Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit convenor
Chris Firth
Contact via 9850 7763
AHH 2.657
Email and make an appointment
Nicole Mcgowan
Mark Lackie
Christopher Firth
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit introduces students to the marine environment through study of the oceans, past and present. From the perspective of a marine scientist this unit considers: aspects of the geological history and dynamics of the oceans; recent techniques for probing the ocean's depths; physical oceanographic processes; ocean circulation patterns; depositional environments; marine environments supporting life; long term global climate change; and human interactions with the marine environment. The unit includes practical exercises including a boat trip to investigate sediment in a local estuary.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
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Research Project 1 | 12% | Week 5 |
Research Project 2 | 12% | Week 9 |
Research Project 3 | 12% | Week 13 |
Quizzes | 9% | Weekly |
Tutor's Mark | 5% | Weekly |
Final Exam | 50% | Final exam period |
Due: Week 5
Weighting: 12%
You will be investigating data collected from the Port Hacking field trip (second Saturday in Semester 2). With this data you will: identify the features and rates of coastal erosion; examine siliciclastic deposition in oceans, describe the geophysical tools used for imaging and logging the sediments; appreciate that distribution of marine fossils is influenced by environmental factors. This helps us interpret past environments.
Due: Week 9
Weighting: 12%
In this research project, you will learn to: distinguish the factors that determine ocean floor bathymetry and relief; understand how ocean basins have changed their configurations through time due to the operation of plate tectonics; recognise that present ocean basins have not always existed, and that the evidence for the youth of present oceans lies in the ocean floor basement and the sediments; appreciate the role of plate tectonics in the birth and demise of oceans.
Due: Week 13
Weighting: 12%
In this Research Project, you will find that: ocean waters have not always had exactly the same composition as at present; establish that deep and shallow circulation patterns of the ocean are influenced by the shape and configuration of the ocean basins; understand the link between changes in the ocean basins brought about by plate tectonics and resultant changes in sea level, ocean circulation etc.; e.g. periods of fast and slow spreading; appreciate that periods of glaciation and growth of ice caps, as well as other factors have caused changes in ocean circulation, and composition; find that marine environments have always been an important part of the biosphere and have played a significant part in the evolution of life on earth.
Due: Weekly
Weighting: 9%
Quizzes will be given weekly, starting Week 2 and will be based on the lecture and research project material
Due: Weekly
Weighting: 5%
Mark based on participation given to you by your tutor. The tutor will factor in such things as attendance patterns, participation in group and class discussions, readiness for each learning activity, ability to answer questions and general enthusiasm.
Due: Final exam period
Weighting: 50%
The Final Exam will cover material from the lectures, research projects and the practicals.
The class will be delievered through iLearn, lectures and workshops. Materials for the Research Projects will be made available in class and then later on iLearn. We also enourage you to do your own research.
For each project you will hand in one part that is a combined effort from the group and an individual component. The individual component will be a one or two page written report (plus diagrams, maps and references), which will concentrate on the synthesis of the ideas and conclusions. You will be given specific details of what is expected for both the group and individual components when you begin each research project.
2016 Dates |
Lecture Topic |
Lecturer |
Workshop |
Due Dates |
Week 1 (1/8) |
Introduction – Why study marine geoscience? |
Nicole McGowan |
Mining the Ocean Floor |
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Week 2 (8/8) |
Plate Tectonics – Birth & death of ocean basins |
Chris Firth |
Research Project 1 |
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Fieldtrip (13/8) |
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Week 3 (15/8) |
Mountains to the Sea – Erosion, transport and deposition of sediments |
Nicole McGowan |
Research Project 1 |
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Week 4 (22/8) |
Sedimentation on the continental shelf, slope and rise |
Nicole McGowan |
Research Project 1 |
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Week 5 (29/8) |
Marine Biogenic Sediments |
Simon George |
Marine Sedimentary Rocks |
Assignment 1 Due |
Week 6 (5/9) |
Geophysics: Seeing through the ocean floor |
Mark Lackie |
Research Project 2 |
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Week 7 (12/9) |
Remote Sensing |
Mark Lackie |
Research Project 2 |
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Break (19/9-5/10) |
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Week 8 (3/10) |
No lecture – public holiday |
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Research Project 2 |
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Week 9 (10/10) |
Reconstructing past continents using marine fossils |
Simon George |
Sediment accumulation rates |
Assignment 2 Due |
Week 10 (17/10) |
Oceans, climate and plate tectonics |
Nicole McGowan |
Research Project 3 |
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Week 11 (24/10) |
Palaeontology and the Australian polar wanderer curve |
Simon George |
Research Project 3 |
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Week 12 (31/10) |
Tales of ancient seas, climates and isotopes |
Chris Firth |
Research Project 3 |
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Week 13 (7/11) |
IODP and marine geoscience research |
Nicole McGowan |
Revision |
Assignment 3 Due |
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/
Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Grade |
Standard Required |
High Distinction |
Demonstrates an extensive knowledge and understanding of the concepts of the course. |
Distinction |
Demonstrates a thorough knowledge and understanding of the concepts of the course. |
Credit |
Demonstrates a sound knowledge and understanding of the concepts of the course. |
Pass |
Demonstrates a basic knowledge and understanding of the concepts of the course. |
Fail |
Demonstrates a poor knowledge and understanding of the concepts of the course. |
Feedback on assessment tasks is given in this unit in the following ways:
Marks will be deducted for assignments and reports that are late at the rate of 10% per day, unless accompanied by a medical certificate. In other exceptional circumstances you should contact your tutor before the due date.