Unit convenor and teaching staff |
Unit convenor and teaching staff
Professor, Environmental Science
Professor Mark Patrick Taylor
Contact via 02 9850 4221
12 Wally's Walk, 433
30 June - 13 July (field course) and by arrangement
Lecturer
Dr Paul Harvey
Contact via 02 9850 6975
12 Wally's Walk, Level 4
30 June - 13 July (field course) and by arrangement
Guest Professor
Professor A Russell Flegal
Contact via n/a
n/a
n/a
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
Permission by special approval
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
In this unit a choice of seminars may be offered, each specialising in a particular area of interest in the Department of Earth and Planetary Sciences. The areas of interest are based upon individual staff and/or student interest. Intended seminar offers are advertised within the department, and offers are formalised during the enrolment period. Students are asked to note that University Regulations state that no unit taken under the same code number can be counted more than once for credit towards a degree; accordingly they must take care to select the most appropriate of the topics on offer. Students wishing to enrol in this unit are required to check with advisers about topics on offer prior to enrolling.
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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:
What is required to complete this unit satisfactorily?
Macquarie University has a range of policies that relate to learning and teaching, including:
These are available at Policy Central (http://www.mq.edu.au/policy/)
Workload / expectations for this unit
3 cp x 3hrs/wk/cp x 15 wks = 150hrs to be devoted to this unit according to University guidelines.
Pre-fieldtrip research and preparation of A4 handout = 20 hrs
Fieldwork (excluding air travel time) 13 days (30 June to 13 July) x 10 hrs/day = 130 hrs
Each day will be different but you should be prepared to start work at 8 am most days and work in the evenings on some days.
Name | Weighting | Hurdle | Due |
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Field sample plan | 20% | No | 1 July 2018 |
Field site presentation | 20% | No | 30 June – 12 July |
Fieldtrip quiz | 20% | No | 12 July 2018 |
Tsumeb Site report | 40% | No | 13 July 2018 (0800 hrs) |
Due: 1 July 2018
Weighting: 20%
This task involves preparing a suite of maps detailing your proposed field sampling strategy for the assessment of contamination at Tsumeb.
You will be provided with a set of maps for Tsumeb for use in ArcGIS ArcMap to prepare your field sampling approach and locations. You will allocate sampling sites, identify key environmental features and relevant infrastructure in order to perform an environmental contamination assessment around the Tsumeb smelter.
An ArcGIS training session will be provided on day and time to be advised. Following this, a pre- field visit map must be submitted in PDF format (July 1 2018). A finalised map depicting the actual geo-referenced ground-truthed sampling sites and associated geochemical data MUST be included in the Unit’s final assignment, which is due on 13 July 2018.
All students should obtain a copy of ArcGIS ArcMap for their personal computers, available through the Department of Environmental Sciences (email Dr Harvey at paul.harvey@mq.edu.au for your individual code/information).
This Assessment Task relates to the following Learning Outcomes:
Due: 30 June – 12 July
Weighting: 20%
This Assessment Task will comprise two parts each being equal to 10%:
Full details will be provided separately.
Due: 12 July 2018
Weighting: 20%
This quiz will test learning and knowledge developed over the whole field trip. The quiz will be short answer questions.
This Assessment Task relates to the following Learning outcomes:
Due: 13 July 2018 (0800 hrs)
Weighting: 40%
Students will complete a comprehensive but succinct scientific report based on the data collected, compiled and assessed during fieldwork at Tsumeb. The report will detail the impacts of smelter contamination, its potential risk of harm and detail strategies for mitigation human health exposures.
Full details will be supplied separately.
Delivery and Resources
There is no set text for this unit. The Unit Dropbox site (https://www.dropbox.com/sh/24sz1361nh083uw/AADBX-FIy4YhB_MVEVWqOgZRa?dl=0) will contain a folder with relevant references and readings.
However, students are encouraged to access the following items to familiarize themselves more broadly with Namibia:
*This book can typically be purchased in Namibia. It is a classic, true story.
Date |
Activity/location |
Lecturer |
TSUMEB SMELTER RESEARCH |
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30 June |
Depart Windhoek for Tsumeb |
All |
1 July |
Visit to Etosha and Tsumeb www.uris-safari-lodge-namibia.com |
All |
2-7 July |
Field sampling, data collection and assessment of dusts, sediments and soils around Tsumeb |
All |
VISITING VARIOUS SITES ACROSS THE NAMIBIA DESERT |
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7 July |
Spitzkoppe Camp http://www.spitzkoppe.com Spitskoppe, Cape Cross and Skeleton Coast |
All |
8 July |
Tiger Reef http://www.goingwhere.co.za/tiger-reef Swakopmund, Rossing Mine |
All |
9-10 July |
Wild Camping Kuiseb Canyon |
All |
11-12 July |
Oasis Camp http://www.sossus-oasis.com Sossusvlei Naukluft |
All |
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 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 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:
Penalty for Late Submission
There is no room for lateness! However, if you should hand in some component late you will be penalised 20% each day.
Extensions and Special Consideration
There is no room for extensions either. However, if something comes up you must discuss an extension with a staff member BEFORE the deadline.
The only exception to not submitting an assessment item at the designated time is because of documented illness or unavoidable disruption. In these circumstances you should advise the unit convenor as soon as possible and you may wish to consider applying for Special Consideration. Information about unavoidable disruption and the special consideration process is available athttp://mq.edu.au/policy/docs/special_consideration/policy.html
Grading
Grades for each assessment item and for the unit as a whole will be awarded according to the University guidelines (https://staff.mq.edu.au/work4/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment):
Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality, insight or creativity in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the program.
Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality or creativity in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the program and the audience.
Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the program.
Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the program; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the program. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes.
Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the program.
Student has obtained a raw mark over 50, yet failed all available attempts of at least one hurdle assessment (as described within Schedule 2: Unit Assessment Requirements).
The field trip is experiential and will involves the following experiences:
Specifically, in relation to bullet point (2) above, the field trip will involve soil and dust metal analyses at Tsumeb to measure the concentration and composition of contaminants. This component of the project will form the dominant field training exercise for the students. The research questions that the students will address will include:
It is intended that by the end of this unit you will have further developed field and analytical skills that are considered essential for environmental science enquiry, with a strong focus on contaminated landscapes. You will also have developed your knowledge of landscape geomorphology and related processes in a very arid environment.
By the end of this unit you should have enhanced your skills in the following areas:
A core principle in this unit, as a representative of Macquarie University and as a scientist more generally, is that all data collection should be undertaken in a manner that is rigorous, honest, reliable and repeatable. Data collection should be structured in a manner to address a clearly-specified question. The data themselves should be irrefutable facts, that support findings and recommendations arising from your work. This approach should assist you in further learning about applying the evidence-based approach to your discoveries to better and accurately inform others about the nature and extent of an issue and what to do next, if anything.
The Namib desert is one of driest deserts in the world and is home to a unique geological, environmental and cultural landscape. The Unit will include an assessment of Namibian environmental systems to provide Macquarie students a unique training and learning experience.
The Unit learning and teaching will include real-world field skills development for examining contemporary environmental contamination. This will be based on a study of the Namibian smelter town called Tsumeb.
The unit training will include pre-field trip desktop analysis and project design, field sampling, analysis and field trip reporting. The program’s intention is to prepare students on the realities of how to execute a field contamination study and to complete a project report of a suitable standard for presentation to external clients. Participating students will learn how to use handheld XRF for field sampling, dust deposition analysis and how to model exposures.
The field trip will also examine historic (copper) and contemporary mining (uranium) impacts. Field learnings and experiences will also include exploring Namib’s Sand Sea Desert, the role of fog deposition on environmental systems, Namibia’s unique river systems that terminate before reaching the ocean in vleis and some of the tufa (calcium carbonate) depositing systems of the Namib desert.
The field trip will also examine historic (copper) and contemporary mining (uranium) impacts. Field learnings and experiences will also include exploring Namib’s Sand Sea Desert, the role of fog deposition on environmental systems, Namibia’s unique river systems that terminate before reaching the ocean in vleis and some of the tufa (calcium carbonate) depositing systems of the Namib desert.
Date | Description |
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15/05/2018 | Various edits. Thanks |