Skip to main content
Unit outline_

SOIL2005: Soil and Water: Earth's Life Support Systems

Semester 1, 2023 [Normal day] - Remote

Soil and water are the two most essential natural resources on the Earth's surface which influence all forms of terrestrial life. This unit of study is designed to introduce students to the fundamental properties and processes of soil and water that affect food security and sustain ecosystems. These properties and processes are part of the grounding principles that underpin crop and animal production, nutrient and water cycling, and environmental sustainability. You will participate in a field excursion to examine soils in a landscape to develop knowledge and understanding of soil properties, water storage, water movement and cycling of organic carbon and nutrients in relation to food production and ecosystem functioning. At the end of this unit you will be able to articulate and quantify the factors and processes that determine the composition and behaviour of soil, composition of water, soil water storage and the movement of water on the land surface. You will also be able to describe the most important properties of soil and water for food production and sustaining ecosystem functions and link this to human and climatic factors. The field excursion, report and laboratory/computer exercises have been designed to develop communication, team work and collaborative efforts.

Unit details and rules

Academic unit Life and Environmental Sciences Academic Operations
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
SOIL2003 or LWSC2002
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Balwant Singh, balwant.singh@sydney.edu.au
Lecturer(s) Balwant Singh, balwant.singh@sydney.edu.au
Budiman Minasny, budiman.minasny@sydney.edu.au
Feike Dijkstra, feike.dijkstra@sydney.edu.au
Willem Vervoort, willem.vervoort@sydney.edu.au
Type Description Weight Due Length
Supervised exam
? 
Final Exam
This is a closed book exam. Simple calculators only are permitted.
50% Formal exam period 2 hours
Outcomes assessed: LO1 LO2 LO3 LO4 LO7 LO8
Participation group assignment Field excursion
See Canvas for more details
5% Week -01 One day
Outcomes assessed: LO5 LO6
Tutorial quiz Canvas Quiz
Short question/answers and MCQs
10% Week 06 See Canvas for more details
Outcomes assessed: LO1 LO2
Assignment Laboratory report
Written assignment
20% Week 13
Due date: 26 May 2023 at 23:59
See Canvas for more details
Outcomes assessed: LO1 LO3 LO5 LO7 LO8
Assignment Modelling assessment
See Canvas for more details
15% Week 13
Due date: 26 May 2023 at 23:59
-
Outcomes assessed: LO2 LO4 LO6 LO7 LO8
group assignment = group assignment ?

Assessment summary

  • Field excursion: Soil and water samples will be collected during the excursion that will be used for various analyses during the semester.
  • Quiz: The quiz will be a good test of your understanding of the basic concept of the relevant topics.
  • Laboratory report: Various data obtained from weekly laboratory work will form part of the laboratory report and you will complete the data sheet in the class on a weekly basis after completion of each laboratory exercise. The laboratory data will be used for preparing the lab report in week 13.
  • Modelling assessment: The modelling assessment report will be based around the water analysis data and modelling data obtained from week 9-11 in the computer laboratory sessions. This assessment is very useful in understanding the hydrological processes and their modelling.
  • Final exam: The exam will be based on all lecture contents covered during the semester, it will also require some calculations. The final exam form at will be short answer questions and multiple-choice questions. This assessment is compulsory and failure to attend, attempt, or submit will result in the award of an AF grade. If a second replacement exam is required, this exam may be delivered via an alternative assessment method, such as a viva voce (oral exam). The laternative assessment will meet the same learning outcome as the original exam. The format of the alternative assessment will be determined by the unit cordinator.
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 HD 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 DI 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 Soil and water sampling and description, examination of soil profiles, making field measurements Field trip (8 hr) LO5 LO6 LO7
Week 01 Global soil & water resources and their role in ecosystems services, and threats to these resources Lecture (3 hr) LO1 LO2
1. Introduction to laboratory analyses; 2. Prepare soil samples for lab analyses; 3. Start - field soil moisture; 4. Start - bulk density Science laboratory (3 hr) LO5
Week 02 1. Origin of soils: 2. Factors of soil formation; 3. Primary and secondary soil minerals Lecture (3 hr) LO1 LO3
1. Rocks and minerals; 2. Mineral structures; 3. Finish field soil moisture; 4. Measure soil and water pH, electrical conductivity, CEC, particle size analysis, air-dry soil moisture Science laboratory (3 hr) LO5
Week 03 Soil physical support: particle size, structure, air, water & gas in soil, density of soils Lecture (3 hr) LO1 LO3
1. Finish - air-dry soil moisture; 2. Continue - particle size analysis; 3. Finish - bulk density Science laboratory (3 hr) LO5
Week 04 Soil stores and supplies nutrients: origin of charge in soil, ion exchange and adsorption reactions in soils Lecture (3 hr) LO1 LO3
1. Finish - CEC and exchangeable cations; 2. Finish - particle size analysis; 3. Start - soil microbial biomass Science laboratory (3 hr) LO5
Week 05 1. Soil carbon and nutrient cycles: decomposition; soil organic matter management; 2. Biological nitrogen fixation, nutrient transformations and loss Lecture (3 hr) LO1 LO3
1. Start - available nitrogen; 2. Available phosphorus; 3. Total carbon and nitrogen analyses Science laboratory (3 hr) LO5
Week 06 1. Soil biodiversity: types of diversity; 2. Trophic levels and foodwebs; 3. Macrofauna, mesofauna, fungi, bacteria and archaea Lecture (3 hr) LO1 LO3
Finish - soil microbial biomass, finish - available nitrogen Science laboratory (3 hr) LO5
Week 07 Soil stores, transmit and supply water, water retention, hydraulic conductivity Lecture (3 hr) LO1 LO3
1. Soil aggregate slaking & dispersion; 2. Complete calculations of hydraulic conductivity and soil water retention (data from the field) Science laboratory (3 hr) LO5
Week 08 Soil water balance: infiltration, runoff, evapo-transpiration Lecture (3 hr) LO1 LO2 LO3 LO4
1. Complete any outstanding analysis and calculations; 2. Review all lab data Science laboratory (3 hr) LO5 LO7
Week 09 Rainfall runoff and erosion processes Lecture (3 hr) LO2 LO4
Runoff and erosion and analysis of the field trip water quality data Science laboratory (3 hr) LO2 LO6 LO7
Week 10 Catchment water balance Lecture (3 hr) LO2 LO4
Calculating the water balance for a typical year Science laboratory (3 hr) LO6 LO7
Week 11 Flooding and water quality Lecture (3 hr) LO2 LO4
Landscape scale runoff and flooding potential Science laboratory (3 hr) LO6 LO7
Week 12 Riverine health, riparian zones, environmental flows Lecture (3 hr) LO2 LO4
Week 13 Sustaining soil for crop production Lecture (3 hr) LO1 LO3 LO4
Lab report and group presentations Science laboratory (3 hr) LO5 LO6 LO7 LO8

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.

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. explain how the properties and processes of soil are important for food security and ecosystem functioning
  • LO2. explain water processes and functions in relation to food security and ecosystem functioning
  • LO3. identify and explain the importance of soil processes in the cycling of nutrients and carbon
  • LO4. identify and explain the relevance of hydrological processes in the cycling of plant essential and non-essential elements
  • LO5. have developed sampling and analytical (field and lab) skills to analyse and interpret chemical, physical and microbial soil information
  • LO6. have developed sampling and analytical (field and lab) skills to analyse and evaluate water quality parameters
  • LO7. synthesise and assess soil and water data for agricultural and environmental applications
  • LO8. communicate (oral and written) soil science and hydrology concepts and knowledge effectively to specialist and non-specialist audiences using appropriate oral, written and visual means.

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.

I will consider making a staff-student committee to identify and better address any problems associated with the teaching and to improve learning-teaching outcomes of the unit in 2020.

Work, health and safety

Q-fever vaccination and 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.

General Laboratory Safety Rules

  • No eating or drinking is allowed in any laboratory under any circumstances

  • A laboratory coat and closed-toe shoes are mandatory

  • Follow safety instructions in your manual and posted in laboratories

  • In case of fire, follow instructions posted outside the laboratory door

  • First aid kits, eye wash and fire extinguishers are located in or immediately outside each laboratory

  • As a precautionary measure, it is recommended that you have a current tetanus immunisation. This can be obtained from University Health Service: unihealth.usyd.edu.au/

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.