| Effective Term: | 2025/20 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Environmental Studies |
| Unit ID: | SCENV1001 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (SCENV1502 and SCGEO1102) |
| ASCED: | 050999 |
| Other Change: | |
| Brief description of the Unit |
This unit provides a broad introduction to the study of Earth's environment, emphasizing that our planets land, water, atmosphere, and living inhabitants are dynamically interconnected. Students will examine the theories associated with the formation of Earth and the origin of its minerals and rocks as well as explore some of the major physical mechanisms of the planet, including plate tectonics, volcanoes, atmospheric circulation, climate, weathering, erosion, biogeography and biogeochemical cycles. The unit provides fundamental knowledge for those undertaking a science program, but also serves as a suitable stand-alone unit for those wishing to add an environmental component to their program. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | |  | | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Explain the interconnected nature of Earth's systems (land, water, atmosphere, and biosphere) and how to apply the scientific method to investigate environmental processes and challenges. |
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| K2. | Describe the theories associated with the development of our Solar System and Earth. |
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| K3. | Identify common mineral and rock types, and relate to how, where, and when they form. |
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| K4. | Discuss the origins and effects of several physical mechanisms which govern the environment, such as plate tectonics, volcanoes, weathering, erosion, atmospheric circulation, climate change and biogeochemical cycles. |
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| K5. | Understand and describe the key ecological interactions governing populations and communities of plants and animals. |
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| K6. | Evaluate the impact of human activities on Earth's systems and propose evidence based sustainability and conservation strategies. |
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| Skills: |
| S1. | Classify common earth surface materials (i.e. minerals and rocks) and processes. |
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| S2. | Communicate environmental science concepts effectively through written and oral formats. |
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| Application of knowledge and skills: |
| A1. | Apply the basic vocabulary of modern physical geology and ecology. |
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| A2. | Apply scientific methods to investigate and assess environmental issues. |
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| A3. | Analyse and interpret environmental data to identify patterns, evaluate trends, and apply analytical thinking to solve real-world environmental problems |
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| Unit Content: |
This unit provides a broad introduction to the study of Earths environment, emphasizing that our planets land, water, atmosphere, and living inhabitants are dynamically interconnected. Students will examine the theories associated with the formation of Earth and the origin of its minerals and rocks as well as explore some of the major physical mechanisms of the planet, including plate tectonics, volcanoes, atmospheric circulation, climate, weathering, erosion, biogeography and biogeochemical cycles. The unit provides fundamental knowledge for those undertaking a science program, but also serves as a suitable stand-alone unit for those wishing to add an environmental component to their program. Topics may include: - Origin of the universe. Rocks and minerals. - Plate tectonics; Earthquakes and volcanoes. - Weathering, soils and erosion. - Atmospheric and ocean circulation. - Climates and biogeography. - Biogeochemical cycles. Energy-driven ecosystems. - Population ecology. - Community ecology. |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 1 - Students require directions and boundaries from mentor | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 1 - Students require directions and boundaries from mentor |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, K5, K6, S1, S2, A1, A3 | Unit Content and Associated Tutorials | Tests | 30-55% | | 2. | K1, K4, K5, K6, S2, A1, A2, A3 | Environmental Case Study Presentation | Oral Presentation | 20- 35% | | 3. | K1, K4, K5, K6, S2, A1, A2, A3 | Environmental Issue Analysis Report | Report | 25-40% |
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