Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit convenor
Nathan Daczko
Contact via iLearn discussion board, email, 9850 8371
12 Wally's Walk Room 220
by email
Workshop and practical leader
Elena Belousova
Contact via iLearn discussion board, email, 9850 6126
12 Wally's Walk Room 224
by email
Workshop and practical leader
Bruce Schaefer
Contact via iLearn discussion board, email, 9850 8368
12 Wally's Walk Room 229
by email
Practical leader
Jonathan Munnikhuis
Contact via iLearn discussion board, email
12 Wally's Walk 210–219 (desk 205)
by email
Workshop leader
Simon George
Contact via iLearn discussion board, email, 9850 4424
12 Wally's Walk Room 329
by email
Workshop leader
Kate Selway
Contact via iLearn discussion board, email
12 Wally's Walk Room 120
by email
Department Manager
Martina Stiemer
Contact via 9850 8426
12 Wally's Walk Room 317
by email
|
---|---|
Credit points |
Credit points
3
|
Prerequisites |
Prerequisites
|
Corequisites |
Corequisites
|
Co-badged status |
Co-badged status
|
Unit description |
Unit description
Discover how the solid Earth works – investigate the dynamic link between plate tectonics and Earth evolution. This introductory unit is suitable for all students including those wanting to try a natural science. It explores the composition and structure of our planet and the dynamic processes that change our environment. Students become skilled at geoscience techniques that permit detailed study of the Earth, and explore via case studies volcanoes and volcanic hazards, as well as economic geology. The unit provides a strong background in geoscience for further studies in geology, geophysics, physical geography, engineering geology, museum studies, geomorphology, geodesy, gemology, astronomy and environmental science. Iinsights into Earth materials and their relationship to the environment are highly suited to students of economics, physics, archaeology, chemistry, biology, marine science and education. This unit involves eye-opening field trips in tutorial classes around campus and a day trip across the Blue Mountains.
|
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:
Student Engagement in 100-level Units
In an effort to develop good study skills from the outset the Faculty of Science and Engineering have made participation compulsory for 100 level units - this is now a hurdle assessment for the unit i.e., you must comply with this requirement to pass the unit.
While we expect 100% attendance at all workshops and practical laboratory classses to guarantee a successful outcome, the GEOS125 hurdle assessment requires that you attend and participate in at least 10 out of the 13 weekly workshops and practical laboratory classes. Your tutor will provide you with further details on what we define as participation.
Please contact your convenor [nathan.daczko@mq.edu.au] as soon as possible if you have difficulty attending and participating in any classes. We will endevour to enable you to attend a practical class later in the week. If there are circumstances that mean you miss a class, you can apply for a disruption to studies request through ask.mq.edu.au and if approved this practical will be removed from your record of absences.
The dates for submission of assessment tasks are listed on the schedule. Extensions for submission of assessment tasks will be given only for illness or misadventure, which must be supported by documentation through the online request portal (ask.mq.edu.au). Assessment tasks submitted late without approval will be penalised 10% of the potential total mark per day late. Students must keep a photocopy of their reports.
Name | Weighting | Hurdle | Due |
---|---|---|---|
Weekly quiz | 20% | No | each week |
Case Study I: Volcanoes | 15% | No | 13/08; 27/08; 10/09 |
Case Study II: Hartley | 10% | No | 29/10 |
Hartley quiz and field notes | 5% | No | 29/10 |
Final examination | 50% | No | to be advised |
Participation requirement | 0% | Yes | Each week |
Due: each week
Weighting: 20%
The weekly online quizzes will examine 1) the workshop topics of the previous week, 2) compulsory pre-reading of information for the next laboratory practical class, 3) assigned weekly textbook readings, and 4) revision questions from any preceding week.
Due: 13/08; 27/08; 10/09
Weighting: 15%
Volcanoes case study: You will be given specific details of what is expected when you begin each case study. Generally, each case study will involve practical components and a written report and your use of English and referencing the source of your ideas is important. Details of the required formatting of reports are given in the unit of study booklet (Part III – Case Studies). The Volcanoes case study will be due in three parts over the first half of session. The due dates are on the unit schedule in the unit of study booklet (Part I – Unit Schedule).
Week 3 – Tuesday 13th August (noon): Part A of Volcanoes Case Study is due
Week 5 – Tuesday 27th August (noon): Part B of Volcanoes Case Study is due
Week 7 – Tuesday 10th September (noon): Part C of Volcanoes Case Study is due
Due: 29/10
Weighting: 10%
Hartley Case study: You will be given specific details of what is expected when you begin each case study. Generally, each case study will involve practical components and a written report and your use of English and referencing the source of your ideas is important. Details of the required formatting of reports are given in the unit of study booklet (Part III – Case Studies).
During session 2 break: Thursday 20th OR Friday 21st September: Full-day fieldtrip to Hartley
Week 12 – Tuesday 29th October (noon): Report for Hartley Case Study is due
Week 12 – Tuesday 29th October (noon, in workshop): Hartley Case Study Quiz
Due: 29/10
Weighting: 5%
Hartley Quiz - to be completed during the workshop in week 12.
Hartley field notes - to be handed in with your case study on Tuesday 29th October (noon).
Due: to be advised
Weighting: 50%
Final examination (2 hours long): The final exam will cover material from the workshops, textbook readings, class exercises and case studies. Questions will draw on information and ideas from different modules to give an integrated view of the unit. The exam will include questions that ask you to apply your knowledge to interpret and solve problems. Past exam papers are available on the MQ Library website.
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.
Due: Each week
Weighting: 0%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
While we expect 100% attendance at all workshops and practical laboratory classses to guarantee a successful outcome, the GEOS125 hurdle assessment requires that you attend and participate in at least 10 out of the 13 weekly workshops (Tuesday 12-2pm) and practical laboratory classes (Thursday or Friday). Your tutor will provide you with further details on what we define as participation.
INTRODUCTION
Earth Dynamics is a hands on unit of study, that sets out to acquaint you with the essential features of the materials that constitute the Earth, processes that shape the Earth’s surface, and the interaction of people and the geologic environment. The unit is an introduction to geology and not only forms the vital stepping stone for future studies in geology, but also sets out to give students from other disciplines a basic understanding of the physical Earth that will be helpful in studies and careers in environmental science, geomorphology, geophysics, biology, geodesy, gemology and economics.
We aim to help you develop the skills necessary for study of the physical Earth. By the end of the unit, you should have the skills to:
These different threads come together via an understanding of the cyclic nature of rock-forming and rock degrading processes of our planet, in terms of the Plate Tectonic Theory.
Geology is a vital, living science that touches our everyday lives. For example, materials such as ore deposits, diamonds, coal and petroleum are essential to our modern civilisation, and precious stones add to our appreciation of nature's beauty. Processes such as volcanism, earthquakes, landslides and erosion may dramatically affect our well being. Knowledge you gain of these materials and processes, based on scientific approaches of observation, testing and evaluation, will assist you towards a better understanding of this planet, Earth.
STUDY PROGRAM
Students coming into this unit have a variety of backgrounds, since there are no set pre-requisites. Some of you will have no geology or physical geography at all in your previous studies, others will have taken Earth and Environmental Science at HSC level, and still others will have completed GEOS112 Planet Earth here at Macquarie. However, previous studies in geology and related subjects are not necessary and in terms of your geological knowledge, by the end of this unit it should not matter what background you had before you started. In spite of this, inevitably in the early stages some of you might find many more new concepts to come to grips with than others. DO NOT BE DISCOURAGED, as by persevering into the unit of study, you will gain the satisfaction of seeing how the pieces of the overall Earth puzzle start to come together.
This unit concentrates on six major themes that will be explored and revisited in various ways throughout the unit. These themes include:
There are three modules that investigate different aspects of geoscience. The main ideas and objectives for the modules are:
Module 1: Tools of Geoscience (approximately one-third of the unit)
By the end of this unit students should be able to:
Module 2: Hot Rocks (approximately one-third of the unit)
By the end of this unit students should be able to:
Module 3: Rocks Under Stress and Deep Earth (approximately one-third of the unit)
By the end of this unit students should be able to:
STUDENT LEARNING EXPERIENCES
This unit can be seen as two interconnected streams. A workshop stream involving short presentations and hands on activities that will give a broad overview of the topic, provide background information and introduce new ideas and concepts that link in with the other stream. Parallel to the workshop stream are a series of laboratory and field-based activities and case study workshops.
There will be two case studies. These case studies will be extended enquiries into real geo-scientific problems, extending over several weeks. These problems are different to the ones that you would typically find in textbooks, and more closely resemble the investigations that scientists face in the real world, with many interacting factors and a number of possible solutions.
Each of the case studies will allow you to explore the ideas in depth and will provide an effective and, we hope, enjoyable method of learning. There is also the added benefit of providing you with opportunities to develop generic skills such as problem solving, teamwork, communication, accessing and evaluating information and in using scientific approaches to solve problems.
You will be working individually or in small teams for each case study, both in attempting to solve the problem and to produce a final report. The reports will be awarded marks for your individual synthesis. You will be expected to do substantial research outside of the scheduled time (e.g. library and/or web-based literature search).
FIELD TRIPS
During this unit of study you will be required to participate in two field trips: one on-campus and one off-campus. These excursions form an essential part of the unit and give you an introduction to field geology. You should take special note of the following:
Equipment: The basic requirements are a hand lens, magnet, and some method of testing mineral hardness (e.g. a pocket knife, copper coin, etc.). Buy a geological hammer only if you intend to continue in a geological field. As the weather is not always kind, note taking can be a problem if ballpoint or ink pens are used. Pencils are recommended. Bring several, and keep them sharp. Learn to be neat and tidy in these initial stages, and form a good habit early. It is much easier to discipline yourself now than to change habits later.
Clothing: Everyone has their own idea of comfort, but some common features of field clothing are obvious. Wear sensible, tough footwear, such as boots or strong sneakers. Thongs, fashion shoes and street shoes are useless and unacceptable. We will be walking over some irregular rock outcrops and may be in snake-infested areas. We cannot guarantee good quality weather; so you should have waterproof clothing. Long trousers, such as jeans, are safer than shorts. Bring a hat and sunscreen.
TEXTS AND REFERENCES
Unit of study booklet
This is available through the University Co-Operative Bookshop and contains the workshop activities, laboratory practicals and case study assignments. The booklet is essential for you to have to follow the unit. The completed worksheets are invaluable as an aid during revision for the examination.
Textbook
The recommended text is:
Tarbuck, E.J., Lutgens, F.K. and Tasa, D. (2016). Earth: An introduction to Physical Geology (12th Global). Pearson . ISBN 9781292161839
This gives more background information, often written from a different perspective from the workshops and practical class notes. It also contains photographs and diagrams for use in the workshops and laboratory exercises. In the library you may find several other basic textbooks on Physical Geology that will be of use to you. The other text mentioned is Merali, Z. and Skinner B.J. Visualizing Earth Science. Wiley. ISBN 978-0-471-74705-5.
Reading List
You may find the following books helpful for reference. They should provide useful supportive material to the workshops, case studies and laboratory exercises, and supplement the prescribed textbook and the Unit of Study booklet.
Earth Dynamics is a subject relying heavily on observation, so it will be of great help to look at a variety of illustrations of the features that are covered in the unit of study. The books listed below are generally well illustrated, with striking colour photographs and diagrams.
** indicates a book in Special Reserve in the Library; * indicates a book on 3-day loan.
**Branagan, D.F. and Packham, G.H., 2000. Field geology of NSW. NSW Dept of Mineral Resources. Sydney. QE45.B7
*Busch, R.M., Tarbuck, E.J. and Lutgens, F.K, 1993. A study guide to accompany "The earth — an introduction to physical geology". Merrill. QE28.2.T37
*Cattermole, P., 2000. Building Planet Earth. Cambridge University Press. QE26.2.C384
*Hamblin, W.K. 1998. Earth's Dynamic Systems. Macmillan (8th Ed.) QE28.2.H35
*Hamblin, W.K. and Howard, J.D. 1995. Exercises in Physical Geology. QE28.2.H36
**Herbert, C. and Helby, R., 1980. A Guide to the Sydney Basin. Geological Survey of NSW Bulletin 26. QE341.N4
**Kimberley, M.M and Kimberley, S.J. 1995. Study guide to Skinner/Porter's The Dynamic Earth: an introduction to physical geology. Third Edition. Wiley (3rd Ed) QE28.2K56
*Merritts, D.J., De Wet, A., and Menking, K., 1998. Environmental Geology: an earth system science approach. Freeman, New York. QE38.M47
*Monroe, J.S. and Wicander, R. 1992 Physical Geology — exploring the earth. Harper Educational Publ.; West Publ. Co St. Paul. QE28.2.M655
*Montgomery, C.W., 1993. Physical Geology. Wm C. Brown (3rd Ed.) QE28.2.M66
*Morrison, R., 1988. Voyage of the Great Southern Ark. Ure Smith Press. QE340.M67
*Morton, R.D., 1995. Student’s Companion to Skinner and Porter’s The Dynamic Earth; an introduction to Physical Geology, Third Edition. Wiley QE28.2.S552
*Murck, B.W., Skinner, B.J. and Porter, S.C., 1996. Environmental Geology. Wiley and Sons, New York. QE38.M87/1996
*Plummer, C.C. and McGeary, D., 1999. Physical Geology. Wm C. Brown Publ., Iowa (8th Ed.). QE28.2.P58
*Press, F. and Siever, R. 1998. Understanding Earth. Freeman, New York (2nd Ed.) (replaces Earth, 4th Ed.). QE28.P9
**Scheibner, E., 1999. The geological evolution of New South Wales. Dept of Mineral Resources. QE341.S296
**Skinner, B.J. and Porter, S.C., 2000. The Dynamic Earth: an introduction to physical geology. Wiley , 4th Ed. QE28.2.S55
**Skinner, B.J., Porter, S.C. and Botkin, D.B., 1999. The Blue Planet. Wiley , 2nd Ed. QB631.S57
*Smith, D.G., 1981. The Cambridge Encyclopedia of Earth Sciences Cambridge Univ. Press, Cambridge. QE26.2.C35
*Stanley, S.M., 1989. Earth and life through time. W.H. Freeman and Company, N.Y. QE28.3.S73
*Tarbuck, E.J., Lutgens, F.K. and Tasa, D. (2016). Earth: An introduction to Physical Geology (12th Global). Pearson . ISBN 9781292161839
**Van Andel, T.H., 1994. New views of an old planet: continental drift and the history of the earth. Cambridge Univ. Press, Cambridge (2nd Ed.). QE26.2.V36
*Veevers, J.J., 2000. Billion-year earth history of Australia and neighbours in Gondwanaland. GEMOC Press, Sydney. QE340.B55
CD-ROMS
**Dunning, J and Onesti, L.J., 1998. Earth Matters. Freeman and Co., New York. QE38.D8
**Tasa, D., 1999. Illustrated dictionary of earth science. Tasa Graphic Arts. QE5.I45
Library Loans
The Library at Macquarie will have provided you with information on library loans. The procedures differ for metropolitan and country students. Please familiarise yourself with the procedures appropriate in your case. If you have any enquiries contact the Library on (02) 9850-7500.
Date |
Week |
Workshop (compulsory participation) Tuesday 12–14 [14SCO 163] |
Laboratory Practical (compulsory participation) Thu 9-12, 13-16, Fri 10-13 [11WW 220] |
|
29 Jul |
1 |
A tour of Planet Earth [Nathan Daczko] (1.4, 1.6, 2, 9.5)* |
Practical 1: Topographic Maps |
Volcanoes Case Study |
5 Aug |
2 |
Minerals [Elena Belousova] (3) |
Practical 2: Campus Excursion |
|
12 Aug |
3 |
The Deep Earth-Volcano Connection [Heather Handley] (4, 5) |
Practical 3: Geological Map Reading |
|
19 Aug |
4 |
Explosive Volcanism and Hazards [Heather Handley] (4, 5) |
Practical 4: Minerals |
|
26 Aug |
5 |
Supervolcanoes and Below [Heather Handley] (4, 5) |
Practical 5: Mafic and Intermediate Igneous Rocks |
|
2 Sep |
6 |
Geochemical Tools and Dating the Earth [Bruce Schaefer] (9.4, PDF of chapter in iLearn) |
Practical 6: Felsic Igneous Rocks |
|
9 Sep |
7 |
Hydrocarbons and Other Fuels [Simon George] (7, 23.2) |
Practical 7: Introduction to Geochemistry |
|
|
|
Session 2 break |
|
|
30 Sep |
8 |
Metamorphism [Nathan Daczko] (8) |
Practical 8: Metamorphic Minerals |
Hartley Case Study |
7 Oct |
9 |
Crustal Deformation [Nathan Daczko] (10, 14) |
Practical 9: Metamorphic Rocks |
|
14 Oct |
10 |
Earthquakes and Earthquake Hazards [Kate Selway] (11) |
Practical 10: Geological Cross Sections |
|
21 Oct |
11 |
Earth’s Interior [Kate Selway] (11,12) |
Practical 11: Geological History |
|
28 Oct |
12 |
Understanding the Earth System [Bruce Schaefer] (22) |
Practical 12: Exam Revision – Rocks and Minerals |
|
4 Nov |
13 |
Geo Jeopardy [Nathan Daczko] |
Practical 13: Exam Revision – Maps, Sections and Geological History |
|
*Numbers in brackets represent chapters from Earth: An introduction to Physical Geology
IMPORTANT DATES: (submit assignments to admin office 12WW level 3)
Week 3 – Tuesday 13th August (12noon): Part A of Volcanoes Case Study is due
Week 5 – Tuesday 27th August (12noon): Part B of Volcanoes Case Study is due
Week 7 – Tuesday 10th September (12noon): Part C of Volcanoes Case Study is due
During session 2 break: Thursday 26th OR Friday 27th September: Full-day fieldtrip to Hartley
Week 12 – Tuesday 29th October (12noon): Report for Hartley Case Study is due
Week 12 – Tuesday 29th October (12noon, in workshop): Hartley Case Study Quiz
Exam: To be advised once the examinations timetable is drawn up
TIME ALLOCATION
According to Macquarie University guidelines, you are required to spend 39 hours of study per credit point. For GEOS125 this works out to approximately two hours per week in workshops, approximately three hours per week at the practical laboratory sessions, one day on the off campus field trip and approximately six to seven hours per week doing at home study. Conscientious use of this time, particularly if it is spread over the whole semester will provide its reward.
EVALUATION
We are interested in your ideas about how the unit is progressing and how it can be improved. At certain points during the semester, you will be invited to fill out a brief survey to give us some feedback on how you find the unit content and presentation methods.
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@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
If you are a Global MBA student contact globalmba.support@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:
This year sees our second year of some significant changes to the GEOS125 offering and we ask for your patience and feedback. There have been major changes to the content delivery format to incorporate more hands on activities in the workshop and laboratory components. Participation in both the workshop on Tuesday and the laboratory practical components on Thursday or Friday is compulsory. We are shortening the laboratory practical component from 3 hours to 2 hours, but the third hour of the practical laboratory sessions will be used to work on the case studies.
Swapping traditional lectures for novel two-hour workshops has seen a dramatic improvement in first year geology students’ engagement, depth of learning and final grades. The workshops—which involve 10 to 15 minute ‘mini-lectures’ interspersed with object-based and active learning exercises—are conducted in the new active learning spaces at Macquarie. First year geology is ideal for object-based and active learning as it is strongly skills-based with students learning how to identify minerals and rock types, think in three dimensions and understand geophysical principles. Each week a mystery box is placed on each of the tables that contains the workshop objects and instructions for the activities. Our goal is to deliver new information that advances the students’ learning, while including a process of immediate feedback on the effectiveness of their learning during the activities. We found in 2018 that the object-based and active learning stimulated discussion, group work and lateral thinking at each table, along with excellent engagement with the workshop leader and tutors. The objects enhanced the delivery of unit-specific knowledge while also improving students’ generic skills such as communication, teamwork, and observational and drawing ability. The results from the 2018 session showed the success of the new format. The failure rate dropped from around 20 per cent to less than five per cent of the cohort, and the percentage of students scoring a distinction or high distinction jumped from approximately a quarter to more than half the class.
You are required to research, prepare and write the case study reports at the standard expected at tertiary level. Since most of what you learn is tested in written form, it is essential that you learn to write effectively. Organisation is the key to achieving this, and the following steps should assist you.
Preparation
The Outline
The Drafts (at least one — more probably two or three)
The Final Product
Formatting
Now, perhaps, you can see how important it is to start the whole process early if you are to do a good job. If you are having problems along the way, consult your Tutor, and consult a how-to-do-it text.