GEOG 1102 - Physical Geography and human environmental impacts
North Terrace Campus - Semester 2 - 2020
General Course Information
Course Code GEOG 1102 Course Physical Geography and human environmental impacts Coordinating Unit Geography, Environment and Population Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week, plus a one-day field trip Available for Study Abroad and Exchange Y Incompatible GEST 1002 Course Description This course examines the heavy burden humans have placed on Planet Earth. The functioning of the environment is analysed in order to understand human impacts. A key feature of the course is a focus on the solutions to environmental problems at local to global scales. In the course we first consider indigenous peoples? management of the Australian landscape. Then follows an examination of global climate change. Turning to the water cycle, we focus on how the crucial resource of water has been degraded in Australia and around the world. Finally, we examine biological process and the challenges of biodiversity loss, invasive species, fire and forest management, and the importance of wetlands. A one-day field trip focusses on rehabilitation of degraded environments.
Course Coordinator: Associate Professor John Tibby
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course, students will be able to:
1 Demonstrate an understanding of the Earth’s major physical environmental systems 2 Gain an insight into the history of humankind and its impact on the planet 3 Demonstrate an understanding of key physical environmental processes at local to global scales 4 Develop interdisciplinary problem-solving skills 5 Develop literary, verbal and numerical proficiency 6 Enhance their ability to work effectively in a team environment
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, 2,3, 4, 5, 6 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
1, 2,3, 4, 5, 6 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
4, 5, Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1, 2,3, 4, 5, 6 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
1, 2 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
1, 2,3, 4, 5, 6
Required ResourcesThere is no text book “Footprints”, rather a list of readings relevant to each lecture, the tutorials and assessment will be available on MyUni.
Recommended ResourcesRecommended resource are provided on MyUni
Online LearningMyUni is the platform for aspects of the course that will be delivered online. All lectures will be recorded and made available online. Lecture slides will also be made available online. Revisions materials and practice assessment questions will be placed online.
Learning & Teaching Activities
Learning & Teaching Modes
The course lectures provide basic factual information and conceptual
understanding of the physical environment and human impact upon it. The tutorials
provide an opportunity to consolidate understanding from lectures and, particularly,
to debate key issues and provide “hands on” experience in data
manipulation. The short essay provides a grounding in a key
concept in geography and opportunity to gauge your progress in the early part
of the course. The field trip and report provides students with an
opportunity to apply their understanding of the course to natural resource
management issues in the River Torrens catchment. Finally, the quizzes will assess students’ understanding
of the course content.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
1. Structured learning (lectures and tutorials): 3 hours per week
2. Researching and writing the short essay: 2.5 hours per week
3. Background reading and reading for specific tutorials: 1.5 hours per week
4. Field report research and preparation: 3 hours per week (average)
5. Revision: 2 hours per week (average)
Learning Activities SummaryThe learning activities summary will be available on MyUni before the start of semester 2
Specific Course RequirementsThere will be a compulsory one day field trip focussed on the upper reaches of the River Torrens. More details will be provided during the
first weeks of classes.
Small Group Discovery ExperienceStudents will work in small groups to address issues in the lectures and tutorials and particularly on the field trip and during computer-bases workshops.
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 Task Type Weighting Learning Outcome Participation and tutorial presentation Formative 10% 1-6 800 word short essay Formative and Summative 20% 1-5 1800 word fieldwork report Formative and Summative 30% 1-6 In class quizzes Summative 40% 1-5
Modified arrangements have been made to assessments and the details provided here reflect recent updates.
Assessment Task Weighting Online quizzes 60% Field work report (or alternative) 40%
Assessment DetailParticipation and tutorial presentation (10%): students will be required to interact in class activities.
1800 word (inc references) fieldwork report (40%): based on a one-day field trip and incorporating work undertaken during computer-based workshops.
In class quizzes (50%): 2 x 1-hour quizzes/exams.
No information currently available.
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.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 CEQ surveys and Program
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 least once every 2 years. 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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This section contains links to relevant assessment-related policies and guidelines - all university policies.
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