CLB100 Global Change
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: | CLB100 |
|---|---|
| Equivalent(s): | ERB211 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $1,118 |
| Domestic tuition unit fee | $4,680 |
| International unit fee | $5,244 |
Unit Outline: Semester 2 2024, Gardens Point, Internal
| Unit code: | CLB100 |
|---|---|
| Credit points: | 12 |
| Equivalent: | ERB211 |
| Assumed Knowledge: | Nil |
| Coordinator: | Balz Kamber | balz.kamber@qut.edu.au |
Overview
In CLB100, you will discover how the Earth has undergone natural global change and how this compares to anthropogenic change of the planet. The three key aims of the unit are: i) to focus on climatic and global change of the last 3 million years; ii) to then put this into the context of the Earth’s long planetary history; and finally, iii) to develop a sound appreciation of the close relationship between human evolution and global change. You will gain new appreciation of diverse perspectives and inclusion by learning about how different cultures have recorded past global change. In conclusion, the unit will let your discover how past planetary change can be used to inform models predicting future climate: the past is the key to the future.
Learning Outcomes
On successful completion of this unit you will be able to:
- Outline the planetary feedbacks that have stabilised the Earth’s climate over 4 billion years and ensured the planet has remained habitable.
- Explain the convergence of factors that have caused the current global glaciation and the rarity of major glaciation events.
- Discuss the extreme climate fluctuations that the Earth experiences during glacial periods, sea-level change and consequences for human evolution and future sustainability.
- Explain the importance of the North Atlantic region for climate on a global scale.
- Critique the relevant scientific literature by further developing written communication, critical thinking and critical evaluation skills.
Content
In order to understand climate change, we need to familiarise ourselves with the data from which global change is reconstructed. We will deploy the real world learning approach for developing industry-relevant digital practices and technologies. You will learn to interrogate and analyse open-source planetary and climate data in the workshops. The material covered includes methods by which sedimentary archives are dated, how climatic information is stored as geochemical proxies within sediments and sedimentary rocks and how this information is used for testing numerical models of global change. The data will be illustrated in both theoretical and applied terms with case studies relevant to the Australasian region and beyond.
Learning Approaches
In this unit you will learn through carefully scaffolded blended face-to-face and online lectures, workshops, practical exercises and movie and documentary critiques. You will utilise cutting-edge analysis techniques and technologies to understand how scientists gather and interpret climate data and use this data to forward model global change. A combination of practical classes, real-world data analyses and individual assessment tasks will allow you to formulate and present scientific content and ideas to a variety of audiences.
You can expect to spend between 10 - 15 hours per week on average involved in preparing for and attending all scheduled classes, completing assessment tasks, and undertaking your own independent study to consolidate your learning.
Feedback on Learning and Assessment
Written and/or verbal feedback will be provided on all formative and summative assessment items.
Assessment
Overview
Assessment includes three items. The first is a series of bi-weekly quizzes that develop and simulate real world decision making as might be encountered in professional practice. The second is a portfolio of practical written work and spreadsheets, data analysis and literature research. The third is a critique of a published scientific claim regarding the future climate.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Quiz/Test
Bi-weekly quiz testing basic knowledge, facts and concepts covered in weekly lecture.
Assessment: Written critique
An essay type critique of a claim made in a scientific paper (choice of 3) regarding the future climate.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Portfolio
A portfolio of written workshop and practical work items, graphs and spreadsheet data manipulations reinforcing unit content.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
Nil
Costs
There are no out of the ordinary costs associated with studying this unit.
Resources
A variety of learning resources will be available to support your learning in the unit Canvas site. There is also a list of additional resources, which are recommended for this unit.
Resource Materials
Prescribed text(s)
Paleoclimate, 2013, Princeton University Press, written by Prof. Michael Bender
Other
Documentary:
Human Universe, 2014, BBC, presented by Prof. Brian Cox, Episodes 1 and 2
Documentary:
The Journey of Man, 2011, PBS Homevideo, presented by Dr. Spencer Wells, all episodes
Movie:
The Day After Tomorrow, 2004, Roland Emmerich, 20th Century Fox
Risk Assessment Statement
There are no extraordinary risks associated with the unit.
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, ULO4, Quiz/Test, Portfolio - Recognise First Nations Peoples of Australia as the nation’s first scientists, whose knowledge and contributions are valued.
Relates to: ULO3, Quiz/Test, Portfolio - Use higher order thinking skills to design, plan, and conduct investigations and evaluate data to address scientific questions and challenges.
Relates to: ULO5, Written critique - Develop and demonstrate key competencies in scientific practices and relevant technologies.
Relates to: ULO1, Quiz/Test, Portfolio - Practice science in a safe, culturally appropriate, ethical, sustainable, and socially conscious way with a knowledge of relevant concepts, regulatory frameworks and protocols.
Relates to: ULO3, Quiz/Test, Portfolio - Communicate scientific findings, concepts and evidence-based reasoning to diverse audiences using a variety of methods.
Relates to: ULO5, Written critique