Outline

Overview

This is a problem-based applied soil science unit addressing the physical, chemical and biological components of soil function. It is designed to allow students to identify soil-related problems in the real-world and by working in a group and with an end-user, to suggest short and long-term solutions to problems such as fertility, resilience, carbon management, structural decline, acidification, salinisation and contamination. By designing and administering strategies to tackle real-world soil issues, students will develop their research and inquiry skills and enhance their intellectual autonomy. By producing reports and seminars that enables understanding by an end-user, students will improve the breadth of their communication skills. This is a core unit for students majoring or specialising in soil science and an elective unit for those wishing to gain an understanding of environmental problem-solving. It utilises and reinforces soil-science knowledge gained in SOIL2003 and SOIL2004, as well as generic problem-solving skills gained during the degree program.

Unit details and rules

Academic unit	Life and Environmental Sciences Academic Operations
Credit points	6
Prerequisites ?	SOIL2003 or SOIL2004 or SOIL2005
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Budiman Minasny, budiman.minasny@sydney.edu.au
Guest lecturer(s)	Damien Field, damien.field@sydney.edu.au
	Alex McBratney, alex.mcbratney@sydney.edu.au
	Stephen Cattle, stephen.cattle@sydney.edu.au
Lecturer(s)	Balwant Singh, balwant.singh@sydney.edu.au
Lecturer(s)	Budiman Minasny, budiman.minasny@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Popular article Popular article	15%	Ongoing	1000 words
Outcomes assessed:
Assignment	Introduce problem presentation A 15 min presentation	10%	Week 03	15 mins presentation
Outcomes assessed:
Assignment	How to tackle the problem seminar 15 minutes presentation	10%	Week 04	15 minutes presentation
Outcomes assessed:
Assignment	Status of the problem report What can be achieved? (Deliverables) and How to tackle the problem	10%	Week 05	1500 words
Outcomes assessed:
Assignment	Results seminar Present results of the project	20%	Week 12	20 mins presentation
Outcomes assessed:
Assignment	Final report 3000 words with illustrations	30%	Week 12	3000 words with illustrations
Outcomes assessed:
Assignment	Activities diaries Activities diaries	5%	Week 12	Minutes/brief reports of meetings
Outcomes assessed:
= group assignment ?

Assessment summary

Group assessment will be weighted based on peer assessment

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 02	Soil Security	Online class (1.5 hr)
Week 03	Soil in the Circular economy	Online class (1.5 hr)
Week 04	Physical contamination – an irreversible change to soil condition	Online class (1.5 hr)
Week 05	Micronutrients in soils and human health	Online class (1.5 hr)
Week 06	Understanding Soil change	Online class (1.5 hr)
Week 07	Working with stakeholders	Online class (1.5 hr)
Week 08	Soil science in environmental consultancy	Online class (1.5 hr)
Week 09	Soil Science and Agtech	Online class (1.5 hr)
Week 10	Communicating soil science to the public	Online class (1.5 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Recognise key concepts and principles that guide contemporary thought in soil science
LO2. Identify the causes of problems in soil by reference to the literature, discussion with landusers and design and execution of key experiments and surveys.
LO3. Gain an understanding of key soil drivers to environmental problems and formulate potential solutions.
LO4. Synthesise soil information from a multiplicity of sources

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	National Standard of Competency for Architects - 2.1. Identification, analysis and integration of information relevant to siting of project. 2.2. Application of principles controlling planning, development and design for the project site. Science Threshold Standards - 1. Understanding science - understand ways of scientific thinking by: 1.1. Recognising the creative endeavour involved in acquiring knowledge, and the testable and contestable nature of the principles of chemistry 3.1. Synthesising and evaluating information from a range of sources, including traditional and emerging information technologies and methods
	Science Threshold Standards - 1. Understanding science - understand ways of scientific thinking by: 3.1. Synthesising and evaluating information from a range of sources, including traditional and emerging information technologies and methods 3.2. Formulating hypotheses, proposals and predictions and designing and undertaking experiments in a safe and responsible manner 3.3. Applying recognised methods and appropriate practical techniques and tools, and being able to adapt these techniques when necessary 3.4. Collecting, recording and interpreting data and incorporating qualitative and quantitative evidence into scientifically defensible arguments
	Science Threshold Standards - 3.4. Collecting, recording and interpreting data and incorporating qualitative and quantitative evidence into scientifically defensible arguments 4.1. Presenting information, articulating arguments and conclusions, in a variety of modes, to diverse audiences, and for a range of purposes 4.2. Appropriately documenting the essential details of procedures undertaken, key observations, results and conclusions 5.1. Demonstrating a capacity for self-directed learning 5.2. Demonstrating a capacity for working responsibly and safely 5.3. Recognising the relevant and required ethical conduct and behaviour within which chemistry is practised
	Science Threshold Standards - 4.1. Presenting information, articulating arguments and conclusions, in a variety of modes, to diverse audiences, and for a range of purposes 4.2. Appropriately documenting the essential details of procedures undertaken, key observations, results and conclusions

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

‘This is the last time this unit has been offered

Additional information

Science student portal

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

SOIL3010: The Soil at Work

Semester 2, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links