| Effective Term: | 2025/02 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Landscape Evolution |
| Unit ID: | SCGEO1104 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 010703 |
| Other Change: | |
| Brief description of the Unit |
This introductory unit focuses on physical and environmental geology, the sciences concerned with the form of the landsurface and the processes which create and change it. Topics include weathering and erosion, river systems, slope stability, glacier systemas, shoreline systems, eolian systems, tectonics and landscapes, and planetary geomorphology. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| 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. | Describe and classify physical landforms and processes |
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| K2. | Review the role of geology and geological time in landscape evolution |
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| K3. | Discuss exogenic and endogenic geologic hazards. |
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| K4. | Evaluate the strength and stability of soil and rock, and identify areas susceptible to failure. |
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| K5. | Outline fundamental concepts relating to the interaction of humans with the geological environment. |
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| Skills: |
| S1. | Identify characteristic landscape components and geology from topographic maps, aerial photographs, and other remote sensing images. |
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| S2. | Quantitatively analyse landforms and geomorphic processes. |
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| S3. | Conduct hazard risk assessments. |
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| Application of knowledge and skills: |
| A1. | Formulate hypotheses to explain observations made by reconnaissance and in the field |
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| A2. | Demonstrate research and communication skills |
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| Unit Content: |
•Major morphological features of Earth`s Continents and Ocean Basins;
•Weathering and Erosion;
•Geological Systems and associated landforms (slope, river, groundwater, glacier, shoreline, aeolian, and tectonic systems);
•Agents of landscape change (factors of uplift and denudation, such as, climate change, geohazards, humans, etc.);
•Planetary geomorphology. |
| 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 | N/A - Not Applicable | 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 2 - Student demonstrates some independence within provided guidelines | 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 2 - Student demonstrates some independence within provided guidelines | 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, S1, S2, S3, A1 | Practical application of key concepts | Practical reports | 20 - 40% | | 2. | K1, K2, K3, K5, S1, S2, S3, A1, A2 | Comprehension of content and self-directed learning | Assignment/Report | 10 - 30% | | 3. | K1, K2, K3, K4, K5, S1, S2, A1, A2 | Review of lecture, practical and reading content | End of semester examination/test | 40 - 60% |
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