EVB312 Soils and the Environment
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EVB312 |
|---|---|
| Prerequisite(s): | EVB206 or ((ERB101 or ERB110 or EVB102) and 72 cp of Study) |
| Antirequisite(s): | EVB212 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $1,164 |
| Domestic tuition unit fee | $4,968 |
| International unit fee | $6,216 |
Unit Outline: Semester 1 2025, Gardens Point, Internal
| Unit code: | EVB312 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EVB206 or ((ERB101 or ERB110 or EVB102) and 72 cp of Study) |
| Anti-requisite: | EVB212 |
| Coordinator: | David Rowlings | d.rowlings@qut.edu.au |
Overview
This unit will provide you with grounding in soil science and its application to environmental soil analysis and management, the importance of soil for ecosystem function in a changing environment, and the critical role of soils in the context of climate change and sustainable food productions and landscapes. The unit links biological, ecological and geological systems and contributes to your understanding of the complexity of environmental systems in general.
Learning Outcomes
On successful completion of this unit you will be able to:
- Generate solutions to sustainable environmental management, plant production and hazard management problems through the application of soil science principles and processes.
- Discuss how soils science principles are applied by professionals in the scientific investigation and sustainable ecosystem management.
- Recognise, describe and classify soils and soil materials in the field and in the laboratory.
- Analyse and interpret soil types, systems and processes from a large range of data and information.
- Communicate relevant data from soils for scientific purposes to specialist audiences in disciplinary accepted formats.
Content
The unit covers the following topics in both a theoretical and an applied manner:
- Theoretical and practical pedological concepts and soil profile processes.
- Theoretical knowledge, analytical and critical thinking concerning pedogenesis: soil forming and development processes as dynamic systems.
- Theoretical and practical knowledge and skills, and analytical thinking concerning soil materials - processes, composition, morphology, classification, and resource qualities.
- Theoretical and practical knowledge of soil biological, chemical and physical processes & elemental cycles.
- Theoretical knowledge of soil-plant interaction processes.
- Technological concepts and effective problem-solving through soil survey, sampling and interpretation with group work.
Learning Approaches
The unit combines lectures, literature research, and practical exercises, including laboratory and field-based exercises to give you a theoretical knowledge base and practical experience with soils and soil environments. This will guide you to individually formulate and present ideas and concepts in soil science. As a third year unit, you are expected to be an independent, self-directed learner and to take responsibility for your own learning. This unit offers a variety of different types of classes including:
Lectures/Tutorials: This contact time will combine traditional information content focused on the key themes of the unit, and discussion and interpretation of pedological and related data, and soil management issues.
Practical: Practicals will provide hands-on experience with soil material and soil profile analysis, soil classification, and analytical procedures in the interpretation of soil biogeochemical processes.
Feedback on Learning and Assessment
There are multiple opportunities in this unit to receive feedback on your learning. Participation in tutorials and practicals provides you with the opportunity to receive informal feedback from the teaching team and your peers through collaborative activities. You are also encouraged to self-reflect on your progress throughout the unit.
All summative assessment tasks will be graded using a rubric, with personalised written feedback provide on each task. As such, feedback will be provided on the individual and field projects, with weekly feedback on practical reports helping you to keep up-to-date with your learning.
Assessment
Overview
Theoretical and practical knowledge is assessed through examination at the end of the semester, whilst practical skills are assessed during the semester through practicals and field notes. Two assignments assess, firstly, analytical thinking skills and theoretical knowledge in soil classification and pedogenesis, and secondly, practical skills and knowledge of soil biogeochemistry and data analysis.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Report
A written report based on soil classification, hazard identification and distribution and mapping in the landscape within a practical environmental land management context. Half-day trip to Samford Ecological Research Station, overnight field trip to Mt Binga.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Project (applied)
An individual project to be completed on biogeochemical cycling in soil systems and their relevance to management processes and analyses.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Written Exam
Examination of your theoretical and practical knowledge via short answer and short essay style questions
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
Laboratory coats and safety wear are required for some of the practical classes held in the teaching laboratory.
Field practical will require appropriate footwear and protection for an outdoor environment (details will be provided on Canvas).
Costs
Small costs may be associated with the field trip
Resources
Details of a recommended text (not compulsory) is provided below. Additional reference material will be provided in your Canvas unit site.
Resource Materials
Recommended text(s)
Singer, M.J. & Munns, D.N. (2006) Soils: an introduction. 6th edn. Prentice Hall.
Risk Assessment Statement
The unit consists of classroom-based lectures, practicals, and short field exercises, all of which are extremely low risk activities. Risk assessments for field trips identify several low impact risks, including: travel; slips and trips; animal bites, and animal and plant stings. Students are provided with a health and safety manual detailing health, safety and emergency procedures associated with laboratory and field activities. Students are required to read, understand and put into practice all safety guidelines. Safety considerations associated with field trips will be discussed in pre-trip briefings with printed notes related to safety issues being distributed where appropriate.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ST01 Bachelor of Science
- Develop a broad, multidisciplinary understanding of science and a specialised, in-depth knowledge of at least one discipline.
Relates to: ULO1, ULO2, ULO3, ULO4, Report, Project (applied), Written Exam - Use higher order thinking skills to design, plan, and conduct investigations and evaluate data to address scientific questions and challenges.
Relates to: ULO1, ULO3, ULO4, Report, Project (applied), Written Exam - Develop and demonstrate key competencies in scientific practices and relevant technologies.
Relates to: ULO3, ULO4, Report, Project (applied) - Communicate scientific findings, concepts and evidence-based reasoning to diverse audiences using a variety of methods.
Relates to: ULO5, Report
SV02 Bachelor of Science
- Develop a broad, multidisciplinary understanding of science and a specialised, in-depth knowledge of at least one discipline.
Relates to: ULO1, ULO2, ULO3, ULO4, Report, Project (applied), Written Exam - Use higher order thinking skills to design, plan, and conduct investigations and evaluate data to address scientific questions and challenges.
Relates to: ULO1, ULO3, ULO4, Report, Project (applied), Written Exam - Develop and demonstrate key competencies in scientific practices and relevant technologies.
Relates to: ULO3, ULO4, Report, Project (applied) - Communicate scientific findings, concepts and evidence-based reasoning to diverse audiences using a variety of methods.
Relates to: ULO5, Report