Outline

Overview

Advanced students will complete the same core lecture material as for GEOS1001, but will be required to carry out more challenging practical assignments.

Unit details and rules

Academic unit	Geosciences Academic Operations
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	GEOS1001 or GEOG1001 or GEOG1002 or GEOL1001 or GEOL1002 or GEOL1902 or ENSY1001
Assumed knowledge ?	(ATAR 90 or above) or equivalent
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Bree Morgan, bree.morgan@sydney.edu.au
Lecturer(s)	Damien Field, damien.field@sydney.edu.au
	Sabin Zahirovic, sabin.zahirovic@sydney.edu.au
	Bree Morgan, bree.morgan@sydney.edu.au
	Bill Pritchard, bill.pritchard@sydney.edu.au

Type	Description	Weight	Due	Length
Final exam	Exam Multiple choice questions	40%	Formal exam period	1 hour
Outcomes assessed:
Presentation	Group presentation* Oral presentation	15%	Week 08	See Canvas
Outcomes assessed:
Assignment	Poster Poster	15%	Week 13 Due date: 25 May 2020 at 23:59	See Canvas
Outcomes assessed:
Assignment	Essay Essay	30%	Week 13 Due date: 29 May 2020 at 23:59	See Canvas
Outcomes assessed:
Participation	Practical classes** 80% attendance required	0%	Weekly	2 hours
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Group presentation: All students are required to participate in group presentations to the rest of their practical class (week 5). Topics are on the Canvas site and details will be provided in lectures and practicals.
Essay: Topics are on the Canvas site.
Final exam: The exam will comprise multiple choice questions. All material covered in class is subject to examination. We do not provide past exam papers.

Detailed information for each assessment can be found in the Canvas site for this unit.

* Presentations will be submitted online for off-campus students impacted by the travel ban.

** Practical classes for students impacted by the travel ban should be accessible online through a Windows operating system. For off-campus students without access make up classes or online material will be available once students arrive on campus.

Assessment criteria

Group presentation

Result name	Mark range	Description
High distinction	85 - 100	You display exceptional abilities in providing a coherent response to your question. The outline and purpose of your presentation is clearly outlined. Slides are organized in a logical manner with appropriate text, graphics and images. All material is properly cited. Oral explanation of material from slides is flawless. The key factor that distinguishes a HD presentation is the elevated quality of intellectual insights, including breadth of evidence. Material is presented in a way that demonstrates insightful appreciation of how facts and arguments fit into a larger picture. The award of HD is given sparingly. Use of time is prefect.
Distinction	75 - 84	You display high aptitude for the subject area and present this knowledge with excellence. The outline and purpose of your presentation is clearly outlined and material presented logically. There are no obvious and major flaws in text, graphics and images. All material is properly cited. Oral explanation of material from slides is consistent with data and arguments. Material is presented in a way that demonstrates an understanding of the significance of the topic. Use of time is perfect.
Credit	65 - 74	You display command of your question. Slides are visually presented well, with appropriate oral explanation. Additional sources of data or argument are presented and cited appropriately. The overall logic of the presentation is clear. There may be some poor handling of time.
Pass	50 - 64	You show that you have understood the learning outcomes of the unit to a satisfactory standard. Slides display an understanding of the issue and are supported appropriately by oral explanation. Material is cited appropriately. There may be some poor handling of time.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard. This could be because slides are somewhat disorganized or have some factual errors or with material that is not cited appropriately. Or it could be that the oral presentation provides inconclusive evidence that all members of the group have a clear understanding of the topic. There may be some poor handling of time.

Essay

Result name	Mark range	Description
High distinction	85 - 100	A response at the HD level will demonstrate flair for the subject area. A comprehensive understanding of the material should be apparent, and clear critical evaluation of the subject area supported by evidence and examples. There must be no factual errors. More than this, you should demonstrate clear evidence of wider knowledge and reasoning (that is, knowledge additional to that required by the essay question, and reasoning that places this knowledge in contexts that may be new or novel relative to the prescriptions of the essay). You must demonstrate wide and independent reading (again, beyond that specified or required by the question) and the use of high-quality, peer-reviewed information to support their arguments. Citation and referencing must be consistent and without error. Presentation, expression and grammar must be outstanding. The essay must be clearly and logically structured to support the argument being made. Figures and tables (if any) must be clear, captioned and appropriately referenced. An award of HD is an exceptional achievement, given sparingly.
Distinction	75 - 84	A response at the DI level will demonstrate high-level aptitude for the subject area. The essay should indicate a strong understanding of the material, incorporating all of the relevant factual information as specified by the question. Evidence of critical evaluation should be apparent. There should be no significant factual errors. Some evidence of independent and original thinking should be apparent. There must be evidence for the use of a wide range of credible, peer-reviewed sources to support arguments made in the essay. Citation and referencing must be consistent and without significant error. Presentation, expression and grammar must be of very high quality, and the essay should be clearly and logically structured. Figures and tables (if any) must be clear, captioned and appropriately referenced. An award at the DI level is an excellent achievement.
Credit	65 - 74	A response at the CR level will demonstrate a good understanding of the subject area, incorporating most of the relevant knowledge or facts as specified by the question. There is evidence of a sound understanding of the material, and that this understanding has been successfully applied to the essay question. There may be some limited evidence of critical independent thinking and/or originality of thought. There should be few significant factual errors, and the essay should incorporate most of the relevant factual information as specified by the question. There must be evidence of a range of sources, most of which must be credible, peer-reviewed sources. Presentation should be clear, and expression should be of good quality, with few typographical or grammatical errors. Figures and tables (if any) must be clear, captioned and appropriately referenced. An award at the CR level is a good achievement.
Pass	50 - 64	A response at the PS level will demonstrate a satisfactory understanding of the subject area. The essay should include some of the relevant knowledge or factual information. While the response is judged to adequately answer part or all of the question posed, there may be some significant factual errors and omissions. A limited range of sources is apparent, a proportion of which will be non-peer reviewed. Citation and referencing may be inconsistent through the essay and there may be several errors in fact, formatting or style. Presentation may be poor, and a logical structure unclear or absent. Expression may be deemed adequate, but there will be several grammatical or typographical errors that compromise the flow and meaning of the essay. Figures and tables (if any) may be unclear, not captioned or inappropriately referenced. An award at the PS level is satisfactory, and should be considered a ‘threshold’ achievement.
Fail	0 - 49	A response at the FA level will demonstrate an unsatisfactory or inadequate level of understanding of the subject area. The essay response will include little of the relevant knowledge or factual information required to properly address the set question. There may be few references, and a large proportion of these may derive from non peer-reviewed sources. Citation is inadequate, with several unsupported factual statements. Citation and referencing may be inconsistent with numerous errors. Presentation is poor, with no structure explicit or otherwise. Expression is very poor to poor, with numerous and repetitive typographical and grammatical errors. The essay is difficult to read, and the meaning of the prose may be unclear. Figures and tables (if any) will be unclear, inappropriate for the purpose, not captioned or inappropriately referenced. An award at the FA level is unsatisfactory and below the threshold standard for achievement at this year level.

Poster

Result name	Mark range	Description
High distinction	85 - 100	You display exceptional abilities in generating a highly insightful question attached to your map. The heading and supporting text provide evidence of deep thought and consideration, built from wider reading and research. The poster is visually impressive – not too crowded but with requisite detail and sophistication. The map is completely correct in presentation. All material is properly cited. Material is presented in a way that demonstrates insightful appreciation of how facts and arguments fit into a larger picture. The award of HD is given sparingly.
Distinction	75 - 84	You display high aptitude for creating a relevant research question for your poster. The outline and purpose of your poster is clearly outlined with no textual or interpretative flaws. and material presented logically. There are no obvious and major flaws in text, graphics and images. The map is flawless. All material is properly cited. Material is presented in a way that demonstrates an understanding of the significance of the topic.
Credit	65 - 74	Your poster displays that you have a command of the relevant knowledge area it addresses. It is visually strong, with appropriate balance of text and the map, potentially with additional graphics. Sources of data or argument are presented and cited appropriately. There may be some minor issues in the presentation of the map.
Pass	50 - 64	Your poster shows that you’ve been able to develop a research question from the map. The text and map (and possibly additional graphics) are displayed to a satisfactory standard. There may be some errors in terms of text, typos, or in the map.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard. This could be because your poster is somewhat disorganized or have a simplistic or erroneous research question. A map with major errors will consistent an automatic Fail for this assessment.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

All assignments must be submitted by the due date. Students are expected to manage their time and to prioritise tasks to meet deadlines. Assessment items submitted after the due date without an approved extension using a special consideration or special arrangement form or request will incur penalties. If you encounter a problem submitting your work on time, you may be able to arrange a simple extension. A simple extension is an informal arrangement between you and your unit of study coordinator. You may be able to receive an extension of up to two working days for non-examination tasks, as outlined in clause 66A of the Coursework Policy 2014. If you need an extension for a longer period, you may be eligible to apply for special consideration. sydney.edu.au/students/simple-extensions. Any assessments submitted late without written approval or special consideration are subject to a late penalty, inclusive of weekends and public holidays.

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.

Learning support

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction; Earth as an integrated system; climate change, global populations and food; climate change and our land and water systems; climate change mitigation	Lecture (2 hr)
Week 02	Interactions between civilization and the geosphere; career directions, course resources, and EndNote; formation and early evolution of our planet	Lecture (2 hr)
Week 02	The role of science; the role of indigenous knowledge	Practical (2 hr)
Week 03	‘Continental Drift’ to ‘Plate Tectonics’, tectonic controls on topography, climate, sea level, evolution, and hazards	Lecture (2 hr)
Week 03	Digital elevation models in GeoMapApp; Introduction to ArcGIS	Practical (2 hr)
Week 04	Time capsules: minerals, rocks, and fossils; events that changed our world	Lecture (2 hr)
Week 04	ArcGIS applied to a Geology: India’s tectonics and geology	Practical (2 hr)
Week 05	The planetary deep carbon cycle, climate change in deep time	Lecture (2 hr)
Week 05	Preparation for group presentations (1st week)	Practical (2 hr)
Week 06	Earth's intricate element cycles and weathering processes	Lecture (2 hr)
Week 06	Preparation for group presentations (2nd week)	Practical (2 hr)
Week 07	The atmosphere, the oceans, and how they interact	Lecture (2 hr)
Week 08	Terrestrial water systems and water security	Lecture (2 hr)
Week 08	Group presentations	Practical (2 hr)
Week 09	From rocks to soil: The concept of soil security	Lecture (2 hr)
Week 09	ArcGIS applied to a land suitability problem: where can we grow food?	Practical (2 hr)
Week 10	Population, planetary boundaries, and managing natural resources	Lecture (2 hr)
Week 10	ArcGIS applied to a human geography problem: analysing and mapping population data for India	Practical (2 hr)
Week 11	Climate change scenarios for human society	Lecture (2 hr)
Week 11	ArcGIS applied to a Physical Geography problem: The climate and hydrology of India	Practical (2 hr)
Week 12	Attempting to address climate change: mitigation and adaptation	Lecture (2 hr)
Week 12	ArcGIS applied to a climate change impact assessment: inundation from rising sea levels	Practical (2 hr)
Week 13	Discussion on the Anthropocene and exam briefing	Lecture (2 hr)
Week 13	Class debate on the Anthropocene	Practical (2 hr)

Attendance and class requirements

Due to the exceptional circumstances caused by the COVID-19 pandemic, attendance requirements for this unit of study have been amended. Where online tutorials/workshops/virtual laboratories have been scheduled, students should make every effort to attend and participate at the scheduled time. Penalties will not be applied if technical issues, etc. prevent attendance at a specific online class. In that case, students should discuss the problem with the coordinator, and attend another session, if available.

Your commitment outside of class times

The current standard work load for a 6 credit point unit of study is 3-7 hours per week of face-to-face teaching contact hours.
Beyond this, you should allocate time to independent study, in order to complete assignments, revise materials, etc. It should be
noted that ‘Independent Study’ is based on what we believe to be the amount of time a typical student should spend to achieve to
pass an item of assessment.

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.

Required readings

All readings for this unit can be accessed on the Library eReserve link available in the Canvas site for this unit. There is no prescribed text for this unit. Rather, students are expected to read and critically assess a number of set readings during the course of the semester. Details are provided in lectures and on the Canvas site.

Learning outcomes

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.

Outcomes
Graduate qualities

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

LO1. Demonstrate foundational knowledge about the physical and social processes that have shaped terrestrial, ocean, atmospheric and human population characteristics of planet Earth.
LO2. Demonstrate introductory knowledge of how to analyse spatial data and create maps using Geographic Information Systems.
LO3. Undertake academic literature searches, and to be aware of the conventions relating to academic literature.
LO4. Write an essay suitable for University standard.
LO5. Investigate environmental issues and communicate, share and present this to others.
LO6. Demonstrate a knowledge set enabling informed citizenship about issues relating to contemporary environmental debates.
LO7. Progress to intermediate levels of university learning in the fields of geography, geology, environmental studies, environmental science, marine science, soil science & hydrology, and agriculture in the fields of geography and geology.

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
Learning outcomes

Responding to student feedback

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

No changes have been made since this unit was last offered as a consequence of student feedback.

Additional information

Work, health and safety

We are governed by the Work Health and Safety Act 2011, Work Health and Safety Regulations 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. A link to general wellbeing and support services for students is provided (along with other links to important information and resources) at the end of this document.

General Prac Class Safety Rules

Practical classes are held in computer laboratories. For the safety of others and for the protection of equipment, no eating or hot drinks are allowed in classes
In case of fire or any emergency, follow all instructions of your class demonstrator
Students should act with civility to other students and the class demonstrator. Rude, racist, sexist or bullying behaviour is not acceptable under any circumstances.

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.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

GEOS1901: Earth, Environment and Society Advanced

Semester 1, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect