GEOLOGY 1103 - Building a Habitable Planet
North Terrace Campus - Semester 1 - 2019
General Course Information
Course Code GEOLOGY 1103 Course Building a Habitable Planet Coordinating Unit School of Physical Sciences Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 6 hours per week, plus field work Available for Study Abroad and Exchange Y Incompatible SOIL&WAT 1000WT Course Description This course is about Earth's transformation to a habitable planet. It starts with the construction of the planet in the solar nebula, to Earth's transformation to a warm wet greenhouse planet, through the evolution and extinction events that shaped and still shape life on the planet. We look at the water world that is our earth; the hydrosphere, atmosphere and the oceans. We finish with a look at our human effects on the earth system, and take a look at our extraordinary Australian environment. We undertake a day long field excursion to see some of this environment first-hand.
Course Coordinator: Professor Karin Barovich
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesA successful student in this course should be able to:
1. Demonstrated proficiency in common practical skills in first year geology
2. Have knowledge of how episodic events change Earth over short time scales;
3. Have knowledge of how long-time scale events shape Earth;
4. Appreciate the time-scales of naturally occurring cycles;
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1-4 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
2-4 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
1 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
na Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
4 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Free on-line text books will be used in this course:
- Steve Earle 2014. Physical Geology. (B.C. Canada Open Textbook Project). https://opentextbc.ca/geology/
- Blewett RS (ed.) 2012. Shaping a Nation: A Geology of Australia, Geoscience Australia and ANU E Press, Canberra. http://epress.anu.edu.au/titles/shaping-a-nation/pdf-download
Appropriate reading sections will be provided throughout the course.
MyUni: Teaching materials and course documentation will be posted on the MyUni website (http://myuni.adelaide.edu.au/).
Learning & Teaching Activities
Learning & Teaching Modes
The course consists of three 50-minute lecture or Q&A slots per week, three hours of practical work many weeks (although not all; pay attention to the course syllabus that we'll pass out on day 1 and through MyUni) and a one-day field excursion. The lectures are the source of most of the information assessed in the short theory exams and required for practicals. Many subjects are covered in detail only once and most contain some element of specialized vocabulary or facts that are hard to reproduce by reading alone.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
A student enrolled in a 3 unit course, such as this, should expect to spend, on average 12 hours per week on the studies required. This includes both the formal contact time required to the course (e.g., lectures and practicals), as well as non-contact time (e.g., reading and revision).
Learning Activities Summary
Week Theme Lecture topics Practicals Weeks 1-3: Origins of a habitable planet 1 Course intro. Origin of the earth: How did it get here? Course introduction and steps to succeeding in this course. Age and formation of the Solar System and Earth. Deep Time. no practicals week 1 2 Visitors from space Monday Holiday- No lecture. Meteorites and how they help us understanding the structure of the earth.
How do we know the earth is old?
Fondling meteorites (5%) 3 A warm wet greenhouse planet Water and life. The faint young sun paradox.
The Great Oxidation event.
Was there life on Mars?
Geological time and a roll of toilet paper (5%) Weeks 4-6: Life and death on planet earth
Week 4: Short Theory Exam 1 (15%) covering weeks 1-3. Monday lecture slot.
4 Origin of life? Early life on Earth and effects on atmospheric oxygen.
Ediacaran: the earliest multicellular life.
no practicals (theory exam week) 5 Evolution and Extinction Cambrian diversification of animal life.
Plants move on to land.
Museum (Ediacaran) (5%) 6 Life weathers extreme climates Earth’s energy balance. Carbon Cycle. Climates of the past. Fossil leaves as thermometers (5%) Mid-Semester break Weeks 7-9: Water world
Week 7: Short Theory Exam 2 (15%) covering weeks 4-6. Monday lecture slot.
7 Water, water everywhere... The hydrologic cycle and the distribution of water. Surface waters. Groundwater. Residence times.
The Great Artesian Basin.
no practicals (theory exam week) 8 Restless realms Structure of the atmosphere and atmospheric circulation. Weather. Climate change in the modern era. Hallett Cove excursion (5%) 9 Oceans and coasts Ocean composition, circulation and currents. Coastal landforms and sea level rise. Ocean practical (5%) Weeks 10-12: Surface processes and human interactions 10 The Big freeze Glaciers, ice sheets and ice ages. Stable isotopes and their role in reconstructing past glaciations. Milankovitch cycles. No practicals (in exchange for field trip time on the weekend) Field excursion Sunday 26 May (5%) 11 Every-changing landscapes Earth’s dynamic surface, geomorphology and interplanetary comparisons. Evolution of the landscapes we live in. Landscape practical (5%) 12 Human effects on the Earth system Quaternary Extinctions. Welcome to the Anthropocene! Long-term human impacts on Australian earth systems. no practicals 13
Week 13: Slightly longer theory exam 3 (30%) covering weeks 7-12. Thursday lecture slot.
Specific Course Requirements
This course has a one-day field excursion to Sellicks Beach.This trip is compulsory, but fortunately fun. There is no charge for transport. The trip will run from approximately 8 am to around 5pm; more details will be provided at the start of Semester 1.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment task Type of assessment Percentage of total assessment for grading purposes Hurdle (Yes/No) Outcome being assessed follow up quizzes on practicals Summative 35% No 1-4 Field report Sellick’s Beach Summative 5% No 1, 3 Short theory exams (3 at 15%, 15% and 30%) Summative 60% No 1-4
Assessment Related RequirementsAttendance is compulsory at all scheduled practical sessions. The learning outcomes for this course are substantially dependent on
laboratory and field experience and practice. Therefore, missing any practical class in a semester will result in a grade of FAIL being
recorded for the course.
Students are able to apply for an allowed absence from a practical session for medical or compassionate reasons by submitting an absence form with appropriate supporting documentation to the course coordinator. Application forms can be downloaded from the MyUni course website.
Practicals missed due to medical or compassionate reasons may be made up (opportunity permitting; contact the course coordinator for details, as soon as possible to discuss options). All students who miss a practical will receive an email at their University of Adelaide student account with instructions on the action to be taken to organise a make-up practical, if appropriate.
Short theory exams: Test material comes primarily from lecture material, and secondarily from assigned reading. Students may be tested on material that is not in the lecture material, but will be explicitly told what to read. The tests will consist of a mixture of multiple choice, short-answer and long-answer questions. The exams will take place within lecture slots.
Practical work: Students are enrolled in a particular practical session, and are expected to attend that session. The assessment will follow as a paper-based or MyUni on-line quiz or short answer exercises based on understanding gained during the practicals. Seven will be assessed; each is worth 5%.
Field excursion: A field workbook handed up at the end of the trip will be assessed (5%).
Submission of Assigned Work
Practical work is submitted at the end of each practical session. There are no extensions for the practical work as it is to be accomplished during the practical period, and the practicals themselves are a mandatory and non-redeemable part of the course. Practicals will be marked and returned or answer keys posted within three weeks of each session.
The web-based assignment is to be submitted by the due date. There is no late submission or extension possible, unless you make an application on the basis of medical or compassionate grounds.
Extensions for Assessment Tasks
Extensions of deadlines for assessment tasks may be allowed for reasonable causes. Such situations would include compassionate and medical grounds of the severity that would justify the awarding of a supplementary examination. Evidence for the grounds must be provided when an extension is requested. Students are required to apply for an extension to the Course Co-ordinator before the assessment task is due. Extensions will not be provided on the grounds of poor prioritising of time. The assessment extension application form can be obtained from: http://www.sciences.adelaide.edu.au/current/
Late submission of assessments
If an extension is not applied for, or not granted then a penalty for late submission will apply. A penalty of 10% of the value of the assignment for each calendar day that the assignment is late (i.e. weekends count as 2 days), up to a maximum of 50% of the available marks will be applied. This means that an assignment that is 5 days late or more without an approved extension can only receive a maximum of 50% of the marks available for that assignment.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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