportunity for students to develop skills in this emerging field of research.

Objectives

Having completed this subject, students will be able to:

1. Explain the scope and nature of physical environments.
2. Begin to develop an understanding long-term and short-term environmental change and how it influences landform development.
3. Describe and explain the principal processes and spatial variation associated with the following systems:
- Atmosphere and climate.
- Biosphere.
- Lithosphere.
4. Identify and describe the how various physical processes combine to control our landscape, climate and environment on global, regional and local scales.
5. Be able to write a factual and impartial account about global environmental issues.

Content

Major topics covered are:

1. Climate change in Earth's History.
2. Climate and atmospheric processes.
3. Anthropogenic climate change.
4. The influence of long term climate change on landscape development and biogeography.

Approaches to Teaching and Learning

Teaching and learning strategies include formal lectures, practical sessions, practical assignments. Lectures focus on concepts and theory that are the foundation for understanding and application of earth surface systems. Participation in these classes is encouraged through the use of theme questions and problems, especially to introduce or to conclude material. Practical sessions involve exercises that require you to integrate and apply theoretical knowledge to analyse and interpret the role that natural and/or human influences impact on Earth surface systems. This will included, including maps and aerial photographs. The exercises are designed to improve your critical thinking and analysis skills. You will have the opportunity to gain direction and feedback both during progress on the project work (including preparation of the report) by teaching staff, and after assessment of the report has been completed through written comment.

Assessment

All assessment contributes to your grade.Feedback will be provided on your progress.

Assessment name: Quiz/Test
Description: (Formative and summative) - Practical assessments: Throughout the semester there will be practical activities that will contribute to the final practical mark. The practical classes will enable the students to develop independent research skills and to conduct informed debate about the influence of climate change and humans have had on our landscape and environment.
Relates to objectives: 1, 2, 3, 4 and 5.
Weight: 50%
Internal or external: Internal
Group or individual: Group with Individual Component
Due date: Ongoing

Assessment name: Quiz/Test
Description: (Formative and summative) - At the culmination of the fieldtrip you will be provided a take home quiz that will be based on you observations made in the field. The completed quiz will be due in the next practical class after the fieldtrip (Week 7).
Relates to objectives: 2, 3, 4 and 5.
Weight: 10%
Internal or external: Internal
Group or individual: Individual
Due date: Week 8

Assessment name: Examination (Theory)
Description: (Summative) - This examination plays a summative role by testing theory covered in lectures and practicals and the appreciation of issues related to the application of earth surface systems in a natural resource management context.
Relates to objectives: 1, 2, 3, 4 and 5.
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Exam Period

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

You are required to have basic drawing and mapping equipment for the practical and field exercises. This includes propelling pencils; an accurate, transparent, large ruler; a pair of dividers; coloured pencils; non-permanent marker pens.

Prescribed Text:

1. Christopherson RW (2009) Geosystems, 7th edition, New Jersey, US: Pearson Prentice Hall

Risk assessment statement

Risk assessments for practicals and field trips identify several low impact risks. Students are required to complete laboratory and field safety training prior to the start of any activity. You are required to understand and obey all safety guidelines.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 19-Oct-2012