GEOLOGY AND PLANT LIFE
ENV3GPL
2018
Credit points: 15
Subject outline
Before any other influences began to fashion life and its lavish diversity, geological events created the initial environments - both physical and chemical - for the evolutionary drama that followed. This field course will draw on the role of landforms and rock types in producing the unique geographical distributions of plants. Using the landforms and vegetation of Snowy River region, East Gippsland, this field course will examine how the dramatic variations of topography, the undulating ground and crevices of limestone karst, and the subtle realm of sand dunes affect plant life. It will illustrate the ongoing evolutionary consequences of the geology-plant interface. Geology and Plant Life will answer the question of why certain plants grow on certain soils and certain terrain structures, and what happens when this relationship is disrupted by human agents. It will be useful to a wide spectrum of students in the natural sciences: plant ecologists, paleobiologists, climatologists, soil scientists, geologists, geographers, and conservation scientists.
SchoolSchool of Life Sciences
Credit points15
Subject Co-ordinatorJohn Morgan
Available to Study Abroad StudentsYes
Subject year levelYear Level 3 - UG
Exchange StudentsYes
Subject particulars
Subject rules
PrerequisitesN/A
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditionsN/A
Graduate capabilities & intended learning outcomes
01. Define and explain key geology and botany terminology
- Activities:
- Workshops and online module on key geological and botanical concepts covered on field trip
- Related graduate capabilities and elements:
- Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)
02. Describe and explain the ethical constraints on collection of geological and plant specimens
- Activities:
- Workshops and online module on legislation underpinning collection of geological and botanical samples
- Related graduate capabilities and elements:
- Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)
03. Design and discuss a small group research project and orally present a testable hypotheses and supporting data
- Activities:
- Students conduct a one-day field research project on the field trip, encompassing experimental design, data collection, statistical analysis and oral presentation. During the field trip, one evening session will be devoted to design consideration, and one to statistical analyses. Students will give a short (5-10 min) presentation on the design, hypotheses and initial data interpretation, receiving feedback
- Related graduate capabilities and elements:
- Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
- Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
- Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
- Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)
04. Produce a grammatically correct, well-structured, coherent and scientifically accurate scientific report based on independent analysis of research project data
- Activities:
- Extensive detail about the layout, structure and content of report will be included in the field trip manual. The students will also receive verbal instructions on how to perform all stages of the project
- Related graduate capabilities and elements:
- Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)
05. Critique and synthesise scientific information from the field trip to prepare a summary of landscape evolution and vegetation pattern
- Activities:
- Students will summarise field observations into one coherent, structured visual model of landscape evolution. The students will be provided with all the information necessary to complete the task.
- Related graduate capabilities and elements:
- Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)
Subject options
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Melbourne, 2018, Week 50-51, Blended
Overview
Online enrolmentYes
Maximum enrolment size40
Enrolment information Limited places available. Enrolments will be accepted until quota is reached.
Subject Instance Co-ordinatorJohn Morgan
Class requirements
Field Trip
Week:
51
-
51
One 6.0 days field trip other recurrence
on any day including weekend
during the day
from week 51 to week 51
and delivered via face-to-face.
"This field intensive course will run at Buchan for 6 days"
Lecture/Workshop
Week:
50
-
50
Two 2.0 hours lecture/workshop other recurrence
on weekdays
during the day
from week 50 to week 50
and delivered via face-to-face.
"Pre-field trip discipline-specific"
Tutorial
Week:
50
-
50
One 1.0 hours tutorial other recurrence
on weekdays
during the day
from week 50 to week 50
and delivered via online.
"On-line tutorial and multiple classes"
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Field Trip Major Research Report (2000 words) | 50 | 01, 04 | |
| Field Trip Group Presentation of Research Results (PPT presentation; 15 mins) (equiv. 750 words) | 25 | 01, 02, 03 | |
| Online quiz (30 questions, multiple choice) (equiv. 500 words) | 15 | 01, 02 | |
| Field trip landscape model (Diagram of model with brief - 500 words - interpretation of patterns) | 10 | 05 |