- Class Number 8807
- Term Code 3060
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Dr Craig Strong
- Dr Nici Sweaney
- Dr Cara Moore
- Dr Luigi Renzullo
- Dr Sara Beavis
- Class Dates
- Class Start Date 27/07/2020
- Class End Date 30/10/2020
- Census Date 31/08/2020
- Last Date to Enrol 03/08/2020
This course builds an understanding of key processes that have shaped Australia's biophysical environment. Through a coordinated series of modules, students acquire foundation knowledge across a range of environmental science disciplines. One of the world’s great drainage basins, the Murray Darling Basin, is used as a case study to connect and integrate these modules into a clear narrative about the processes and issues affecting Australia's environment. In each module the case study is revisited to address topical issues and apply the learning covered in the module. By the end of the course, students will understand the Murray-Darling as an integrated system whose processes and problems reflect the biophysical and social forces that have shaped Australia.
Included modules are:
- Creating a continent: the breakup of Gondwana - implications for geology, climate, soils and evolution of flora and fauna;
- Geological events that shaped Australia: faults and rifts, volcanic activity, glaciations, sea level fluctuations;
- Australia's climate: climate patterns in time and space, the nature and role of climate variability, and the impacts of global warming;
- Australian landscape evolution: geomorphology, including effects of Aboriginal and European settlement;
- Water in Australia: how much, where it is, comes from and goes to, and how to regulate its use;
- Characterising Australian soils: soil formation and description, including aeolian deposition and land salinization - implications for productivity;
- Australian vegetation: coping with nutrient deficiency, water, fire, herbivory, weeds;
- Environmental policy and planning: linking science to policy and practice.
Modules are delivered by a diverse range of disciplinary experts. Lectures are complemented by a strong practical component, in which students learn through posing questions and solving problems in panel discussions, laboratory and field classes, and an overnight excursion.
This course is co-taught with undergraduate students but assessed separately.
Upon successful completion, students will have the knowledge and skills to:
- critically appraise the role of the Murray-Darling as an integrated system whose processes and problems reflect the biophysical and social forces that have shaped Australia;
- understand the geological development of Australia in general, and the Murray Darling Basin in particular;
- recognise the patterns and processes which characterise Australia's climate and explain their connection to the evolution of Australian landscapes and biota;
- discuss the unique characteristics of water in Australia and the interacting environmental and social factors that make it so;
- describe the development of Australian soils and understand the implications for ecosystem productivity;
- recognise key morphological traits in Australian plant families and explain their function in coping with nutrient deficiency, aridity, flood, herbivory and fire;
- integrate knowledge across a range of disciplines to critically evaluate complex environmental problems and critique policy approaches to solving those problems.
- formulate and test hypotheses and synthesise results in a scientific report.
Students will receive lectures from experts across a range of environmental disciplines. The research activities of a number of ANU research staff are the basis of this course. Each lecturer is drawing directly from their own research experience or management practice.
Due to COVID restrictions there will be no field trips associated with this course in 2020. Material will be supplied to all students in order to complete assessment task.
No special resources are required.
Australian Department of Environment & Heritage (2016) Australia State of the Environment. https://soe.environment.gov.au/
Twidale, C.R. & Campbell, E.M. (2005) Australian Landforms - understanding a low, flat arid and old landscape. Rosenburg Publishing
Attiwill, P. & Wilson, B. (2006) Ecology, an Australian Perspective, 2nd edition, Oxford University Press, South Melbourne, Victoria, Australia
McKenzie, N, Jacquier, D., Isbell, R. and Brown, K. (2004) Australian Soils and Landscapes. CSIRO Publishing, Collingwood. https://www.publish.csiro.au/book/3821/
Students will be given feedback in the following forms in this course:
- Written comments on assessment pieces 2,3 and 4.
- auto response feedback on online quizzes - assessment piece 1
- verbal overall assessment summaries in class and recorded during lecture recording
- verbal comments during workshops and dedicated feedback sessions allocated for field trip reporting.
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
|Week/Session||Summary of Activities||Assessment|
|1||Australia's climate: climate patterns in time and space, the nature and role of climate variability, and the impacts of global warming|
|2||Australia's weather: with a focus on basic atmospheric science and rainfall in Australia||1|
|3||Geological events that shaped Australia: the breakup of Gondwana||1|
|4||Landforms product of geology, climate and organisms? Implications for soils, flora and fauna|
|6||Australian vegetation: coping with nutrient deficiency, water, fire, herbivory, weeds||1|
|8||Field trip report direction; Australian soils: soil formation and description||1|
|9||Australian soils: soil formation, description and soil ecology||1,3|
|10||Water in Australia: how much, where it is, comes from and goes to, and how to regulate its use||1|
|11||Water in Australia: how much, where it is, comes from and goes to, and how to regulate its use|
|12||Land use, management and degradation||4|
Students can chose one of two workshop times via course wattle page.
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Practical exercises||25 %||*||*||1,2,3,4,5|
|Essay plan (1500 words)||10 %||21/08/2020||06/09/2020||1,5,6,7|
|Field trip report (2500 words)||35 %||09/10/2020||17/10/2020||1,5,6,7|
|Essay on an Australian environmental topic to be chosen in consultation with a course convenor (2000 words)||30 %||30/10/2020||03/12/2020||1,2,3,4,5,6,7|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Integrity . In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Assessment Task 1
Learning Outcomes: 1,2,3,4,5
There will be an online quiz following each workshop. Combination of short answer and multiple choice questions designed to assess concepts learnt within each workshop.
To be submitted by 11:59pm the following Monday via Wattle [5% each - students will be assessed on the best 5 of 7 practical exercises]
The date range for these tasks indicates the approximate due date for the first quiz, and the approximate return date for the last quiz. There are 7 quizzes due over the semester. It is intended that the marked quizzes will be returned within 7 days after submission. Further details can be found on the Course Wattle site.
Assessment Task 2
Learning Outcomes: 1,5,6,7
Essay plan (1500 words)
The field trip report is a TWO (2) stage process ultimately leading to a report in a scientific article form. Stage 1 is the submission of an ‘essay plan’ where you develop the outline of the introduction and start to synthesis the methodology. This will be graded and the added comments will allow for refinement of both sections when submitted in the final report.
21 August - to be submitted by midnight* via Wattle [*= 11:59pm]
Assessment Task 3
Learning Outcomes: 1,5,6,7
Field trip report (2500 words)
The field trip report is a TWO (2) stage process ultimately leading to a report in scientific article form. Stage 2 is the submission of the completed article; introduction, methodology, results and discussion. Students are expected to discuss the results in context of other published literature. All students will use data provided as a class set.
9 October - to be submitted by midnight* via Wattle [*= 11:59pm]
Assessment Task 4
Learning Outcomes: 1,2,3,4,5,6,7
Essay on an Australian environmental topic to be chosen in consultation with a course convenor (2000 words)
Reflective essay exploring the human interaction on one aspect of the biophyical condition of the Murray Darling Basin. Masters students are expected to provide a well referenced comment on the changes of the physical condition.
30 October - to be submitted by midnight* via Wattle [*= 11:59pm]
Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.
The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.
The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.
For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Feedback on assignments is provided electronically via the Wattle course page
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Resubmission of Assignments
Re-submission of assignments is not permitted
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Land Capability And Soil Degradation, Soil Biology, Natural Resource Management, Atmospheric Aerosols
Dr Craig Strong
Dr Nici Sweaney
Dr Cara Moore
Dr Luigi Renzullo