Course profile – LAND 3006    DRAFT

Course code                     LAND3006	Course name Australian Soils and Landscapes
Faculty or school            Land and Food Sciences
Units                               2	Committed student hours/week (or contact hours and locations) 2 h lectures (TBA), Tutorials (TBA) Practicals (2 weekend Field Excursion, TBA)
Year of offering              3rd	Semester(s) offered                     1
Teaching and learning modes  (e.g. internal / external / flexible) Internal
Course coordinator (name)                 Dr Gunnar Kirchhof                                                             School of Land and Food Sciences
Other contributors (if relevant)

 

Brief description

Soils are one of our most fundamental resources.  Appropriate management of our soils is a prerequisite for a sustainable future.  This requires a thorough understanding of how our soils evolved, how they function in different ecosystems within a landscape, and how they react to anthropogenic interference.  This course provides the science that is necessary to understand and manage our soils in a landscape context.

The course covers the science of pedology, its theory as well as its field applications, processes of soil formation, soil and landscape alteration in natural and anthropogenic environments.  Emphasis is placed to understand processes such as weathering, erosion in a land management context.  Topics include the investigation and interpretation of soil and soil material in the field.  An important aspect is developing the skills of identifying, surveying, interpreting and classifying soils in the landscape.

Objectives

 On completing this course students will:

Several clear statements about the goals of this course — one point per bullet. These will be statements of what the students will be able to do as a result of studying the course. Your assessment program will centre on these.

1.      Gain a thorough understanding of pedological processes

2.      Critically assess and advice on suitable land use options

3.      Be proficient in the use of the Australian Soil Classification System

4.      Able to conduct and interpret soil and land resource surveys

5.      Understand and articulate how pedology is an integral part within the multidisciplinary field of natural resource management

 Graduate attributes

Learning outcome	Teaching and Learning Activities	Assessment Activities	Graduate Attributes Developed
·     A comprehensive and well-founded knowledge on soil formation and soil responses to landscape management ·     An understanding of how soils relate to our socio economic environment ·     A global perspective of the formation and human impact on soils.	·     Lectures ·     field excursions ·     self study ·     Peer tutoring	·      Final Examination	In-depth knowledge of the field of study
·     Organise, conduct, analyse and advice on land resource surveys ·     Work in a team to conduct soil use assessments. ·     Use computer based analytical, graphical and publication tools suitable for client communication of soil use assessment outcomes.	·     Assignments ·     discussion during practical sessions ·     field excursions ·     Seminars	·      Assignments ·      Peer assessment	Effective communication
·         Solve land use related problems independently. ·         Apply  own perspectives on the consequences of different land use systems. ·         Identify gaps in our current knowledge on pedological processes and present possible explanations.	·     Lectures ·     Own study time ·     Tutorials ·     Peer tutoring	·      Final Examination ·      Assignments	Independence and creativity
·         Understand current limitations of our understanding of landscape processes. ·         Appreciate the differences between ‘real’ and ‘virtual’ landscapes ·         Ability to assess reliability of landscape data and limitations of their analysis.	·     Field excursions ·     Group activities	·      Assignments	Critical judgement
·         Understand that soils, landscapes and their attributes are prime factors driving human development. ·         Appreciate that sustainable ecological and economic development is not possible without caring for our soils.	·     Lectures ·     Tutorials	·      Final Examination ·      Assignments	Ethical and social understanding

 

Assumed background

• Basic knowledge (high school level) of mathematics, chemistry and biology.
• Knowledge of the basic concepts of soil science (recommended LAND2003, year 2).
• Understanding of Australian land use systems.
• Introductory level biometrics or statistics
• Basic computing skills (MS software suite)

 

Introduction to staff

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

 Isbell RF 2002.  The Australian Soil Classification System.  CSIRO Publishing.  S599.7.A1 I84 2002

Isbell RF, McDonald WS, Ashton LJ 1997.  Concepts and Rationale of the Australian Soil Classification System.  CSIRO Publishing.  S599.7.A1 C65 1997

Jacquier DW, McKenzie NJ, Brown KL, Isbell RF Paine TA 2000. The Australian Soil Classification System – An interactive key Version 1.0. CSIRO Publishing: Melbourne, CD-Rom. S599.7.A1 J34 2000

McDonald RC, Isbell RF, Speight JG, Walker J Hopkins MS 1998.  Australian Soil and Land Survey Handbook – Field Handbook.  CSIRO Publishing. S592.14 .A88 1998

Paton, TR, Humphreys, GS, Mitchell, PB 1995. Soils: A New Global View. UCL Press, Bristol.  S592.2 .P373 1995

McKenzie N, Jacquier D, Isbell R, Brown K, 2004.  Australian Soils and Landscapes - An Illustrated Compendium.  CSIRO Publishing.  ordered

Young, A Young, R 2001. Soils in the Australian landscape.  Oxford University Press. S590.73.A8 Y96 2001

Gunn RH, Beattie JA, Reid RE van de Graaf RHM 1988.  Australian Soil and Land Survey Handbook – Guidelines for Conducting surveys.  Inkata Press. S592.14 .A89 1988

Gray JM Murphy BW 1999.  Parent Material and soils.  NSW Department of Land and Water Conservation (DLWC),  Technical Report No 45. S599.7.A1 G73 1999

Additional study material and suggested readings will be provided in the course notes on the WebCT site.

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 provide the basic fundamental knowledge required to understand pedological processes.  The field excursions are designed as a case study to learn and experience these fundamental processes and how they underpin our land management practises. The product from the field excursions will be peer tutorials.  Participation of students in all aspects are essential as part of the learning process.

Students are advised to allow for own study time before and after lectures. As a guide, for each hour lecture students should plan at least around 2 hours of individual study time.  Course notes will be placed on the course WebCT

Study chart

Lectures/seminars  – details RE seminars TBA

Tutorials/practicals TBA

Assessment details

The grades for your examination, assignments and peer tutoring will reflect how well you have completed the course in relation to understanding of pedological processes, assessing land use options, being able to use and understand the Australian Soil Classification System and to conduct and interpret soil and land resource surveys

Summary

Item no.	Weighting	Details	Due date
Theory	40 %	Final Examination (2 hour examination, essay type questions:  choose 6 out of 9).  The exam counts for 60% of the marks.  You must attend the final examination to fulfil the requirement of the course.  Calculators and dictionaries are not allowed	Examination period, semester 2, 2004
Peer Tutoring	20%	Peer assessment of a seminar given by each student or student group.  The grade for peer tutoring will be the average between a peer assessment and lecturers assessment.	During lectures and practicals in  semester 2, 2004
Assignments	2 x 20 %	Assignments (2 assignments, each worth 20% of the marks).  These assignments are part of the field excursions.  They include a review of available and relevant background information of the site we will survey, the survey and interpretation and land use options.  The latter will also require a literature review to argue the recommended land use option.  They are due 3 weeks after the field excursion.  As a guide the length of the assignment should be around 2000 words each. You must submit both assignments to fulfil the requirement of the course.	The assignments will be due approximately 6 weeks after the excursion

Theory:

The lectures provide the background material and theory for the course, the excursions the practical aspects.  Practicals and excursions will help you to understand the lectures.  The entire lecture contents as well as the contents of the practicals and excursion is examinable.  However, detailed knowledge of statistical figures will not be examined (i.e. no need to memorise for example area covered by certain soil types), but you are expected to understand mechanisms (i.e. for example why are some soils more widespread than others).  There is also no need to memorise detailed formulae, but you should be able to explain what certain formulae are used for and what their driving variables are.  In short, the examinations will focus on understanding of mechanisms and deduction and not on memorising factual knowledge that is readily available from reference catalogues.

 Seminars

The main aim of the seminars (peer tutoring) will be to learn and articulate how Pedology fits into, and is an integral part of Natural Resource Management (NRM).  Depending on class size, students or student groups will give a seminar of their choice.  The topic must relate to the course and should be focused a current ‘issue’.  Marking will be based on

1. Presentation style and oral communication skill (20%)
2. Rigour of background information search (50%),  and
3. Demonstration that Pedology is part of NRM; show the interdisciplinarity of Pedology (30%).

The seminar should take around 15 minutes followed by 10 minutes discussion so that two seminars can be given within a one hour lecturing/tutoring time slot.

 Assignments based on field excursions:

The assignments will test how well you were able to apply the theory from the lectures and the demonstrations from the initial practicals to field conditions.  It will also show how well you are able to communicate your work to others.

 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 examination, attend the excursion and submit the required assignment 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 final grade will be a weighted average out of the 3 required components.  However, if you fail to submit the assignment(s) or fail to attend the exam you will have not fulfilled the requirements of the course.  Special consideration will be given if the final grade is marginal (half way between two passing grades).  This may imply electing an additional oral examination to decide on the final grade before the final grade is submitted

Availability of feedback

 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

 Assessment policies

A statement about how late submission of assessable work, non submission of assessable work, plagiarism, illness and so on will be dealt with. If these topics are covered, for example, in a school, faculty or program handbook then a reference might suffice.

·      Non-attendance at the field excursions: 

In case of illness (or bereavement of a close relative or friend) you may be exempted from attending the excursion.  To grant this exemption you must submit a medical certificate (or other documentation) to prove the cause for non-attendance.  Note that ad hoc excuses (car trouble and the like!) will not be accepted.  In case an exemption is granted you will be asked to submit a substantial assignment which will show your ability to self-study and apply your knowledge from the lectures and literature to a topic given to you. 

 ·      Non or late submission of assignments

In case of illness (or bereavement of a close relative or friend) you may be allowed to submit your assignment at a later date provided you submit a medical certificate (or other documentation) to prove the delay.  If there is no valid reason for late submission the grade for your assignment will drop by one every three days after the due date.

 ·      Non-attendance at the final exam:

You must attend the exam to obtain a passing grade.  In case of illness (or bereavement of a close relative or friend) you may be able to do the examination at a later date provided you submit a medical certificate (or other documentation) to prove the cause for non-attendance. 

 ·      Non-participation in the peer assessment and seminar:

You or your group must present a seminar and grade other seminars to obtain a passing grade.  In case of illness (or bereavement of a close relative or friend) you may be able to do the examination at a later date provided you submit a medical certificate (or other documentation) to prove the cause for non-attendance. 

 Presentation of assignments

For written work (reports, assignments and reports), assessment will be based on:

Marks	Component
10%	Structure of assignment (logic and relevance of outline in relation to topic)
10%	Introduction (provides a preamble of the topic)
50%	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)
10%	Writing and presentation style o       Definitions of terms o       Correct use of units of measure o       Consistent referencing o       Correct spelling, grammar and legibility o       Effective use of figures, tables and/or appendices if appropriate
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."

 

Excursions

Two weekend excursions (most likely Kalbar area and Beenleigh area, but can be changes according to class suggestions).  Timing will be discussed during lectures.  Students must attend the excursions.

 

Assignments

 Due date                    (details TBA)

Weighting                  20 % each the two for final mark

Word length               2000 words

Topic                          TBA during the field excursion

 Assessment criteria

 The assignment

·               Integrates the theory from the lectures with a general and specific topic relating to the excursion.

·               Must be combined with a suitable literature study.

·               needs to conclude with an objective argument summarising your own observation and published work

·               Is not an essay summarising and outlining in chronological sequence where the student group visited.

 Seminars

Each student or group of students must give a seminar of their choice and will assess each others work.  It counts 20% of the course.  The results from the peer assessment to be e-mailed to g.kirchhof1@uq.edu.au.

 Assessment criteria

1. If there are no student groups due to small class size, all students will present a seminar.  They will be marked by all others in the class and the lecturer.  The grade for the seminars is the average between the two.
2. If there are student groups,  each group will prepare the seminar, but only one student,  identified by the group, will give the oral presentation.  The oral presentation will be marked by the lecturer only and be applied to the entire group.  Students within the group will mark each other.  The grade for the seminar is the average between the lecturer’s and the average students grade.

 Exam

 The examination will take 2 hour.  There will be 9 essay type questions equal value where you must answer 6.  It counts 40% of the course.

 Assessment criteria

Correct and appropriate answers to questions

 Final grade

The final grade will be a weighted average out of the 3 required components (exam and assignments).  However, if you fail to attend the excursion, fail to submit an acceptable assignment or fail attend the exam you will have not fulfilled the requirements of the course.