Unit convenor and teaching staff |
Unit convenor and teaching staff
Lecturer
Christopher Firth
Contact via christopher.firth@mq.edu.au
12WW.240
by arrangement
Lectu
Simon George
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
12cp at 100 level or above
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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 is a general education unit that introduces students to the technical, social, economic and environmental aspects that lie behind the production and use of mineral and energy resources in Australia and the rest of the world. The end products of these resources are familiar to us as steel for cars, aluminium for pots and pans, crude oil for petrol and coal for electricity. Nowadays, we have to consider acid rain, the greenhouse effect, heavy metal pollution, radiation, land degradation and land rights. Scarcity and resource exhaustion are also concerns. We demand and accept the goods and services provided by the minerals industries, including the increased wealth resulting from mineral exports, yet increasingly oppose the development of the resources that produce these goods. This does not mean that opposition to development is necessarily bad, or that development is necessarily good. What it does mean is that it is important to look at the broad picture rather than emotions. Learn about questions like: What is the economic importance of Australian mining? What are the environmental problems associated with this mining? Where are Australia's fossil fuels? How long will they last? Debate topics like: Should Australia adopt nuclear power as a 'clean' energy source? Should Australia, like Norway, insist on mining companies contributing to long term community wealth?
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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:
If you receive special consideration for the final exam, a supplementary exam will be scheduled in the interval between the regular exam period and the start of the next session. By making a special consideration application for the final exam you are declaring yourself available for a resit during the supplementary examination period and will not be eligible for a second special consideration approval based on pre-existing commitments. Please ensure you are familiar with the policy prior to submitting an application. You can check the supplementary exam information page on FSE101 in iLearn (bit.ly/FSESupp) for dates, and approved applicants will receive an individual notification one week prior to the exam with the exact date and time of their supplementary examination.
Name | Weighting | Hurdle | Due |
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Assignment 1 | 10% | No | 29/3/18 |
Assignment 2a | 5% | No | 6/4/2018 |
Assignment 2b | 25% | No | 25/5/18 |
ReadinGame Quiz | 10% | No | Week 13 |
Practicals | 10% | No | Throughout semester |
Final exam | 40% | No | TBA |
Due: 29/3/18
Weighting: 10%
Explain what unconventional hydrocarbons are AND how they have changed the fossil fuel market over the last decade.
Due: 6/4/2018
Weighting: 5%
The extraction and use of energy resources and anthropogenic impacts on climate are controversial topics that garner much attention in the news media. Chose an energy resource or climate debate that interests you and evaluate it, considering benefits and issues for all stakeholders.
A 250 word proposal explaining what you want to research and why it is relevant is due by the 6th of April.
Due: 25/5/18
Weighting: 25%
The extraction and use of energy resources and anthropogenic impacts on climate are controversial topics that garner much attention in the news media. Chose an energy resource or climate debate that interests you and evaluate it, considering benefits and issues for all stakeholders.
Once your proposal has been approved by the unit convenor you may proceed with the full 2500 word assignment, which is due by the 25th May.
Due: Week 13
Weighting: 10%
We will be using a custom designed and built, online learning tool; “The ReadinGAME”. This game is designed to operate on a calender week cycle (from Sunday to Sunday), and involves you being able to ask a question related on the weeks material from the readings and lectures. You will then be able to answer questions posed by other students, and most importantly, you will not only be able to score points for correctly answering the questions, but you will also be able to comment and discuss the questions, and rate whether they are good/not so good questions etc.
Importantly, in the process you will be learning and reinforcing the weeks material as well as having a lot of fun- it can be quite addictive.
To play, follow the link in iLearn, and simply ask a question relevant to the weeks material. You will then be able to play, by answering other questions and watching how your score accumulates. You will also be able to give feedback on other peoples questions and monitor your performance. There are multiple scoring paths, and different types of scores to achieve, depending on you interests.
At the end of the semester there will be a quiz worth 10% of question derived from the ReadinGAME.
Due: Throughout semester
Weighting: 10%
Two practicals will be chosen at random for marking - 5% each
Due: TBA
Weighting: 40%
Final exam on material from lectures, assignments and pracs.
Delivery is via lectures, which are recorded. Quizzes and assignments can be done online through iLearn, and all assignments may be submitted through iLearn or emailed directly to the lecturer. Attendance at tutorials/practicals is compulsory for internal students.
Module |
Week |
Lecture 1 Thurs 10-11 am 10 Hadenfield Av. 212 |
Lecture 2 Fri 8-9 am 9 WW.133 |
Tutorial Wed 11-12 am Wed 2-3 pm
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Introduction |
1 |
1/3/18 Introduction (CF) |
2/3/18 Historical perspectives on climate and energy (CF) |
No Tutes |
The Fossil Fuel Industry |
2 |
8/3/18 Oil & Gas (SG) |
9/3/18 Coal (SG) |
Population growth |
3 |
15/3/18 Unconventional Hydrocarbons: CBM, shale gas (SG) |
16/3/18 Tar sands and oil shales (SG) |
Oil use in society |
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4 |
22/3/18 CO2 Geosequestration (SG) |
23/3/18 Supply and Demand/Energy Security/Peak Oil (SG) |
Future Gas sources in Australia |
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5 |
29/3/18 Conflicts over energy resources (CF) |
30/3/18 Easter – No Lecture |
Peak Oil discussion forum |
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6 |
5/4/18 Environmental/social/ cultural impacts of fossil fuels (CF) |
6/4/18 Air Pollution (CF) |
Deepwater Oil drilling |
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Changing Climate |
7 |
12/4/18 Climate Change – Geological Record (CF) |
13/4/18 Anthropogenic climate change (CF) |
Air pollution |
Mid-semester break (16/4/18-30/4/18) |
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8 |
3/5/18 Climate change impacts (CF) |
4/5/18 Social consequences of climate change (CF) |
Records of climate change |
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9 |
10/5/18 Economic costs of climate change (CF) |
11/5/18 Climate change adaptation |
Melting ice sheets |
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Solutions |
10 |
17/5/18 Alternative Energy I (CF) |
18/5/18 Alternative Energy II (CF) |
The cost of rising sea levels |
11 |
24/5/18 Nuclear Energy (CF) |
25/5/18 Strategic commodities (CF) |
Fukushima |
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12 |
31/5/18 Climate Policies/Sustainable Development (CF) |
1/6/18 Climate Policies/Sustainable Development II (CF) |
REE |
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13 |
7/6/18 The Future (CF) |
8/6/18 Revision (CF) |
TBC |
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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:
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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:
Date | Description |
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26/02/2018 | Changes to Assessment notes |