Brief description
Objectives
Graduate attributes
Assumed background
Teaching staff
Required texts
WebCT
Study chart
Assessment details
Lecture Notes
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Course profile – LAND 3002 DRAFT
Course code LAND 3002
Course name Integrated Catchment
Management
Faculty or school Land and Food Sciences
Units 2
Committed student hours/week (or contact hours and locations) 3 lectures and
1 three hour prac
Year of offering 3rd/4th
Semester(s) offered 2
Teaching and learning modes (e.g. internal / external / flexible) Internal
Course coordinator (name) Assoc Prof Bing So
School of Land and Food Sciences
Other contributors (if relevant) Dr Gunnar Kirchhof
School of Land and Food Sciences
Brief description
This subject is the third in the series of prescribed subjects for B Env Sc and B Ag Sc (Soil and Plant Sc) and will discuss the application of soil science in the context of catchment management. The focus will be on the processes that occur or may occur within a catchment and the management of these processes that may contribute to a sustainable system. This course will therefore largely deal with the biophysical component of catchment management, and to a lesser degree with economic and social aspects of catchment management.
The subject will be approached at two levels: the spatial variability of the soils, the basic non-renewable resource within a catchment, and the processes of partitioning of rain as above ground and below ground water, which drives many of the processes within the catchment. A main focus will be the management of the land and water resources within a unit landscape, the catchment. The course provides an understanding of the biophysical processes, which is considered as a pre-requisite for the sustainable management of these resources.
Objectives
- Understand and appreciate the complexity of ICM and recognise the importance of biophysical issues that drive ICM.
- Provide in-depth knowledge of soil and landscape processes that must be understood to ensure that sustainable catchment management can be achieved.
- Ascertain objective and critical assessment of catchment function to plan suitable catchment management strategies.
Graduate attributes
Teaching and Learning Styles
Assessment Activities
Graduate Attributes Developed
· Lectures
· Assignments with library search of literature
· Assessment of assignment
· End of semester examination
· Independence and creative critical thinking
· Library skills
· Lectures
· Use of text books
· Field excursions
· Practicals
· Reports/assignment
· Assessment of report/assignment
· End of semester examination
· Independence and Creativity
· Critical Judgement
· Field soil survey skills
· Lectures
· Use of textbooks
· Practicals
· Modelling
· Practical reports
· End of semester examination
· Water balance modelling
· Groundwater modelling
· Lectures
· Use of text books
· End of semester examination
· Independence and Creativity
· Critical Judgement
· Lectures
· Use of text book
· Practicals
· Modelling
· Practical report/assignment
· End of semester examination
· Independence and Creativity
· Critical Judgement
· Erosion modelling skills
· Skills in diagnosis and solving problems within catchments.
Assumed background
- Basic knowledge of mathematics, physics, chemistry and biology.
- Knowledge of the basic concepts of soil science.
- Understanding of Australian land use systems.
- Introductory level biometrics.
Introduction to staff
Assoc Prof Bing So is a Reader in Soil Physics and Soil Management. He has extensive teaching and research experience is aspects of soil physics, in particular soil degradation (structural degradation associated with excessive sodium and/or magnesium, compaction, crusting, hardsetting, erosion) and their management towards sustainable farming systems under tropical and temperature climatic regions. He is also experienced in the sustainable management of effluent application to the land.
Contact: Room 248 Hartley Teakle Bldg, phone (07) 3365-2888,
email h.so@uq.edu.au
Dr Gunnar Kirchhof is a Lecturer in Land Resource Science. He has extensive research experience in the areas of soil management and landscape processes in tropical and temperate regions, with a strong interest in sustainable systems.
Contact: Room 236 Hartley Teakle Bldg, (07) 3365-1364,
email g.kirchhof1@uq.edu.au
Required texts/resources
Not applicable
Recommended texts/resources
Australia state of the environment 1996 : an independent report presented to the Commonwealth Minister for the Environment by the State of the Environment Advisory Council. CSIRO Publishing, 1996.
Australia, state of the environment 2001 [electronic resource] / Australian State of the Environment Committee. See also: http://www.ea.gov.au/soe/
Brady, N.C. and Wehl, R.R. (1999) The Nature and Properties of Soils 12th Ed. Prentice Hall, New Jersey.
Charman, P.E.V. and Murphy, B.W. (Eds) (1992) Soils Their Properties and Management A Soil Conservation Handbook for New South Wales. Sydney University Press.
Hillel D. 1980. Applications of soil physics. New York : Academic Press Division of Soils, CSIRO (1983) Soils: an Australian Viewpoint CSIRO: Melbourne.
Gunn R.H., Beattie J.A., Reid R.E. and van de Graaf R.H.M. (1988). Australian Soil and Land Survey Handbook – Guidelines for Conducting surveys. Inkata Press.
Isbell R.F. (1998). The Australian Soil Classification System. CSIRO Publishing.
Isbell R.F., McDonald W.S. and Ashton L.J. (1997). Concepts and Rationale of the Australian Soil Classification System. CSIRO Publishing.
Jacquier D.W., McKenzie N.J., Brown K.L., Isbell R.F. and Paine T.A. (2001). The Australian Soil Classification System – An interactive key Version 1.0. CSIRO Publishing: Melbourne, CD-Rom.
Lockwood P. and Daniel H. (1999). Oz Soils. An Interactive introduction to soil science. Version 3.0. Armidale NSW, The University of New England. CD-Rom.
Marshall, T.J, Holmes J.W. and Rose C.W. (1996). Soil physics 3rd edition. Cambridge; New York. Cambridge University Press
McDonald R.C., Isbell R.F., Speight J.G., Walker J. and Hopkins M.S. (1998). Australian Soil and Land Survey Handbook – Field Handbook. CSIRO Publishing.
Paton, T.R., Humphreys, G.S. and Mitchell, P.B., 1995: `Soils: a New Global View'. UCL Press, Bristol.
State of the environment Queensland 1999 / Environmental Protection Authority. Publisher Brisbane : Environmental Protection Authority, 1999. Also: http://www.epa.qld.gov.au/environment/science/environment/home.html
Yencken, D., and Wilkinson (2001). Resetting the Compass – Australia’s Journey Towards Sustainability. CSIRO Publishing.
CSIRO Land and Water Technical Report series on Catchments are available for download from the website: http://www.clw.csiro.au/publications/technical2004/
2004
14/04 Flow Regime, Salt Load and Salinity Changes in Unregulated Catchments. Interpretation for Modelling the Effects of Land-use Change. By Warrick Dawes, Glen Walker, Lu Zhang and Chris Smitt
15/04 Prioritising upland catchments in the Murray-Darling Basin with respect to salinity benefits from afforestation. By Trevor Dowling, Warrick Dawes, Ray Evans, Phil Dyson and Glen Walker 18/01 Land Use and Catchment Water Balance. By Tom Hatton
2001
19/01 Catchment Solute Balance. By Glen Walker
20/01 Sediment Nutrient Transport and Budgetting. By Chris Moran, Myriam Bormans, Jim Cox, Peter Hairsine, Rod Oliver, Jon Olley, Peter Wallbrink, Bill Young.
21/01 Integrated Catchment Science. By Rob Vertessy
Websites of interest:
http://www.salinity.com.au/links.htm
http://www.ussl.ars.usda.gov/ ( US Salinity website: see handbook no 60 for salinity handbook)
http://www.earth-policy.org/Updates/Update22.htm
Course home page/WebCT site
The WebCT page for this course is the main communication channel between Teaching staff and students besides lectures and practical sessions. All announcements will be made through the WebCT and during lectures.
Student support
Important information on examinations and support services can be found on the web at http://www.uq.edu.au/nravs/ and the Student Support Services site at http://www.sss.uq.edu.au/
Any student with a disability who may require alternative academic arrangements in the course is encouraged to seek advice at the commencement of the semester from a Disability Adviser at Student Support Services.
How to study this course
Lectures provides the basic fundamental knowledge required towards developing skills in managing catchments. Practicals and field excursions are designed to learn and experience some the fundamental processes that underpins water movement within catchments. These skills and experience will be enhanced through the use of appropriate models that extends the practical classes towards catchment level processes.
Participation of students in all aspects are essential as part of the learning process.
Study chart
LAND 3002
Integrated Catchment Management
S2 2004
Week No.
Activity
Assessment
1
26 July
L: Introduction to Integrated Catchment Management
P: No prac
2
2 August
L: Introduction to Pedology & soil classification
P: Introduction to soil morphological tests
3
9 August
L: Soil Water & Water Movement in Soil
P: Field trip to UQ farms: Soil description & sampling
4
16 August
L: Modelling water movement & water balance
P: Field Trip to UQ Gatton farms
5
23 August
L: Catchment water balances: Geology & ICM
P: No prac
6
30 August
L: Landscapes and water: Evaluation & Monitoring
P: Laboratory: Infiltration into uniform soils
7
6 Sept
L: Landscapes and water: Soil Management
P: PC Lab: Basic water flow modelling
8
13 Sept
L: Soil Management
P: PC Lab: Advanced water flow models –SWIM & WaterMod
9
20 Sept
L: Water harvesting and irrigation
P: PC lab: groundwater modelling: Flowtube
27 Sept
Mid-semester break
10
4 October
L: Irrigation and salinity control, land application of waste.
P: EPL lab: Rainfall simulation prac
11
11 October
L: Erosion processes
P: Erosion modelling
12
18 October
L: Erosion modelling
P: No prac
13
25 October
L: Revision of course and case studies
P: No prac
14
1 November
Revision Period
15/16
8-20 November
Examination Period
Assessment details
Summary
Item no.
Weighting
Details
Due date
Theory
55 %
Prac reports
45 %
Theory:
2 hours examination at the end of semester, which will count 55% of the marks. The assessment will be based on all material covered in the course.
Practical reports(3) following series practical class.
The total will count 45% of the marks (i.e. each report = 15 %). Attendance at practicals is compulsory and marks are based on the report about the practical.
A variation in assessment is possible for students with a disability (see HUPP 3.30.3 Special Arrangements for Examinations for Students with a Disability).
Other requirements
Students must attend and complete the practical components and the reports for this course before they are eligible for a passing grade. Exemption will be granted only on medical grounds (medical certificate required) and not on clashes with other courses.
Outcomes of assessment
The assessment are intended to prepare the students meet the objectives of this course
Availability of feedback
A/Prof Bing So and Dr Gunnar Kirchhof maintains an open door policy. They are available for student contact through e-mail and WebCT any time, through telephone or in their offices when on site. Students are advised that only their official UQ-e-mail will be used for communication. In some cases ad-hoc meeting are possible, but students are encouraged to give reasonable notice if they wish to meet with the course lecturers.
Assessment guidelines
Presentation of assignments
For written work (reports, assignments and reports), assessment will be based on:
Marks
Component
10%
Introduction (provides a preamble of the topic)
45%
Body (main part dealing with the topic: includes citations if relevant, assessment and evaluation of information, analyses and synthesises information, evaluates other’s opinions and suggests alternative views)
20%
Conclusion (states main findings, provides own opinion, or suggests solution to problems)
5%
Evidence of scientific writing (structure and approach)
5%
Evidence of clarity and logic of thought
5%
Definitions of terms used
5%
Effective use of figures, tables and/or appendices if appropriate
5%
Citation of references (if relevant), Correct spelling, grammar and legibility
100%
Plagiarism
Refer to the Library website http://www.library.uq.edu.au/training/plagiarism.html or to any other relevant School publication
See HUPP 3.40.12 Plagiarism, see URL: http://www.uq.edu.au/hupp/contents/view.asp?s1=3&s2=40&s3=12
The University has adopted the following definition of plagiarism:
"Plagiarism is the action or practice of taking and using as one’s own the thoughts or writings of another, without acknowledgment. The following practices constitute acts of plagiarism and are a major infringement of the University’s academic values:
- Where paragraphs, sentences, a single sentence or significant parts of a sentence are copied directly, and are not enclosed in quotation marks and appropriately footnoted;
- Where direct quotations are not used, but are paraphrased or summarised, and the source of the material is not acknowledged either by footnoting or other simple reference within the text of the paper; and
- Where an idea which appears elsewhere in printed, electronic or audio-visual material is used or developed without reference being made to the author or the source of that material."
Assignment 1
Due date 30 August 2004
Weighting 15 % of final mark
Word length 1500 words
Topic Pedology and classification of soils of SE Queensland
Assessment criteria
· This assignment should integrate results from the practicals in week 2, 3 and 4
· This report should be combined with suitable literature study on this subject
Assignment 2
Due date 11 October 2004
Weighting 15 % of final mark
Word length 1500 words
Topic Soil water movement and modelling water flow
Assessment criteria
· This report should integrate practicals/modelling in week 6, 7, 8 and 9
· This report should be combined with suitable literature study.
Assignment 3
Due date 1 November 2004
Weighting 15 % of final mark
Word length 1500 words
Topic Rainfall simulation and erosion modeling
Assessment criteria
· This report should integrate practicals/modelling in weeks 10 and 11
· This report should be combined with suitable literature study.
Exam
The examination will consist of approximately 10 questions. Students are given the choice to answer 6 questions. All questions have equal marks. Answers should be succinct and presented with a logical sequence. It is important that students address the questions and not write on other issues or issues around the question. No marks will be awarded in such cases.