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Unit outline_

AFNR5511: Soil Processes, Assessment and Management

Semester 1, 2023 [Normal day] - Camperdown/Darlington, Sydney

Soils support agricultural and natural ecosystems and regulate environmental interactions between the hydrosphere and atmosphere. It is the quality of our soils that affect productivity, the environment, health and ultimately sustainability. However, challenges such as those presented by lack of plant nutrient supply, soil acidification, physical degradation, soil contamination, and loss of soil biodiversity are problems at a global scale that threaten the sustainability of the environment and society. As well as the threats the importance of maintaining a quality soil that regulates environmental interactions will be explored, such as soil as a sink for carbon affecting climate interactions or understanding how a rich soil biodiversity can contribute to food production affecting food security. To do this, this unit of study is concerned with exploring the key pedology, soil chemistry, soil physical and soil biological processes that drive these challenges to soil quality. Time will be spent investigating how the quality of the soil can be assessed, using the indicators of the mentioned soil processes, and how the resulting data can be aggregated and communicated in a meaningful way. Working with case studies, the students will identify problems that are assessed using soil quality or function analysis with the aim of identifying management options. The management options will be evaluated to determine their adoptability and implement ability. By investigating the case studies using soil quality or function analysis students will develop their research and enquiry skills. Assessing and developing adoptable management strategies the students will develop their skills in synthesising material from multiple sources and enhance their intellectual autonomy. By producing reports and presenting seminars the students will develop their communication skills.

Unit details and rules

Academic unit Life and Environmental Sciences Academic Operations
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Damien Field, damien.field@sydney.edu.au
Type Description Weight Due Length
Presentation Group discussions
Oral Presentation
20% Multiple weeks 5 minutes
Outcomes assessed: LO1 LO2
Assignment Essay
Written Report
40% Week 09
Due date: 28 Apr 2023 at 23:59
1000 words
Outcomes assessed: LO1 LO2 LO3
Assignment group assignment Case study report
Written Report
20% Week 13
Due date: 24 May 2023 at 23:59
2000 words
Outcomes assessed: LO3 LO6 LO5 LO4
Presentation group assignment Group presentation
Oral Presentation
20% Week 13
Due date: 26 May 2023 at 23:59
15 minutes
Outcomes assessed: LO4 LO5 LO6
group assignment = group assignment ?

Assessment summary

  • Group discussions: In the form of a presentation, you will identify and evaluate the major issues reported in a reading
    allocated to you and present your findings. You will then lead a small class discussion based on these findings and the issues you
    present. Presentations are spread over three weeks and readings will be allocated two weeks prior to your presentation date.
  • Essay: You will choose two of the three soil profiles presented in the lectures (Red Ferrosol, Red Chromosol, Grey Vertosol). You
    will compare and contrast their characteristics resulting from soil-forming factors (climate, organisms, relief, parent material, time)
    and consider how these properties affect their functions under their current land use.
  • Case study report: Working in groups your task is to identify which indicators would be useful for evaluating the soil quality of a sub-catchment of the Lower Hunter Valley wine-growing region, taking into account the current land use. In the case study you will provide an overview of major land uses in the region and discuss which soil properties may be useful as indicators of soil quality, relative to the land use.
  • Group presentation: The group presentation will involve a PowerPoint presentation of 10 min in duration with 5 minutes for
    questions. Your presentation will follow the same format as your written report and a demonstration of your soil quality framework.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

At High-distinction level, a student demonstrates a flair for the subject as well as a detailed and comprehensive understanding of the unit material. A ‘High Distinction’ reflects exceptional achievement and is awarded to a student who demonstrates the ability to apply their subject knowledge and understanding to produce original solutions for novel or highly complex problems and/or comprehensive critical discussions of theoretical concepts.

Distinction

75 - 84

At Distinction level, a student demonstrates an aptitude for the subject and a well developed understanding of the unit material. A ‘Distinction’ reflects excellent achievement and is awarded to a student who demonstrates an ability to apply their subject knowledge and understanding of the subject to produce good solutions for challenging problems and/or a reasonably well-developed critical analysis of theoretical concepts.

Credit

65 - 74

At CR level, a student demonstrates a good command and knowledge of the unit material. A ‘Credit’ reflects solid achievement and is awarded to a student who has a broad general understanding of the unit material and can solve routine problems and/or identify and superficially discuss theoretical concepts.

Pass

50 - 64

At PS level, a student demonstrates proficiency in the unit material. A ‘Pass’ reflects satisfactory achievement and is awarded to a student who has threshold knowledge.

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 Introduction Lecture (2 hr) LO2
Week 02 Soil security Lecture (2 hr) LO3
Week 03 Pedology Lecture (2 hr) LO1 LO2
Week 04 Soil physical capabilities and condition Lecture (2 hr) LO1 LO2
Week 05 Soil chemical capabilities and condition Lecture (2 hr) LO1 LO2
Week 06 Soil biological capabilities and condition Lecture (2 hr) LO1 LO2
Week 07 Student presentations 1 Lecture (2 hr) LO1 LO2 LO5
Week 08 Student presentations 2 Lecture (2 hr) LO1 LO2 LO5
Week 09 Student presentations 3 Lecture (2 hr) LO1 LO2 LO5
Week 10 1. Practical applications of soil quality assessment; 2. DSM and land suitability Lecture (2 hr) LO4 LO5
Week 11 Soil threats and management Lecture (2 hr) LO5 LO6
Week 12 Consultations for case study report (group work) Individual study (2 hr) LO4 LO5 LO6
Week 13 Group presentations Lecture (2 hr) LO4 LO5 LO6

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. identify and summarise the soil properties and their interactions affecting soil functions
  • LO2. ascertain how soil properties are used to assess soil functions
  • LO3. devise a framework to evaluate the soil functions
  • LO4. ascertain what soil functions are affecting a soil’s utility, fit for purpose
  • LO5. analyse the practical application of soil functions and evaluate management strategies and their implementation
  • LO6. present the soil functions in a format that is suitable to the end user.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

This section outlines changes made to this unit following staff and student reviews.

Increased feedback on essay

Work, health and safety

Completion of the Canvas module “Zoonosis Awareness” is compulsory.

We are governed by the Work Health and Safety Act 2011, Work Health and Safety Regulation 2011 and Codes of Practice. Penalties for non-compliance have increased. Everyone has a responsibility for health and safety at work. The University’s Work Health and Safety policy explains the responsibilities and expectations of workers and others, and the procedures for managing WHS risks associated with University activities.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.