geos1001: earth, environment and society · atmospheric and human population characteristics of ......

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FACULTYOFSCIENCE

SchoolofGeosciences

GEOS1001:EARTH,ENVIRONMENTANDSOCIETY

Semester1,2016|6CreditPoints|Coordinator:ProfBillPritchard

Lecturers:DrSabinZahirovic,DrEleanorBruce,ProfessorBillPritchard

Leadtutor:MadiPatterson

Theme1:EvolutionofthePlanet

DrSabinZahirovic

Room403,MadsenBuilding

[email protected]

Theme2:OurPhysicalEnvironment

DrEleanorBruce


[email protected]

Theme3:OurHumanEnvironment

ProfBillPritchard


[email protected]

Leadtutor:MadiPattersongeos.1001@sydney,.edu.au

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CONTENTS

INTRODUCTION.....................................................................................................................................................................................................4

AssumedKnowledgeandpathways....................................................................................................................................................4

COURSEAIMS,LEARNINGOUTCOMES&GRADUATEATTRIBUTES.............................................................................................5

CourseAims...................................................................................................................................................................................................5

LearningOutcomes.....................................................................................................................................................................................5

Contacts............................................................................................................................................................................................................5

GraduateattributesandThresholdLearningOutcomes............................................................................................................5

Semesterprogram.......................................................................................................................................................................................6

ASSESSMENTTASKS.......................................................................................................................................................................................7

Assignment1.................................................................................................................................................................................................8

Essay...............................................................................................................................................................................................................10

GroupPresentation..................................................................................................................................................................................11

FinalExam...................................................................................................................................................................................................11

AssessmentGrading................................................................................................................................................................................11

Penalties.......................................................................................................................................................................................................13

Studycommitment...................................................................................................................................................................................14

Summarytableofassessment.............................................................................................................................................................14

PRACTICALCLASSESPROGRAM.................................................................................................................................................................15

pracclassestimetableandStaff.........................................................................................................................................................16

PracClass:weekof7March.................................................................................................................................................................17

PracClass:weekof14March..............................................................................................................................................................17

PracClass:weekof4April....................................................................................................................................................................53

PracClass:weekof11April.................................................................................................................................................................59

PracClass:weekof18April....................................................................................................................................................................76

PracClass:weekof2May.....................................................................................................................................................................86

PracClass:weekof9May.....................................................................................................................................................................92

PracClasses:weeks11-13....................................................................................................................................................................93

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LEARNINGRESOURCES...................................................................................................................................................................................95

Prescribedorrecommendedtexts....................................................................................................................................................95

ELearning......................................................................................................................................................................................................95

Learningandteachingpolicies...........................................................................................................................................................96

Academicdishonestyandplagiarism..............................................................................................................................................96

Specialconsiderationandrelatedconcerns.................................................................................................................................97

StudentAppealsagainstAcademicDecisions..............................................................................................................................98

Counselling,illnessandmisadventure............................................................................................................................................98

LearningCentres.......................................................................................................................................................................................98

GeoSoc...........................................................................................................................................................................................................98

GraduateAttributes.................................................................................................................................................................................99

ThresholdLearningOutcomes(TLO)...........................................................................................................................................100

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INTRODUCTION

Howdidtheplanetanditspopulationgettobewhatitis?

ThisisthedefiningquestionforGEOS1001,‘Earth,EnvironmentandSociety’.Overthedurationofthesemester,theteachingstaffwillpresentmaterialandargumentsthatwillhelpyoutounderstandthemanifolddimensionsofthisquestion.

‘Earth,Environment&Society’providesanentry-levelintroductiontothetwodisciplinesofGeographyandGeology&Geophysics.ThelectureprogramismodularizedandbuiltaroundthebigquestionsofthefutureoflifeonplanetEarth.Buildingonthestrengthsandinterestsofourstaff,weexamineaseriesofissuespertinenttotheseconcerns.ReflectingtheintegrativecharacteroftheSchoolofGeosciences,thelecturersinGEOS1001comefromacrossthedisciplinesofHumanandPhysicalGeographyandGeology&Geophysics.Materialpresentedthroughthesemestercoversarangeofthemesandissues,withthegoaltoprovideanover-archingperspectiveonthefutureoftheplanet,whetherthatrelatestoitsgeologicalevolution,itschangingenvironment,orthefateofitspeople.

Thefirstmoduleprovidesanintroductioninvolvingthethreelecturers.

Inthesecondmodule,SabinZahirovicpresentsEarthasanevolvinganddynamicplanet.Hewillinvestigatethechangesthattakeplace,howtheyarerecordedintherockrecord,howtheyoperateoverdifferenttemporalscales,andassesstheirpotentialimpactonenvironments-past,presentandfuture.

Inthethirdmodule,EleanorBruceinvestigatesthesystemofglobalenvironmentalchange,specificallyaddressingshort-termclimatevariabilityandhumanimpactsonthenaturalenvironment.

Inthefourthmodule,BillPritchardfocusesonhuman-inducedchallengestoEarth’sfuture.Hecriticallyanalysestherelationshipsbetweenpeopleandtheirenvironments,withcentralconsiderationtodebatesonpopulationchange,resourceuse,andenvironmental(especiallyclimate)change.

Inthefifthmodule,thethreelecturerscometogetheragaintodiscusstheconceptoftheAnthropocene(theAgeofHumans)fromgeological,environmentalandsocialperspectives.

ASSUMEDKNOWLEDGEANDPATHWAYS

ThereisnoassumedknowledgeforGEOS1001.

StudentsmaybeeligibletoenrollinGEOS1901[Earth,EnvironmentandSociety(Advanced)]iftheyhaveanATARof90orabove,orforexistingstudents,aDistinctionaverage.

GEOS1001/GEOS1901canbefollowedintheJulysemesterbyGEOS1002/1902(forstudentspursuingGeography)orGEOS1003/1903(forstudentspursuingGeology&Geophysics).Ofcourse,studentscandobothoftheseunits,andweencourageyoutodoso!

AttheIntermediate(2ndyear)andSenior(3rdyear)levels,theSchoolofGeosciencesoffersarangeofunitsthatcontributetomajorsinGeography,Geology&Geophysics,EnvironmentalStudies,andMarineStudies.Asdisciplinesbasedaround‘real-world’learning,therearenumerousfieldtrips(bothinAustraliaandoverseas)attheIntermediateandSeniorlevels.ConsulttheSchoolofGeoscienceswebsite-http://www.geosci.usyd.edu.au/index.shtmlformoreinformation.

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COURSEAIMS,LEARNINGOUTCOMES&GRADUATEATTRIBUTES

COURSEAIMS

TheobjectiveofGEOS1001istogetyouthinkingaboutthebigquestionsrelatingtotheoriginsandcurrentstateoftheplanet.Duringthesemesteryouwillbeintroducedtoknowledge,theoriesanddebatesabouthowtheworld’sphysicalandhumansystemsoperate.

LEARNINGOUTCOMES

AftercompletingGEOS1001studentsshould:

I. Havefoundationalknowledgeaboutthephysicalandsocialprocessesthathaveshapeterrestrial,atmosphericandhumanpopulationcharacteristicsofplanetEarth;

II. HaveintroductoryknowledgeofhowtoanalysespatialdataandcreatemapsusingGeographicInformationSystems;

III. Havethecapacitytoundertakeacademicliteraturesearches,andtobeawareoftheconventionsrelatingtoacademicliterature;

IV. Beabletowriteascientificacademicessay;V. Beabletoinvestigateenvironmentalissuesandcommunicate,shareandpresentthistoothers;VI. Haveaknowledgesetenablinginformedcitizenshipaboutissuesrelatingtocontemporaryenvironmental

debates;VII. AnabilitytoprogresstoIntermediatelevelsofuniversitylearninginthefieldsofGeographyandGeology.

CONTACTS

StudentsshouldconsulttheeLearning/Blackboardsiteforgeneralinformationabouttheunit.BeforeyoucontacttheLeadTutororUnitofStudy(UoS)Coordinatorpleasemakesureyouhavealsoreadthisdocument.PleasepostanygenericquestionstotheeLearningdiscussionboardwhereyourpeersmaybeabletoanswerthequestion,beforee-mailingthelecturers/demonstrators.

YourfirstpointofcontactforqueriesisyourPracticalDemonstrator(sometimesreferredtoasyourTutor).Ifyouquerycannotbeaddressedbyher/him,youshouldcontacttheLeadTutoratgeos.1001@sydney.edu.au.AnyquestionswhichcannotbeaddressedbyeithertheDemonstratororLeadTutorcanbemadetotheUoSCoordinator,ProfBillPritchard,bill.pritchard@sydney.edu.au.TonotifytheteachingstaffaboutissuessuchasSpecialConsideration(seefulldetailslaterinthisdocument),studentsshouldusetheunit’[email protected]

GRADUATEATTRIBUTESANDTHRESHOLDLEARNINGOUTCOMES

Attheendofthisoutline,detailsareprovidedonhowGEOS1001connectstotheUniversityofSydney’sGraduateAttributes,andwhatitsThresholdLearningOutcomescomprise.

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SEMESTERPROGRAM Lectures Practicals/Assignments Assessment

TaskWeek1

(beginning29Feb)

Theme1:Overviewtopics• Introduction• (DrZahirovic):Ourdynamicplanet

Nopracticalclassesthisweek

Week2(beginning7March)

• (DrBruce):Environmentalchangeandsocio-ecologicalresilience

• (ProfPritchard):Climatechangeandglobalfoodsecurity

(i)Whatistheroleofknowledgeandresearch?(ii)Libraryresourcesandskills


Theme2:EvolutionofthePlanet(DrZahirovic)• Conceptsofdeeptimeandgeological

principles• ContinentalDrifttoPlateTectonics

AcademicHonestyDigitalelevationmodelsinGeoMapApp


• Platetectoniccontrolsontopography,climate,long-termsealevelandevolution

Nopracclassesthisweek(note:FridayistheGoodFridaypublicholiday)

Assignment1due(Thursday24March,5pm)

Mid-semester(Easter)breakWeek5

(beginning4April)

• Eventsthatchangedourworld• TheformationandbreakupofthePangea

supercontinent

IntroductiontoArcGIS

Week6(beginning11April)

• Formationofrocksandminerals• Therockandfossilrecord

ArcGISappliedtoaGeologicalproblem:India’stectonicsandgeology


Theme3:OurPhysicalEnvironment(DrBruce)• Theatmosphere:composition,structure&

function• Atmosphericcirculation

ArcGISappliedtoaPhysicalGeographyproblem:TheclimateandhydrologyofIndia


• Oceaniccirculationandatmosphericinteractions

• Causes&consequencesofrecentclimatechange;challengesinpredictionandmonitoring

Nopracclassesthisweek(note:MondayistheAnzacDayholiday)

Week9(beginning2May)

Theme4:OurHumanEnvironment(ProfPritchard)• HumansandtheEnvironment:Throughthe

prismoftheParisClimateChangeAgreement,AnnexArticle7(Part1)

ArcGISappliedtoaHumanGeographyproblem:AnalysingandmappingpopulationdataforIndia


• HumansandtheEnvironment:ThroughtheprismoftheParisClimateChangeAgreement,AnnexArticle7(Part2)

Isgenderaclimatechangeissue?


• HumansandtheEnvironment:ThroughtheprismoftheParisClimateChangeAgreement,AnnexArticle7(Part3)

Preparationforgrouppresentations(2ndweek)


Theme5:LifeintheAnthropocene• TheAnthropoceneindeeptime

(DrZahirovic)• ReflectionsontheAnthropocene(DrBruce)

Preparationforgrouppresentations(1stweek)

Essay/ScientificReportdue(Monday23May,5pm)


• TheAnthropoceneasasocialscienceconcept(ProfPritchard)

• Semesterwrapandexambriefing

Studentgrouppresentations

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ASSESSMENTTASKS

YouareresponsibleforunderstandingtheUniversitypolicyregardingassessmentandexamination,whichcanbefoundathttp://sydney.edu.au/legal/policy

Assessmentinthisunitwillbebothformativeandsummative.‘Formativeassessment’providesbenchmarksforandfeedbackonperformance.‘Summativeassessment’comprisesmarksforperformanceinassignments,quizzesandexaminations,whichwillcounttowardsafinalmarkfortheunitofstudy.

FormativeAssessment

AssessmentTask Available LearningOutcomes

Lectureattendance

Weekly I–VII

Practicalexercises Weekly I–VII

• Lectureattendance.Itisexpectedthatyouattendlecturesweekly.

• Practicalexercises.Activeintellectualparticipationisexpectedduringthepracclasses,whichrunformostweeksofthesemester.

SummativeAssessment

AssessmentTask % DueDate LearningOutcomesAssignment1 15 Thursday24March,5pm I,II,III,IV,V,VIVIIEssay 25 Monday23May,5pm I,III,IV,VIVIIGroupPresentation 20 Week13inclass I,III,V,VI,VIIExam 40 EndofSemesterexamperiod I-VII

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ASSIGNMENT1

Assignment1isworth15%.

Answeroneofthefollowingtopics:

1. [basedonSabinZahirovic’slecture]Discusstheroleofmantle/coreconvectionandplatetectonicsasalife-supportsystemonEarth,anddiscusswhethertheseandotherlife-supportmechanismsareuniquetoourplanet.

o Mandatoryreferences:o Nisbet,E.G.,andN.H.Sleep."Thehabitatandnatureofearlylife."Nature409,no.6823(2001):

1083-1091.o Lammer,H.,J.H.Bredehöft,A.Coustenis,M.L.Khodachenko,L.Kaltenegger,O.Grasset,D.Prieuret

al."Whatmakesaplanethabitable?",TheAstronomyandAstrophysicsReview17,no.2(2009):181-249.

o Atleastonearticle/chapterfrom:Fishbaugh,K.E.,Fishbaugh,K.E.,Lognonné,P.,DesMarais,D.J.,Korablev,O.,Raulin,F.,Lognonné,P.,DesMarais,D.J.,Raulin,F.,andKorablev,O.,2007,Geologyandhabitabilityofterrestrialplanets,SpaceScienceReviews,Volume129,Issues1–3(2007),SpringerScience&BusinessMedia.

2. [basedonEleanorBruce’slecture]HowcantheplanetaryboundaryconceptbeusedtoestimateasafeoperatingspaceforhumanitybasedonthebiophysicalprocessesthatregulatetheEarthsystem?

o Mandatoryreferences:o Steffenetal.2015.PlanetaryBoundaries:Guidinghumandevelopmentonachangingplanet.

Science,347(6223),DOI:10.1126/science.1259855o Rockström,J.,Steffen,W.,Noone,K.,Persson,Å.,Chapin,III,F.S.,Lambin,E.,Lenton,T.M.,Scheffer,

M.,Folke,C.,Schellnhuber,H.,Nykvist,B.,DeWit,C.A.,Hughes,T.,vanderLeeuw,S.,Rodhe,H.,Sörlin,S.,Snyder,P.K.,Costanza,R.,Svedin,U.,Falkenmark,M.,Karlberg,L.,Corell,R.W.,Fabry,V.J.,Hansen,J.,Walker,B.H.,Liverman,D.,Richardson,K.,Crutzen,C.,Foley.J.(2009).Asafeoperatingspaceforhumanity.Nature461:472-475DOI10.1038/461472a

o StockholmResilienceCentre,SustainabilityScienceforBiosphereStewardship,http://www.stockholmresilience.org/21/research/research-programmes/planetary-boundaries.html(2016)

o Suggestedreferenceo Gerst,M.D.;Rashkin,P.D.;Rockström,J.2014.Contoursofaresilientglobalfuture.Sustainability6:

123–135.3. [basedonBillPritchard’slecture]

Discussthefollowingstatement:“Thepotentialimpactsofclimatechangeonglobalfoodsecuritygowellbeyonditseffectsoncropandlivestockproduction.Theyramifyintobiggerquestionsabouteconomicaccesstofoodandsocialandpoliticalstability.”

o Mandatoryreferences:o Hendrix,C.S.&Haggard,S.(2015)Globalfoodprices,regimetype,andurbanunrestinthe

developingworld,JournalofPeaceResearch,52(2)143–157.o Pritchard,B.(2014)Theproblemofhigherfoodpricesforimpoverishedpeopleintheruralglobal

South,AustralianGeographer45(4),pp.419-27o Wheeler,T.&vonBraun,J.(2013)Climatechangeimpactsonglobalfoodsecurity,Science,341

(6145),pp.508-13.

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Length:(sameforalltopics)1,000wordsexcludingreferences.(Wewillacceptaleewayof10%abovethislimit.)Due:Thursday24March,5pm.TobesubmittedelectronicallyviaTurnItInonBlackboard.Nopapercopyrequiredtobesubmitted.

Gradingcriteria.Thisassignmentwillbegradedingeneralaccordancewiththespecificationsforwrittenworkdetailedinthe‘AssessmentGrading’sectionofthisdocument,below.Specifically,thisassessmentisdesignedasanexerciseinfamiliarizingstudentswiththeexpectationsofwrittenworkatUniversity.Itisexpectedthatstudentscogentlyandclearlyanswertherelevanttopic,withsupportingargumentsandevidenceasappropriate.Studentsareencouragedtolookbeyondthesuggestedreferences,howeveritispossibletoadequatelyanswereachquestiononlyusingthereferencesprovided.

Adviceandguidelines

o Thisassignmenttakestheformofanessay.Anessayispieceofwritingonatopic.Agoodwayofthinkingaboutanessayisthatitisaconsideredargument.Anessayshouldexplainapositionthroughtheuseofalogicalprocessionofideasandevidence.

o Don’ttrytofoolthemarkerbyusingexcessivelycomplexlanguage(waffle!)orciteargumentsorreferencesyoudon’tunderstand.

o Conceiveyourassignmentintermsofasingleargumentorganizedintoaseriesofparagraphs,eachofwhichhasaparticularroleinadvancingthatargument.Ideally,eachparagraphshouldhavealeadsentencewhichencapsulatesanidea,aseriesofsupportingsentences,andaclinchersentencewhichpavesthewayforthenextparagraph.

o TheSchoolofGeosciencesdoesnothaveamandatorystyleguide.Asageneralrule,weprefertheuseoftheHarvardsystemforcitingreferences(see:http://sydney.edu.au/library/subjects/downloads/citation/Harvard_Complete.pdf)butfeelfreetouseanyothercitationregime,solongasitisusedconsistentlyandclearly.

o Likewise,wedonothaveapreferencewithregardstotheuseofsub-headings.Forashortassignmentsuchasthis,sub-headingsareoptional.Forlongerwrittenassessments(inIntermediateandSeniorunitsitiscommonforlecturerstosetessaysof2,500wordsorlonger)thereisagreaterneedforsub-headings.

o ABibliography/Referencessection(whichlistsallthematerialsyouciteinyourassignment)ismandatory.Markswillbetakenoffanyassignmentthatdoesn’tincludeaBibliography/ReferenceList,orpresentsthisinasloppyorerroneousfashion.Again,theSchoolofGeosciencesdoesn’thaveasinglestyletowhichwerequirestudentstoadhere.Lookatstylesusedinacademicpublicationsforguidance.Allcitationsshouldbelistedintermsoftheir:author(s)/dateofpublication/title/journal(andissuenumberandpages)OR(inthecaseofbooks,publisherandplaceofpublication.Inthecaseofonlineresources,listthehyperlinkanddateaccessed.

o Plagiarismisdetailedelsewhereinthisdocument.Don’teventhinkofit!

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ESSAY

Theessayisworth25%ofthesemestermark.

Answeroneofthefollowingtopics:

Topic1:

Discussthemajorscientificleapsthatturnedthecontroversialnotionsof“continentaldrift”intoaunifyingTheoryofPlateTectonicsfortheEarthsciences.Youressayshouldalsoaddresswhymanysuccessfulhumancivilizationsprosperedinthevicinityofplateboundaries,andothersfacedtheirdemiseasaresultoftheassociatedgeologicalactivity(earthquakes,tsunamis,volcanoes,etc.).

Specificnotesrethisessayquestion:Youmustcitethefollowingthreereferences:

• Oreskes,Naomi."Fromcontinentaldrifttoplatetectonics."Platetectonics:aninsider’shistoryofthemoderntheoryoftheEarth(2001).(ExtractfrombookavailableasPDFthroughGEOS1001LMS)

• FrischW,MeschedeM,BlakeyRC.PlateTectonics:ContinentalDriftandMountainBuilding.Heidelberg-Berlin;Springer-Verlag;2011.(eBookavailablethroughtheUSYDLibrarywebpage)

• Jackson,James."Fatalattraction:livingwithearthquakes,thegrowthofvillagesintomegacities,andearthquakevulnerabilityinthemodernworld."PhilosophicalTransactionsoftheRoyalSocietyofLondonA:Mathematical,PhysicalandEngineeringSciences364.1845(2006):1911-1925.

Topic2

In2014,themediamogulRupertMurdochtweetedthefollowingstatement:

“Climatechangehasbeengoingonaslongastheplanethasbeenhere,andtherewillalwaysbealittlebitofit”.

Writeanessayexploringtowhatdegreethisstatementistrueorfalse.Youressaywillneedtoexplorei)howandwhyclimateconditionshavevariedthroughoutEarth’shistoryandii)discusshowcurrentandpredictedchangesinclimatehaveexceededtherangeofnaturalvariabilityand,ifso,whathascausedthis.

Specificnotesrethisessayquestion:Youmustcitethefollowingreference:• IPCC(2013):ClimateChange2013:ThePhysicalBasis.IPCC.Availableat:

http://www.ipcc.ch/report/ar5/wg1/(NOTE:-thisistheentireFifthAssessmentPhysicalSciencesreport.Youareexpectedto‘browse’variousrelevantchapters.

Topic3

Writeanessayonthewaysinwhichtheurbanpoorindevelopingcountriesaccesswaterfortheirday-to-daylives.Youressayshouldaddress:(i)whetherandhowthesearrangementsreinforcesocio-economicmarginalizationandvulnerability,and(ii)theextenttowhichprospectiveclimatechangemayaffecttheseprocesses.

Specificnotesrethisessayquestion:Youmustcitethefollowingthreereferences:• Douglas,I.,Alam,K.,Maghenda,M.,McDonnell,Y.,Mclean,L.&Campbell,J.(2008)Unjustwaters:climate

change,floodingandtheurbanpoorinAfrica,Environment&Urbanization,20,pp.187-205.• Leichenko,R.,&Silva,J.A.(2014)Climatechangeandpoverty:vulnerability,impacts,andalleviation

strategies.WileyInterdisciplinaryReviews:ClimateChange,5,pp.539-556.• Ziervogel,G.,Shale,M.andDu,M.(2010)"Climatechangeadaptationinadevelopingcountrycontext:The

caseofurbanwatersupplyinCapeTown."ClimateandDevelopment2(2):94-110.

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Also…ThejournalEnvironment&Urbanization(availableonlineviatheUniversityofSydneyLibrary)isagoodresourceforarticlesrelatingtothistopic.HABITATisaUnitedNationagencyresponsibleforurbanissues.Itswebsiteisagoodplaceforstudiesandnewsabouturbanenvironmentalissues.http://www.unhabitat.org

Guidelinesforallessayquestions

Length:maximum2,000words(includingbibliography).Youressaymust:

• Citethereference(s)specificallymentionedintheessayquestion.• Citeanotherfour(atleast)references.• Includeabibliographythatclearlyindicatesyoursources.

Youressayshould:

• Bestructured(usingsub-headingsifyouchoose)insuchawayastoclearlyindicatemajorsections(including,mostobviously,anintroductionandconclusion)

• Useparagraphsintelligently,sothatindividualparagraphscorrespondtoaclearpointbeingmade.

Youressaymay:

• Includeothersourcesofinformationasappropriate,includingmaterialfromblogs,websites,YouTubevideosetc.However,whenusingthesesources,ensurethatyouappreciatetheiroriginsandlegitimacy.

GROUPPRESENTATION

Duringthepracclassesofweek13ofsemester(thelastweekofthesemester),allstudentsarerequiredtoparticipateingrouppresentationstotherestoftheirpracclass.

Thisisworth20%ofthesemestermark.Moredetailsareprovidedelsewhereinthisdocument,inthesectiontitled‘PracticalClassesProgram’.

FINALEXAM

AnexamwillbeheldforGEOS1001/1901duringtheformalexaminationperiodattheendofthesemester.Theexamwillcomprisemultiplechoicequestions.

Allmaterialcoveredinlecturesispotentiallysubjecttoexaminationquestions.Theexamwillnotcovermaterialpresentedduringpracclasses,unlessithasalsobeenpresentedinlectures.

ASSESSMENTGRADING

FinalgradesinthisunitareawardedatlevelsofHD(HighDistinction),D(Distinction),CR(Credit),P(Pass)andF(Fail)asdefinedbytheAssessmentPolicy2011(Schedule1),whichisavailableontheUniversitywebsiteat:http://sydney.edu.au/policies.

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Theawardofameritgradeisbasedonthefollowingstandards.Thesestandardsactasaguide,andareinherentlysubjectivewhenqualitativeresponsesarerequired(suchasinthiscase).Itfollowsthat‘tickingtheboxes’forwhatconstitutesaDistinctionresponsefollowingtheguidebelowdoesnotnecessarilyguaranteeyouwillreceiveaDistinctionforyourwrittenwork.Itishowwellyoumeetthesequalitativestandards,notthenumberofstandardsthatyouattempttomeet,whichisbeingjudged.

NotethatcitationandreferencinginallwrittenworkinthisunitofstudyfollowstheHarvardSystem.AstyleguidecanbedownloadedfromtheUniversitylibrary:

http://sydney.edu.au/library/subjects/downloads/citation/Harvard_Complete.pdf

MarkingCriteriaforWrittenWork

HighDistinction(HD)

AresponseattheHDlevelwilldemonstrateflairforthesubjectarea.Acomprehensiveunderstandingofthematerialshouldbeapparent,andclearcriticalevaluationofthesubjectareasupportedbyevidenceandexamples.Theremustbenofactualerrors.Morethanthis,thestudentshoulddemonstrateclearevidenceofwiderknowledgeandreasoning(thatis,knowledgeadditionaltothatrequiredbytheessayquestion,andreasoningthatplacesthisknowledgeincontextsthatmaybenewornovelrelativetotheprescriptionsoftheessay).Thestudentmustdemonstratewideandindependentreading(again,beyondthatspecifiedorrequiredbythequestion)andtheuseofhigh-quality,peer-reviewedinformationtosupporttheirarguments.Citationandreferencingmustbeconsistentandwithouterror.Presentation,expressionandgrammarmustbeoutstanding.Theessaymustbeclearlyandlogicallystructuredtosupporttheargumentbeingmade.Figuresandtables(ifany)mustbeclear,captionedandappropriatelyreferenced.

AnawardofHDisanexceptionalachievement.

Distinction(DI)

AresponseattheDIlevelwilldemonstratehigh-levelaptitudeforthesubjectarea.Theessayshouldindicateastrongunderstandingofthematerial,incorporatingalloftherelevantfactualinformationasspecifiedbythequestion.Evidenceofcriticalevaluationshouldbeapparent.Thereshouldbenosignificantfactualerrors.Someevidenceofindependentandoriginalthinkingshouldbeapparent.Theremustbeevidencefortheuseofawiderangeofcredible,peer-reviewedsourcestosupportargumentsmadeintheessay.Citationandreferencingmustbeconsistentandwithoutsignificanterror.Presentation,expressionandgrammarmustbeofveryhighquality,andtheessayshouldbeclearlyandlogicallystructured.Figuresandtables(ifany)mustbeclear,captionedandappropriatelyreferenced.

AnawardattheDIlevelisanexcellentachievement.

Credit(CR)

AresponseattheCRlevelwilldemonstrateagoodunderstandingofthesubjectarea,incorporatingmostoftherelevantknowledgeorfactsasspecifiedbythequestion.Thereisevidenceofasoundunderstandingofthematerial,andthatthisunderstandinghasbeensuccessfullyappliedtotheessayquestion.Theremaybesomelimitedevidenceofcriticalindependentthinkingand/ororiginalityofthought.Thereshouldbefewsignificantfactualerrors,andtheessayshouldincorporatemostoftherelevantfactualinformationasspecifiedbythequestion.Theremustbeevidenceofarangeofsources,mostofwhichmustbecredible,peer-reviewedsources.Presentationshouldbeclear,andexpressionshouldbeofgoodquality,withfewtypographicalorgrammaticalerrors.Figuresandtables(ifany)mustbeclear,captionedandappropriatelyreferenced.

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AnawardattheCRlevelisagoodachievement.

Pass(PA)

AresponseatthePAlevelwilldemonstrateasatisfactoryunderstandingofthesubjectarea.Theessayshouldincludesomeoftherelevantknowledgeorfactualinformation.Whiletheresponseisjudgedtoadequatelyanswerpartorallofthequestionposed,theremaybesomesignificantfactualerrorsandomissions.Alimitedrangeofsourcesisapparent,aproportionofwhichwillbenon-peerreviewed.Citationandreferencingmaybeinconsistentthroughtheessayandtheremaybeseveralerrorsinfact,formattingorstyle.Presentationmaybepoor,andalogicalstructureunclearorabsent.Expressionmaybedeemedadequate,buttherewillbeseveralgrammaticalortypographicalerrorsthatcompromisetheflowandmeaningoftheessay.Figuresandtables(ifany)maybeunclear,notcaptionedorinappropriatelyreferenced.

AnawardatthePAlevelissatisfactory,andshouldbeconsidereda‘threshold’achievement.

Fail(FA)

AresponseattheFAlevelwilldemonstrateanunsatisfactoryorinadequatelevelofunderstandingofthesubjectarea.Theessayresponsewillincludelittleoftherelevantknowledgeorfactualinformationrequiredtoproperlyaddressthesetquestion.Theremaybefewreferences,andalargeproportionofthesemayderivefromnonpeer-reviewedsources.Citationisinadequate,withseveralunsupportedfactualstatements.Citationandreferencingmaybeinconsistentwithnumerouserrors.Presentationispoor,withnostructureexplicitorotherwise.Expressionisverypoortopoor,withnumerousandrepetitivetypographicalandgrammaticalerrors.Theessayisdifficulttoread,andthemeaningoftheprosemaybeunclear.Figuresandtables(ifany)willbeunclear,inappropriateforthepurpose,notcaptionedorinappropriatelyreferenced.

AnawardattheFAlevelisunsatisfactoryandbelowthethresholdstandardforachievementatthisyearlevel.

PENALTIES

Youareresponsibleforhandinginwrittenworkontimeandattendingexamswhentheyarescheduled.BeingunawareofduedatesorexaminationtimesisNOTavalidexcuseforlatesubmissionornon-attendance.

Assessmenttasksmustbesubmittedbydeadlines.Failingtomeetthesedeadlineswillincurmarkdeductionsof10%ofthetotalmarkavailableforeverydaypasttheduedate(forelectronicsubmissions,dayslateincludesSaturdays,Sundaysandpublicholidays).Deadlinesaretheabsolutelatesttimepointsbywhichsuchassessmenttasksneedtobesubmittedwithoutbeingpenalised.

Theclosingdateforsubmissionofassessmenttasksisupto14daysafterthedeadlineunlessotherwiseindicated(refertoUSYDLearningandTeachingPolicy,Section242(b)(vi)athttp://sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2015/401&RendNum=0).

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STUDYCOMMITMENT

Lectures

Itisexpectedthatstudentsattendlectures.CorematerialineachlecturewillbeaudiorecordedandmadeavailablethrougheLearning.However,aportionofeachlecturewillinvolveinteractiveand/orthepresentationofhighlevelmaterials,whichwillnotberecorded.Thenon-recordedmaterialisexaminable.

PracticalClasses

Practicalclassescomplementthelectures,andarecompulsory.TheFacultyofSciencehasaminimum80%attendancerequirementforastudenttopassanyunitofstudy.InGEOS1001,thisruleisappliedtopracclasses.Ifyoucannotattendaclassforanyreasonyoushouldcontactyourtutor/demonstratorand,ifappropriate,submitaSpecialConsiderationform(additionalinformationprovidedinthisHandbook.Itispreferredthatyouattendthesamepracclasseveryweek,butifparticularcircumstancesinoneweekmeanyoucan’tattendyourusualclassbutcanattendoneonanotherday(seethetimetable,below),attendanotherclassandexplainyourcircumstancestothetutor.

Yourcommitmentoutsideofclasstimes

Thecurrentstandardworkloadfora6creditpointunitofstudyis3-7hoursperweekofface-to-faceteachingcontacthours.Beyondthis,youshouldassumethatacommitmentofanadditional6hoursperweekofindependentstudyisexpected,inordertocompleteassignments,revisematerials,etc.Itshouldbenotedthat‘IndependentStudy’isbasedonwhatwebelievetobetheamountoftimeatypicalstudentshouldspendtoachievetopassanitemofassessment.

SUMMARYTABLEOFASSESSMENT

Assessment Name

Individual/ Group

Assessment Conditions

Length Weight Due Time Due Date

Assignment 1 Individual Compulsory 1000 words

15% 17:00 24-Mar-2016

Essay Individual Compulsory 2000 words

25% 17:00 23-May-2016

Group presentation

Group Compulsory n/a 20% In-class Week 13

Final Exam Individual Compulsory N/A 40% Exam Period

Exam Period

Tutorial Participation

Individual Compulsory (80% min.)

N/A N/A Weekly Weekly

Academic Honesty

Individual Compulsory N/A N/A During semester

During semester

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PRACTICALCLASSESPROGRAM

PracticalclassesareavitalcomponentofGEOS1001.Theiraimis–

o Toprovideaclassroomcontextforinteractivelearningo TointroduceskillsrelevanttofuturestudiesinGeographyandGeology/Geophysics,specifically:

o Anabilitytodiscussanddebatematerialpresentedinacademicpublications;o Themanagementofstatisticaldatathroughspreadsheetanalysis;o Anabilitytopresentandanalyzedataspatially,throughtheuseofstandardGIS(Geographic

InformationSystem)softwareo Anabilitytoworkwithothersinpresentingmaterialtopeerso Anabilitytousepresentationsoftware(PowerPointorequivalents)

GEOS1001coversagreatbreadthofthematicmaterial,fromGeologyacrossPhysicalGeographytoHumanGeography.Tobestintegrateinsightsfromthesefields,muchofthecontentofPracclasseswillapplyinsightsfromthesefieldstoasinglecountrycontext.Thisapproachwillprovideabasisfortheinteractionsbetweenphysicalandsocialsystemstobeemphasized.ThecountrycontextthatwillbeusedtoprovideillustrationsofbiophysicalandhumaninteractivityisIndia.

WhyIndia?TheIndiansub-continentencapsulatesasetofgeological,environmentalandhumanlandscapesthatarerichinsignificanceandinteraction.Fromageologicalperspective,whatwenowseeastheIndiansub-continentrepresentstheoutcomeofPlateTectonics,withtheIndianPlatebreakingfromGondwanaandmovingnorthwardsbeforecollidingwiththeEurasianPlate,andviathiscollision,formingtheHimalayas.TheHimalayas,inturn,havehadacrucialroleinshapingtheclimateandlandformsofIndia.They(alongwithlessermountainrangesinIndia)actasabarrierthatconcentratesrainfallinthedirectionofprevailingwinds.Resultantrainfallthencreatestheriversystemsandseasonalfloodingthatspreadsfertilesoilacrosslandscapes.Thesephysicalprocesses,inturnagain,havehistoricallyshapedpatternsofhumansettlement,withthemajorriverbasinsofIndia(especiallytheIndo-GangeticPlain)becomingoneofthedensestandmostpopulousregionsofhumanity.

Butthestorydoesn’tfinishthere.ThehistoricabilityofIndia’sgeologyandclimatetosustainalargehumanpopulationhasbecomeentangledwithtwenty-firstcenturydilemmasrelatingtoglobalization,thegrowthofmega-cities,andthesocialandenvironmentimplicationsofmodernlifestyles.ThelegitimateaspirationsofIndianstoenjoyanimprovedmaterialexistencenowencounterpressingenvironmentalconstraints.TheforestswhichpreservedsoilonHimalayanhillslopesarebeingdegradedatanincreasingrate;undergroundwaterreservesarebeingexploitedunsustainably;andthecoastalvegetationthathashelpedmaintainseasidestabilityisfastdisappearing.Theseconstraintsareimplicated,furthermore,withheightenedvulnerabilitytoclimatechange.IndiaisatriskfromtheeffectsofrecedingHimalayanglaciers,moreintenseandmoreunpredictablemonsoonalrainfall,potentiallylongerdryspellsbetweenrainfallevents,athreatofsuper-cyclones,andmorefrequentheatwaves.Cognizantoftheserisks,theGovernmentofIndiahasbeenaprominentplayeringlobalclimatechangenegotiations,andwithinitsfutureenergyplans,hasplacedahighpriorityoninvestmentinrenewables.

Inbrief,theprismofIndiatellsastorythatunitesthegeological,environmentalandhumangeographicaltouchstoneswithintheSchoolofGeosciences.

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Pracclassprogram–anoverviewofstudentrequirements

Thereare10pracclassesthroughthesemester(weeks2-3inclusive,5-7inclusive,andweeks9-13inclusive).Notethatintwoweeksofthesemesterapublicholidayinterruptsthepracprogram(week4[GoodFriday]andweek8[AnzacDay])andintheseweeksnopracswillbeheld.

Studentsarerequiredtoattendatleast8oftheseclasses.InlinewithFacultyofSciencerules,weareobligedtofailanystudentwhodoesnotattend80%ofpracclasseswithoutapprovalorSpecialConsideration.Studentsarrivingunreasonablylatetoclassorleavingearlywithoutapprovedexplanationmaybedeemedtohavenotattendedtheclass.

• Classesduringweeks2,3and10requireattendanceandparticipation.• Classesduringweeks5,6,7and9requirestudentstouploadcompletedmapsconstructedinclass.• Classesduringweeks11-12involvepreparationofgrouppresentations,whichwilltakeplaceduringtheclass

duringweek13.

PRACCLASSESTIMETABLEANDSTAFF

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

9–11AdriannaRajkumarRm300

9–11AdriannaRajkumarRm300

9–11KelseySanbornRm302

9–11PhyllisYuRm3029–11(GEOS1901)MadiPattersonRm300

11–1TeganHallRm301

11–1PhyllisYuRm300

11–1KelseySanbornRm302

11–1MadiPattersonRm30011–1TBARm302

1–3TeganHallRm302

1–3BelindaDechnikRm300

1–3TommyFellowesRm302

1–3LeoValenzuelaRm300

3–5BelindaDechnikRm300

3–5TommyFellowesRm302

3–5LeoValenzuelaRm300

(Note:Namesoftutorsmaychangeduetoalternationsinscheduling,illnessorunavailability.RoomnumbersrefertocomputerlabsintheMadsenBuilding.)

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PRACCLASS:WEEKOF7MARCH

Priortoclass,youareexpectedtoread:

Pittock(2010)Fromacademicsciencetopoliticalhotpotato:climaticchange,riskandpolicyrelevance,ClimaticChange,100,pp.201-209.

Inclass,ingroupsof5or6,discussthisreading.Specifically:

• Whatdoyouthinkwerethemainpointsorargumentsthatweremade?• Discussthetechniquesandstrategiestheauthorusedinmakinghispoints.Wastheauthorkeenonmaking

hispointsviaemotionorlogic?Werethepointshemadebackedupbyevidence?Andifso,whatkindsofevidencewereused?

Afterthistaskhasbeencompleted,visitthewebsiteoftheInter-GovernmentalPanelonClimateChange(IPCC)http://www.ipcc.ch/andclickonthelinkAssessmentReport5…SynthesisReport…SummaryforPolicymakers.

Scrolldownthedocument,andgetasenseofhowitispresented.Again,

• Howwouldyoudescribethestyleofpresentationandwriting?• Howareargumentsandevidencepresented?

Theintentisnotforyoutounderstandorinterprettheentiregamutofthereport,buttothinkaboutanddiscussthewaysthatscientificargumentispreparedandpresented.Whataretheinsightsfromthisdocumentaboutthescientificmethod,andthedebateonclimatechange?

***********

Inthesecondhouroftheclass,TroyMuttonfromtheUniversityLibrarywillleadahands-onpresentationonhowtousethelibrarysystem.InAssessment1,youwillberequiredtouselibraryresources,sothispresentationisimportantforthisUnitofStudy.

PRACCLASS:WEEKOF14MARCH

AcademicHonesty

Academichonestyandintegrityisafundamentalcomponentofyouruniversitydegree,anditiscriticalthatyouunderstandyourresponsibilities(andalsoyourrights)inthiscontext.TheUniversityofSydneytakesacademichonestyextremelyseriously,andfailuretoadheretothepolicycanresultinafailmarkappliedtotherelevantassessment,afailmarkappliedtotheentirecourse,andeventerminationofyourcandidatureofyourenrolleddegree.Therehavebeenmajorchangestothepolicyandrulesrelatingtoacademichonesty,soitisvitalthatyouunderstandtheprocessveryearlyoninSemester1ofyourfirstyear.Academichonestyistheretoprotecttheintellectualpropertyofothers,butalsotoensurethateachstudentengageswiththematerialtheyencounter,toensurethebestintellectualoutcomesforthestudent,andtoensurefairnessandintegrityofmarkingacrosstheentirestudentcohort.

Thisclasswillfocusonthepracticalaspectsofacademichonesty,suchashowtoproperlyreferencematerial(andusecitationmanagerssuchasEndNoteorMendeley)andhowtousetheonlineassignmentsubmissiontoolTurnitin.Pleasespendonlythefirsthourofyourpracticalonthisexercise,andthenproceedtotheGeoMapAppexercise.

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Important:YouwillalsohavetocompleteanonlinemodulecalledAHEM1001viaeLearninginyourowntimeoutsideclassduringSemester1.YouwillnotbeabletocontinueinyourdegreeunlessyouhavecompletedtheAHEM1001onlinemodule.

Part1:Usingideaspresentedinpre-existingwork

Whenwritingessays,reportsoracademicpapers,youwillneedtoconsultawiderangeofresources.Itisimportanttodigestthesepre-existingideasandpresenttheminyourownwords,butstrictlyreferencingtheoriginalsource.Belowisapracticalexampleofafewdifferentwaysofreferencingmaterial.Spendabout20minutesreadingandunderstandingPart1ofthispractical.

ExcerptfromOreskes,N.,1988,Therejectionofcontinentaldrift:HistoricalStudiesinthePhysicalandBiologicalSciences,v.18,no.2,p.311-348.

Paraphrasing

Paraphrasingrequirespresentingideasinyourownwords.Exchangingafewwordsinthesentenceusingsynonyms1isnotacceptable,andwillbepickedupbythetext-matchingtoolTurnitin(moreonthatinPart2).Thebestwayofparaphrasingistotakenotesofthekeyideaspresented,andthenre-constructthosepointsintoyourownsentencesfromscratch,followedbyaclearreferencetothesourceoftheoriginalwork.

1Asynonymisawordhavingthesameornearlythesamemeaningasanotherinthelanguage.[AdaptedfromDictionary.com]

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Forexample:

AlfredWegener,inhishypothesisofcontinentaldrift(Wegener,1915),arguedthatcontinentalandoceanicregionsweremadeofmaterialwithdifferingdensities,whichinturnexplainsthedifferencesinelevationofcontinentsandtheseafloor(Oreskes,1988).

Notethatwealsorefertotheoriginalwork,aswellasthederivativeworkformwhereweobtainedtheideas.

Quoting

Usingdirectquotesisacceptableonlywhenthereisakeyideathatmustbepresentedinthesamewayasarticulatedbytheoriginalauthor.Quotingentireblocksoftext(suchaswholesentencesorparagraphs)isnotencouragedinuniversitywork,andcanresultindeductedmarks,asitistypicallyasloppywaytopadthewordcountinsubmittedassignments.Anexampleofanacceptabledirectquotewouldbe:

AlfredWegener’sideaofcontinentaldrift(Wegener,1915)reliedontheassumptionthat“continentsarecomposedoflessdensematerialsthanoceanbasins”(Oreskes,1988,p.318),whichhelpsexplainthedifferenceinelevationofthecontinentsandtheseafloor.

Notethatthequoteislimitedtothekeypoint,andthatthein-textcitationalsocontainsanexactpagenumberofwherethequotecanbefound.

In-textcitations

Whenexplicitlymentioningthesourcewithinyoursentence,youwillneedtoslightlyvarythein-textcitationstyle,suchas:

Oreskes(1988)synthesisesthekeyelementsofAlfredWegener’sideaofcontinentaldrift(Wegener,1915),andchroniclesthewidespreadrejectionofhisideasofcontinentalmobilityduetothelackofaphysicalmechanismtoallowcontinentstobulldozethroughstrongoceaniccrust.

Noteherethattheauthor’snameisoutsidetheparentheseswhenitisuseddirectlyinthesentence.Sincethesentencecontainsagenericideapresentedthroughouttheoriginalwork,thereisnoneedtoprovidespecificpagenumbers.Rememberthatdifferentassignmentsmayrequiredifferentreferencingstyles–suchasitalicisingauthornames,thetypeofparenthesesused(suchassquareorcurlybrackets),andsoon.

Ifthesourcehasmultipleauthors,thentypicallysomeadditionalrulesapply.Iftherearetwoauthors,thenyouusebothoftheirlastnamesinanin-textcitation,forexample,(ZhongandGurnis,1994)orZhongandGurnis(1994).Iftherearethreeormoreauthors,thenyouappendthefirstauthor’slastnamewith“etal.”,whichisaLatinabbreviationofet(“and”)andalii(“others”).Forexample,(Zahirovicetal.,2012)orZahirovicetal.(2012).TheentryinthereferencelistMUSTincludeALLauthors(seethereferencelistattheendofthispartofthedocument).Ifanauthorhasmultiplepublicationsinoneyear,thenanalettera,b,c,andsoonisappendedtotheyear,forexample,vanHinsbergenetal.(2011a)andvanHinsbergenetal.(2011b).

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Citingmapsanddatasets

Whenyoumakemaps,ensurethatyoucitethesourceoftheunderlyingdata.Thiscanbeachievedin-text,orinthefigurecaption.

Fig.1.ElevationusingtheGlobalMulti-ResolutionTopography(Ryanetal.,2009)fromGeoMapAppinaMercatorprojection.

Fig.2.ElevationusingETOPO1arcminutegrid(Amanteetal.,2009)inanOrthographicprojection.©2016NOAA.Allrightsreserved.Reproducedhereforeducationalpurposesonly.

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NotethatFig.1isamapthatyoumayhaveproduced,whileFig.2isamapcreatedbyNOAA(NationalOceanicandAtmosphericAdministration,USA)thatusestheETOPOtopographicdataset.Bothneedtobereferencedappropriately.Ifyouusemultipledatasetstomakeamap,sayoverlaywithcoastlinesandcities,thesourcesofthosedatasetsneedtobealsoacknowledged.

Citingbooksandwebsites

Whencitingabook,bespecificandincluderelevantpagesand/orchapters.Forexample:

TheEarth’smeanseafloorelevationis3.7kmbelowsealevel(HamblinandChristiansen,2004,p.16).

Inthereferencelistentry,besuretoincludetheAuthor(s),Publisher,Editor(s),EditionandYearpublished.ItisalsogoodpracticetoincludetheISBN(InternationalStandardBookNumber).Forexample:

Hamblin,W.K.,&Christiansen,E.H.(2004).Earth'sDynamicSystems(10thed.):PrenticeHall,ISBN:0-13-142066-6.

Mostofthewebsitesyouencounterwillhaveanauthorlisted.However,somewillnot,andbelowyouwillfindwaystocitethework.Makesureyouincludetheauthor,fulladdress(URL),thedateitwasviewed,andthetitleofthewebpage.Theorderingofthesefieldsinthereferencelistitselfdependsonthereferencingstyle.Becarefultocheckthatthewebsiteisreputable.Donotrelyonjustwebpagesforyourassignments,andinsteaduseawiderrangeofresourcesthatincludepeer-reviewedliterature.Forexample:

RecentfindingsfromtheRosettamissionindicatethatEarth’swaterlikelyoriginatedfrom(rocky)asteroidsratherthan(icy)comets(Choi,2014).

Ifthewebpagedoesnothaveanauthorlisted,thenyourreferencingshouldfollowastylesimilartothefollowing:

RecentfindingsfromtheRosettamissionindicatethatEarth’swaterlikelyoriginatedfrom(rocky)asteroidsratherthan(icy)comets(“MostofEarth'sWaterCamefromAsteroids,NotComets,”2014).

Thereferenceentryshouldcontainalloftheelementstogether:

Websitewithanauthor:

Choi,C.Q.(2014)."MostofEarth'sWaterCamefromAsteroids,NotComets."Retrieved20February2016,fromhttp://www.space.com/27969-earth-water-from-asteroids-not-comets.html.

Websitewithoutanauthor:

"MostofEarth'sWaterCamefromAsteroids,NotComets."(2014),Retrieved20February2016,fromhttp://www.space.com/27969-earth-water-from-asteroids-not-comets.html.

EndNoteandMendeleycitationmanagers

Anumberofsoftwaretoolsexisttomakeyourlifeeasierinmanagingcitations,andsaveyoutimeintypingthemoutmanuallyoverandover.Asacademics,wewanttospendasmuchtimereadingthematerialandwritingaboutit,ratherthanwastingtoomuchtimetypingoutthecitationsoverandover,andbeingverycarefultosticktoaparticularreferencingstyle.Acitationmanagerdoesallthatforyouseamlessly.Inaddition,ifyouneedtochangethereferencingstyle,youcandoitveryquicklyandeasily,anditwillupdateyourtexton-the-fly.Donotunderestimatethetimethatacitationmanagercansaveyou.Themostsuccessfulstudentspickupandusethesetoolsfrom

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Semester1infirstyear,astheyrecognisehowmuchtimeitcansavethem.TheUniversityofSydneyprovidesafreelicenseforallstudentstouseEndNote(http://staff.ask.sydney.edu.au/app/answers/detail/a_id/124).Analternative,andfree,citationmanagerisMendeley(https://www.mendeley.com/).Bothdoanexcellentjob,butMendeleyalsohasamorepowerfulPDFlibrarymanagementtool(basedonSabin’sopinion!).IfyouwantanexcellentguideonhowtouseEndNoteingeosciences,andinyourothersubjects,thereisnoneedtore-inventthewheel.Followthestep-by-stepinstructionsinAppendix1,anduseittohelpyouwithallyourfutureassignments.Weguaranteethatitwillsaveyoutime.

Part2:TurnitinTurnitinisatext-matchingandfeedbacktoolemployedbytheUniversityofSydney.Studentswillsubmitalltext-basedassessmentsthroughthissystemoneLearning.Turnitinwillcomparethetextwithwebpages,journals,andotherdatabases,includingmatchingtexttocurrentandpastsubmittedassessmentsattheuniversityandotherinstitutionsglobally.Itwillthenproducean“OriginalityReport”thatwillhighlightanytextthatmatchesothersourcesithasencountered,andreportanoverallpercentageofthetextmatching.AtthispointitisimportanttonotethatTurnitinitselfcannotdetermineplagiarism.Itcandeterminetheamountofmatchingtext,butthedecisiontomakeanallegationofplagiarismismadebytheteachingstaffinvolved.Inmanycases,upto~10%ofmatchingtext,suchascommonphrases,isacceptable.Forexample,thereareonlysomanywaystosay“Australiaisacontinentinthesouthernhemisphere”.However,beawarethatTurnitincanveryeasilydetectsentencesandparagraphsthathavebeensloppilyparaphrased.Onoccasion,somestudentshavetriedexchangingafewkeywordsinasentence,butTurnitincanstilldetectthistypeofplagiarism.Theteachingstaffwilldeterminewhetheranallegationofplagiarismcanbemadeusingthematchedtext.Iftheteachingstaffsuspectplagiarismhasoccurred,thestudentwillbeinvitedtoaformalinterviewtoexplainwhyTurnitinhasdetectednon-originalcontent.Fromourexperienceinthepast,Turnitinisexceptionallyreliable,andinmostcasescanbeusedtorecordacaseofacademicmisconductforastudentwhohascopiedmaterial.Sincetheprocessisautomated,itmakesdetectingplagiarismmucheasierthaneverbefore.AstheUniversityofSydneytakesthesemattersveryseriously,westronglysuggestthatstudentsavoidgettingthemselvesintosuchsituations.Thebestwaytoavoidtheseproblems,whichcanresultinzeromarks(foranassessmentoranentirecourse)oreventerminationofthecandidature,istoengagewiththematerialandwriteoriginalwork.Thiswillensurethatyourwritingimprovesandwillresultinthebestoutcomeforallstudents.

Thetext-matchingcomponentofTurnitinisonlyhalfofthecapabilityofthetool.Itisanexcellenttoolthatenablesdetailedfeedbackbyyourmarkers.Yourmarkerswillbeabletowritegeneric,andmostimportantly,specificcomments,andevenrecordanaudiocommentary.Inaddition,thewholesubmissionandmarkingprocessisstreamlined.Studentsnolongerhavetosubmitpapercopiesorasignedplagiarismcoversheet(whichisbetterfortheenvironment),anddonotneedtoworryabouthavingtheirassignmentmisplaced,asTurnitingeneratesanelectronicreceiptuponsubmission.Turnitinalsoallowsforanonymousmarking,sopleasedonotincludeyournameinthedocument(filenameortext)–alternatively,youcanincludeyourstudentnumber.Althoughlatepenaltiescontinuetoapply,studentscaneasilysubmittheirworkremotelyafterthedeadline.Forexample,inthepastwrittenassignmentshadbeensubmittedtophysicalassignmentboxesinsidetheMadsenbuilding.However,theMadsenbuildingclosesat6pmonweekdays,meaningthatstudentscanaccruesignificantlatepenaltiesiftheycannotphysicallysubmittheirassignments.Theonlineprocessalsoensuresprivacy.Inthepast,returnedassignmentshadtobecollectedphysically.Someofthesemarkedassignmentswouldgomissing,asfailingstudentswouldkeepthemforthenextyearwhentheyre-attemptedthecourse.Althoughrare,thesewereveryseriousincidents,andcanbeentirelyavoidedwiththeTurnitinsystem.

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Practicalexercises

ThesectionbelowwillintroduceyoutoaspectsoftheTurnitinsystem.Forthisexerciseonly,youwillbeabletoseetheOriginalityReport.Forallfuturesubmittedassessments,youwillNOTbeshowntheOriginalityReport,andsoyoumustbeconfidentthatwhatyouaresubmittingisoriginalwork.

YourTask

1. Belowisanextractoftextfromtwowebsites.Readthetwoparagraphsandtrytounderstandwhatcontenttheyarecovering.

2. Copyandpastethetwooriginalparagraphs,theweblinksandParaphrasedExample1(withreferences)intoanewMicrosoftWordDocument.

3. Discussinclasswhatmakesthisagoodorbadexampleofacademichonesty.4. WritethreesentencessummarisingthetwoparagraphsinParaphrasedExample2.Ifyouneedto,havea

lookattheoriginalsourcesthemselvesforinspiration.Citebothwebsitesappropriatelyinthetextandinareferencelist.Lookuptheoriginalpeer-reviewedarticlebyAltweggetal.(2015)usingGoogleScholarortheLibrarywebsite,andciteitappropriatelyinthetext.

Text from http://www.space.com/27969-earth-water-from-asteroids-not-comets.html

Asteroids, not comets, may have delivered most of Earth's water to the planet when the solar system was young, new data from a probe orbiting a comet suggests. Comets are some of the solar system's most primitive building blocks, with many dating to soon after its formation. Scientists think that these dirty snowballs probably helped seed Earth with key ingredients for life, such as organic compounds.

Text from http://earthsky.org/space/did-comets-bring-water-to-earth

Besides life, the biggest thing that distinguishes the Earth from other planets in the solar system is the presence of copious amounts of liquid water. Water molecules have been found in nebulae in distant reaches of the galaxy, so water itself isn’t uncommon in the universe. So it might be surprising to learn that no one really knows how all the water on Earth got here!

Paraphrased Example 1

It is believed that asteroids, not comets, delivered most of Earth's water to the planet when the solar system was young, new data from a probe orbiting a comet suggests. Water molecules have been found in nebulae in distant reaches of the galaxy, so water itself isn’t uncommon in the universe. Comets are the solar system's very primitive building blocks, with many dating to soon after its formation. Scientists think that these dirty snowballs probably helped seed Earth with key ingredients for life, such as organic compounds.

References:

http://www.sciencemag.org/news/2015/11/earth-may-have-kept-its-own-water-rather-getting-it-asteroids

http://news.nationalgeographic.com/news/2014/01/140122-ceres-water-vapor-discovery-space-asteroids-science/

Paraphrased Example 2

< Write your own paraphrased text here, using proper in-text citation and referencing. >

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YourTask(continued)

5. SavetheMicrosoftWorddocument.GotoeLearning(https://elearning.sydney.edu.au),andgototheGEOS1001page.

6. Ontheleftmenu,clickon“AcademicHonesty–TurnitinPractical”.

7. ThiswillbringuptheTurnitinassignmentpage.Click“View/Complete”.Clickon“Submit”.Thiswillbringupa

formwhereyoucanincludethesubmissiontitle.Bysubmittinganassignment,whichinthiscaseisjustapracticeone,youagreetotheUniversity’sAcademicHonestypolicy.Forthepurposesofthisexercise,itisOKtosubmitthetextthatweknowisnotproperlycited.WewantyoutobeabletoseehowTurnitinworks.

8. Clickon“Choosefromthiscomputer”andselecttheMicrosoftWorddocumentthathasthetextyouwanttosubmit.Click“Upload”tosubmitthefile.Youwillreceiveareceiptofsubmission.Click“Confirm”andreturntotheassignmentlist.IMPORTANT:Makesurethatthefileisuploaded,andthatyoureceiveanelectronicreceipt(withacopysenttoyoure-mail).Ifyoudonotreceiveareceipt,tryre-submitting.Thefilesizelimitis40Mband200pagesoftext.

9. Turnitintakesafewminutestoprocessafilefortextmatching.Youcanclickrefreshafteraminuteortwoonyourbrowser.Eventuallythe“Processing”valueintheSimilaritycolumnwillchangetoapercentage.Intheexamplebelow,itis66%.YoucanclickonthispercentagetoviewtheOriginalityReport.Remember,whensubmittingarealassignmentyouwillNOTbeabletoseetheOriginalityReport.Wewantyoutoseeitinthisexercisesothatyouknowhowthesystemworks.Thatiswhyyoumustbeconfidentthatwhateveryousubmitisoriginalwork.

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10. Youwillseehighlightedandcolour-codedtext.Youwillnoticethattheoriginalparagraphsarematchedtotheirrespectivesourcesintheirentirety.

EventheParaphrasedExample1paragraphismatchedtotheoriginalsource,eventhoughthesentenceshavebeenmixedup,andasloppyattemptatparaphrasingwasmade.Youwillalsonoticethatathirdsource,thatisnotcitedintheoriginaltextisalsorecognised.ThishighlightsthatitisverydifficulttofooltheTurnitinsystem.However,youwillalsonoticethattheweblinksthemselvesarehighlighted.Thatiswhyasmallamountofmatchedtextisnotacauseforconcern.

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YourParaphrasedExample2shouldnotshowany/muchmatchedtextifyouwroteupanoriginalpieceoftext.Youcanseethatinourexamplebelow,thetextiswhitebecausenomatchhasbeenfound.Youwillnoticethatthetextiscitedproperly,andthattheoriginalpeer-reviewedpaperisalsocited.Thereferencelistisalsocomprehensive,unlikeinParaphrasedExample1.However,intotal,thewholedocumentreportsabout66%similaritywithothermaterial.Suchanexamplewouldbeinvestigatedforplagiarismbytheteachingstaff.

Youshouldnoticethatsomeofthematchingsourcesmaybefromstudentpapersfromotheruniversities.Wecannotdirectlyseethem,butwouldtypicallywritetotheotherinstitutiontoobtainacopyincaseswhereplagiarismisinvestigated.

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GettingfeedbackviaTurnitin

Turnitinisapowerfultoolthatenablestheprovisionoffeedback.YourteachingstaffwilluseTurnitintoprovidecommentsonyourwork,aswellasgiveyouafinalmarkthroughthissystem.MakesurethatyouchecktheTurnitinassignmentoncethemarksarereleasedsothatyoucanviewthecomments,whichwillhelpyougetbettermarksinthefuture.Thescreenshotsbelowshowhighlightedtextthatreferstocommentsmadebyamarker.Byclickingonthehighlightedtextyoucanrevealthecomment.Yourmarkerislikelytoalsoprovideanoverallcomment,andsomemarkersevenusethevoice-recordingfeature.Notethatifyouwritewellandcitewell,yourmarkerwillhavemoretimetoengagewithyourcontentandideas,andofferyourmoresubstantialadvice.Ifyourworkisriddledwithbasicspelling,grammarandreferencingerrors,thenyourmarkerwillhavelesstimetoprovidemoreusefulfeedbackonother(moreuseful)aspectsofyourwritingstyle.YouwillbeabletodownloadaPDFwithalltheannotationsthatyoushouldkeepforyourrecords.Clickontheprintericoninthebottomlefthandcorner,andclick“DownloadPDFofcurrentviewforprinting”.Itwillhelpyoureviseandimproveyourwritingintothefuture.

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Usefulresources

http://sydney.edu.au/business/currentstudents/information/learning_support/study_research_writing

http://www.library.usyd.edu.au/skills/elearning/learn/plagiarism/index.php

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Appendix1:Asuggestedworkflowforfindingsourcesandimportingthemincitationmanagers

AlthoughtheLibrarywebpageisgoodforlookingupbooksandnewspaperarticles,thebestplacetofindjournalarticlesisactuallyGoogleScholar(https://scholar.google.com.au/).Youcantypeinafewkeywordsandsearchforarticles.Youcanrestrictbyyear,andauthor.Forexample,asearchfor“tectonicsauthor:zahirovic"willfindallarticleswithanauthor“Zahirovic”and“tectonics”asakey-wordfromthetextitself.

OneofthecoolestthingsthatGoogleScholarprovidesisadirectlinktodownloadacitationfilethatcanbeopenedbyEndNote,andautomaticallyincorporatedintoyourcitationlibrary.

Option1

UndereachGoogleScholarsearchresult,thereisa‘Cite’button.Clickingthiswillbringupawindowwithpre-formattedentriesyoucanpasteintoyourreferencelist.ThisisOK,butitmeansthatifyouchangeyourreferencingstyle,thetextwillnotupdate.Inaddition,itdoesnothelpyouwithin-textcitations.YoucaninsteadclicktodownloadtheEndNotefile,whichyoucanthenopeninEndNote,anditwillautomaticallythenaddittoyourcitationlibrary(seeinstructionsbelow).

Option2(Recommended)

YoucansetupGoogleScholartoprovideyouwithadirectlinktodownloadanEndNotecitationfile,insteadofthe‘Cite’button.OnthetoprightofyourGoogleScholarsearchresults,clickonthepull-downmenu,andclickon‘Settings’.

Switchtheoptionto“ShowlinkstoimportcitationsintoEndNote”.Thenclick‘Save’.IfyouareloggedintoyourGoogle(Gmail)account,thenGoogleScholarwillrememberthispreferenceintothefuture–soyoushouldonlyhavetodoitonce.

Nowwhenyousearchforresources,therewillbeadirectlinkto“ImportintoEndNote”(redarrowbelow).Whenyouclickonthislink,GoogleScholarwilldownloada“scholar.enw”EndNotefile,andbydefaultdownloadittoyourDownloadsdirectory.Youshouldbeabletojustclickonthisfile.Thefirsttimeyoudothat,yourcomputermayaskwhatprogramtouse–makesureyouassignEndNotetoopenthisfile.YouneedtoensurethatEndNoteisinstalledfirst,andthatyouhaveappliedallsoftwareupdatestoEndNote.Formoreinformation,seetheinstructionshere:http://staff.ask.sydney.edu.au/app/answers/detail/a_id/124

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Whenyouopenthefile,itwilllaunchEndNoteandaddthecitationtothecurrent/activelibrary.

Youwillseethatithasautomaticallypopulatedallthefields.GoogleScholarisNOTperfect.Youshouldcheckallthefields,andatthisstageinserttheDOIoranyothermissinginformation.(NotethatyoushouldcreateanewreferencemanuallyinEndNoteifyouarecitingawebpage,buttherestofthestepsbelowwillbethesame.)Onceyouhaveeditedtheentry,pressCtrl+S(onWindows)orCmd+S(onMac)tosaveyourchanges.

DigitalObjectIdentifiers(DOIs)

ADigitalObjectIdentifiedisanalpha-numericstringthatisuniquelyassociatedwithaparticularpieceofintellectualwork,andisassignedbyanissuingauthority.TheDOIwillthereforealwaysreliablypointtotheexactlocation(link)ofthematerial,eveniftheweblink(URL)changes.Thinkofitasauniquebarcode.ManyjournalsexpectthatauthorsuseDOIsintheirreferencelist,soitisgoodpracticetoincludeitwhereverpossible.YoucanthengotothecentralDOIsearchengineathttps://www.doi.org/andpasteintheDOI.Theresultwillredirectyoutothesource.DOIsareincreasinglybeingissuestoindividualdatasets,mapsandothermaterials.Forexample,theDOIfortheOreskes(1988)articleis10.2307/27757605.

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TouseasourcefromEndNote,selectoneoftheitemsintheEndNotelibrary.YoucanselectmultipleitemsbyholdingdownCtrl(onWindows)orCmd(onMac)whileclicking.TheninthemainEndNotewindow,clicktheInsertCitationbutton(redarrowbelow).

EndNotewillplacethein-textcitationsintoMicrosoftWordandalsocreateareferencelistthatwillbeautomaticallyupdatedandorderedalphabetically,accordingtothereferencingstyle(moreonthatlater).

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Ifyouplaceasinglecitation,andwantthein-textcitation,suchas“(Zahirovicetal.,2014)”,tobepresentedas“Author(Year)”,thenyoucanright-clickonitinMicrosoftWord.Goto‘EditCitation(s)’,andclickthe‘Displayas:Author(Year)’option.

Thiswillchangethetextaccordingly(seebelow),andwillbeupdatedautomatically.Thegreyfieldaroundthis“dynamic”textwillnotappearwhenprinted.Becarefulwhencopyingandpastingthesechunksoftext,asitissafertypicallytoinsertthecitationagainfromEndNote.

Ifyouwanttochange(ormodifyapre-built)citationstyle,thenyoucandothatveryeasily.InMicrosoftWord,gotoTools>EndNote>ConfigureBibliography…ThenselecttheOutputStyle.YoucanclickBrowsetobringupaverycomprehensivelist,andyoucanevendownloadEndNotestylesonlineforspecificjournals.Youcanevenmakeyourownstyle,saybyeditinganexistingone(seeEndNoteonlinedocumentation).

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Onceyouchangethestyle,EndNotewillre-formatALLin-textcitationsANDyourreferencelist.Thisisahugetime-saver.Forexample,thereferencelistbelowispresentedintwostyles.Notethatthelististhesame,butthestyleandelementspresented(suchasDOI)isdifferent.

Geologyjournalstyle:

APAstyle:

Lastwordsonreferencelists

Areferencelistneedstobecomprehensiveandcontainalltheinformationnecessarytotracebacktheoriginalsourceoftheinformationusedinyourtext.Youmayalsoincludeabibliography,whichismaterialyouread,butdidnotdirectlycite.Thereferencelistisusuallysortedalphabetically(andthenbyyearifanauthorhaspublishedmultipleworksinoneyear).Ifanauthorhasmultiplepublicationsinoneyear,thenanalettera,b,c,andsoonisappendedtotheyear,forexamplevanHinsbergenetal.(2011a)andvanHinsbergenetal.(2011b).EndNotewillautomaticallytakecareofthisforyou.Notethatsomereferencingstylesuseanumberingsystem,andthatthenumberrepresentingthe

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referenceisincrementedanytimeanewcitationisaddedtothedocument,whichissomethingEndNotewillalsotakecareofautomatically.

Whenyouarefinishedwithyourdocument,youmaywanttoremovetheEndNotedynamictext(somejournalsrequireit).Todothat,inMicrosoftWordgotoTools>EndNote>ConverttoPlainText.YouwillgetanewdocumentthathasthedynamicaspectsoftheEndNotecitationsremoved(butthecitationsandreferenceswillstillbethere).Itisworthsavingbothversionsofthedocument,butitissuggestedtosubmitonlytheplaintextversionforyourassignments.

References(formattedto‘Geology’)

Altwegg,K.,Balsiger,H.,Bar-Nun,A.,Berthelier,J.-J.,Bieler,A.,Bochsler,P.,Briois,C.,Calmonte,U.,Combi,M.,andDeKeyser, J.,2015,67P/Churyumov-Gerasimenko,aJupiterfamilycometwithahighD/Hratio:Science,v.347,no.6220,p.1261952.

Amante,C.,Eakins,B.,andBoulder,C.,2009,ETOPO11arc-minuteglobalreliefmodel:Procedures,datasourcesandanalysis:NOAATechnicalMemorandum.

Hamblin,W.K.,andChristiansen,E.H.,2004,Earth'sDynamicSystems,PrenticeHall.Oreskes,N.,1988,Therejectionofcontinentaldrift:HistoricalStudiesinthePhysicalandBiologicalSciences,v.18,no.

2,p.311-348.Ryan,W.B.,Carbotte,S.M.,Coplan,J.O.,O'Hara,S.,Melkonian,A.,Arko,R.,Weissel,R.A.,Ferrini,V.,Goodwillie,A.,

andNitsche,F.,2009,GlobalMulti-ResolutionTopographysynthesis:Geochemistry,Geophysics,Geosystems,v.10,no.3.

vanHinsbergen,D.,Steinberger,B.,Doubrovine,P.,andGassmöller,R.,2011a,AccelerationanddecelerationofIndia-Asia convergence since the Cretaceous: roles of mantle plumes and continental collision: Journal ofGeophysicalResearch-SolidEarth,v.116,no.B06101.

vanHinsbergen,D.J.,Kapp,P.,Dupont-Nivet,G.,Lippert,P.C.,DeCelles,P.G.,andTorsvik,T.H.,2011b,RestorationofCenozoicdeformationinAsiaandthesizeofGreaterIndia:Tectonics,v.30,no.5.

Wegener,A.,1915,TheOriginofContinentsandOceans.Zahirovic,S.,Müller,R.D.,Seton,M.,Flament,N.,Gurnis,M.,andWhittaker,J.,2012, Insightsonthekinematicsof

theIndia-Eurasiacollisionfromglobalgeodynamicmodels:GeochemistryGeophysicsGeosystems,v.13,no.Q04W11.

Zahirovic,S.,Seton,M.,andMüller,R.,2014,TheCretaceousandCenozoictectonicevolutionofSoutheastAsia:SolidEarth(EGU),v.5,p.227-273.

Zhong, S., andGurnis,M., 1994, Role of plates and temperature-dependent viscosity in phase changedynamics: J.Geophys.Res,v.99,no.15,p.903-915.

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DigitalelevationmodelsinGeoMapApp

Ourplanet’ssurfacehasbeenshapedbybillionsofyearsofgeologicalandatmosphericprocesses.Inthispracticalyouwill explore the present-day distribution of land and sea to better understand the “bimodal hypsometry” of ourplanet.Youwillapplybasicprinciplesofbuoyancyanddensitytoconsidertheelevatedlandmassesabovesealevel,asopposedtothesubmergedseafloor.ThepracexploresthegeologicalprocessesthatleadtoextremesofdepthsintheMarianasTrenchandthehighestmountainrangesintheHimalayas.

Please read ALL instructions (highlighting, underlying and note-taking is encouraged). Team work isencouraged,buteachperson’sworkhastobetheproductoftheindividual.Theuniversitytakesplagiarismveryseriously,includingzeromarksassignedtoindividualassessments,afailforanentirecourseandevenexpulsionfromdegreeprogramsinseriouscases.IntroductiontoEarth’soceansandcontinentsOurplanet’ssurfacehasbeenshapedbybillionsofyearsofgeologicalandatmosphericprocesses.Inthispracticalyouwill explore the present-day distribution of land and sea to better understand the “bimodal hypsometry” of ourplanet. Youwill consider basic principles of buoyancy and density to consider the elevated landmasses above sealevel,asopposedtothesubmergedseafloor.ThepracticalexploresthegeologicalprocessesthatleadtoextremesofdepthsintheMarianasTrenchandthehighestmountainrangesintheHimalayas.During thisexerciseyouwillproducea seriesofhigh-qualityglobaland regionalmapsand3D figures.Theywillbeusedforyourfinalpresentation,andsoitisvitalthatyoukeepcopiesofallyourwork.Studentswhodobestinthepracticalexercisesareones thathavereadthepracticalmaterialBEFOREpracticalclasses, soweencourageyoutofamiliarizeyourselfwiththematerialbeforehand.LearningOutcomesBytheendofthispractical,youshouldhave:

• A better understanding of the elevation variance between land and sea,which results from the bi-modalhypsometryoftheplanet

• Asoundgraspofwhatmakesagoodmap• Createdaglobalmapwithannotatedcontinentsandoceanbasins• AregionalmapannotatingmajorregionaltopographicfeaturesaroundIndia• AnannotatedverticalprofileacrosstheIndusFan• Annotated 3D figures of the Indus Fan that capture the topographic extremes of elevatedmountains and

low-lyingoceanicabyssalplains• Anewskillinusingapowerful,yetsimple,GISplatformintheformofGeoMapApp

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DeliverableYouwillneedtosubmitaPowerPoint(pptx)fileorPDFoftheimagesyoucreatedviaTurnitin.AimtohavePartAtoCcompletedinclass,butifyourunoutoftime,submitwhatyouhave.WewillbelenientthisyearasitisthefirsttimewearerunningthePlagiarismWorkshopbeforethisexercise.ThedistributionoflandandseaonEarthEarth’ssurfaceisshapedbyongoingmantleconvectionandplatetectonics.Thecontinentsarebuoyantduetotheircomposition and resulting density that is lower than that of oceanic crust. Hence, continental material is largelyincompatible with the densermantle and core and tends to “float” on the convecting interior of the planet. Theresultingtopographyoftheplanet’ssurfaceischaracterisedbylow-lyingelevationsofthesea-floorandtheelevatedcontinentallandmasses.Thisbimodalhypsometry,alongwiththeinterplayoftotalwatervolumeintheoceanbasins,isresponsibleforthedistributionoflandandsea.

FigureA. Earth’s topography shapedby long-termplate tectonics andmantle convection. (Source: Earth’sDynamicSystems)

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FigureB.Earth’sbimodalhypsometryhighlightsthedistinctionbetweenthelow-lyingoceaniccrustandtheelevatedcontinentalregions.(Source:NOAAandAmanteetal.,2009)

Whatmakesagoodmap?

Scientificmapsneedtoconveythedataeffectively,butmustalsostaytruetothescientificmethodintermsofbeingtestableandreproducible.Mapsthataredifficulttoreadorreproducecanobscurescientificdata,andtypicallyresultin low marks in undergraduate geology/geography assignments or rejected scientific publications (although somedubiousmapsslipthrough!).Seetheexamplebelowofabadmapcomparedtoamuchbettermap.Thebestmapsinclude:

• Projectioninformation• Appropriategraticules2andlabels• Alegendorkeydescribingthecoloursandsymbologyofthemap• Amapinsettoprovidearegionalindicationofthemaparea,oratleastsomegeographiccontrolpoints(e.g.,

coastlines,borders,etc.)• Ascalethatgivesindicationofdistance• AnortharrowthatindicatesbothgeographicANDmagneticNorth• Descriptionofdatasources,authorinformation• Accompanyingdigitalversionofthemap(notjustaPDForimage,buttheunderlyingdatatoreproducethe

map)

2 The grid of lines and/or tick-marks depicting latitude and longitude.

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FigureE1.Averybadmap.Thismapseemstoportraysometopography,whilethebluelinescouldberiversorlakes,butitishardtotell.Itisalsoimpossibletotellwhereintheworldthisis,aswellasthescaleorprojectionused.

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FigureE2.Amuchbettermap that showcasesall theelements required toconvey thenecessary information (e.g.,regionalhydrography)inapublication-qualityformat.Notethatbothmapsareofasimilarregion,justthatFig.E1isrotatedanddifficulttoread.

**IMPORTANT!PLEASEREADBELOWBEFORESTARTINGPRACTICALWORK**

Savingyourwork

AllmachinesinthecomputerlabwilldeleteALLfilesyouhavesavedwhenyoulogout.Topreventlossofyourdata,pleasemakesureyousavetoyourGRASPdrive,aUSBstick,acloudservice(suchasDropboxorGoogleDrive)ore-mailittoyourself.MountyourGRASPdrive3bygoingtoStart>Programs>GRASP.Useyourunikeyandpasswordtolog in.Thiswillattachanetworkdrive (typically theUdrive) towhichyou,asaGeosciencestudent,cansaveyourwork.IfyoucannotaccessGRASP,it’slikelybecauseyouhaveenrolledrecently.Pleasee-mailtheleadtutorwhocanarrangeaccessforyouviaICT/eLearning.

GeoMapApp

GeoMapAppisafreeandcross-platformJava-basedtoolformakingpublication-qualitymapsandfigures,aswellasbeing the leading portal to access a wide range of geoscientific datasets. It is commonly used for educationalpurposes,andremainsavitalandeasy-to-use/easy-to-installtoolforallgeoscientists.PleasenotethatGeoMapApprequiresaworking(andreasonably fast) internetconnection,asall thedata ishostedonremotewebservers (as itwouldbetoobigtodownloadnormally!).

InstallingandusingGeoMapApp

To open GeoMapApp, log into the machine using your unikey and password. Launch GeoMapApp from the Startmenu.Itmaytakeseveralminutesforthesoftwaretobeloaded,sopleasebepatient.Ifyouhaveproblems,pleaseconsultAppendixB.

3 The GRASP drive is a network-based storage location available to all enrolled School of Geoscience students.

Your Task

This activity will be your first exposure to GeoMapApp. You will generate:

• A global map of topography and bathymetry • A regional map of India’s elevation with labels for

o The Indus Fan o The Himalayas o Mt. Everest o Tibetan Plateau o Indian Ocean

• A 2D profile of elevations vs. distance that depicts the extreme topography in the Himalayas/Tibet and contrasts it to the abyssal plains of the Indian Ocean

• A 3D figure of the Himalayan mountain chain and Tibetan Plateau with labels and the value of vertical exaggeration used

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OpenGeoMapAppOnceGeoMapApploads, itpromptsyoutochoosetheBaseMapProjection(Default:Mercator)andagreethatyouwillnotusethesemapsfornavigationalpurposes(forlegalreasons).

ClickAgree and youwill see themainGeoMapApp interface that displays an imageof theGlobalMulti-ResolutionTopography(GMRT,Ryanetal.,2009).

YourfirstmapwillbeaglobalchartusingtheGMRTdata.However,sincethedefaultdisplayisjustanimageofthetopography(tospeedupthedisplay),youwillneedtoenablethedisplayoftheactualgriddeddataofthetopography.Todothis,gototheTabDataLayers>BathymetryandLandTopography>GlobalModels>,andclickonGlobalMulti-ResolutionTopography(GMRT).Thedataitselfisretrievedfromtheinternet,sobepatientwhileitloads.

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Re-sizeyourmapwindowsothatyouarenotgettingduplicateregionsintheworld.Thatis,restrictyourmapareatotheregionbetween0°Eto0°Wtocreateafullwrap-aroundmap.Makesureyoudonotcutoffthepolarregions!

You will notice that the colours are now darker – this is because you are now displaying the gridded (raster)topographydata.Toenablethecolourscale,gotoOverlays>ColorScale.Tocreateadigitalmap,gotoFile>SaveMapWindowasImage/GridFile,andselecttheImage(PNG)optionforthebestresolution.ClickNOtoRemoveinsetsinthepop-upwindow.ClickOKandnavigatetoyourUSBstickorGRASPdrivewhereyouwillsaveyourfile.Youcanseeatthispointthatyoucanexportyourmapdatatoavarietyofdataformatsthatenableinter-operabilityandreproducibility.

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Placethefinalmap intoablankMicrosoftPowerPointslide.Savethis fileasyouwill likelyneedthefigureforyourfinalpresentation.Tip:YoucancontrolthecolourscaleandilluminationsunangleforthegridintheGlobalGridswindow.Changethesun azimuth and altitude and note the effects it has in highlighting topographic relief. From the GMRT dataset,GeoMapAppalso reports themeanelevationswithapprox.1000m for landareas (L),approx. -3000m foroceanicregions(O),andapprox.-1600mfortheentireplanetarysurface(T).

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PartB:TopographicprofilesGeoMapApp allows users to interrogate gridded data to create profiles of elevation along great circles or straightlines.Greatcirclesarepreferredingeography/geologyastheyrepresentlinesofconstantazimuthonasphere.YourfirsttaskistozoominontheIndiancontinentandsurroundingoceanicregion(seebelow).

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Fromthetoolspanelinthemainwindow,selecttheDistance/ProfileTool. ClickonapointintheoceannorthofMadagascar(M),dragthemousenorth-eastwardandletgosomewherenorthofthe Tarim Basin (TB). You should get a highlighted (white) line that represents your profile, and is curved on thisMercatormapasitrepresentsagreatcirclesegment.Savethismapimageasaregionalview.YoushouldgetaProfilewindowthatlookssomethingliketheimagebelow:

To reproducewhatyou seeabove,enter in theStartandEndco-ordinates (latitudeand longitude) into theProfilewindow.Youwillseeagraphofdistance(inkilometers)versuselevation(inmeters).AtthisstageyoudonotneedtochangetheVerticalExaggerationthatisautomaticallygenerated.Topreserveahigh-resolutionimageoftheverticalprofile,clickSave.ChoosethePNGimageoptionandsavetoyourUSBwithameaningfulfilename.Addtheregionalmap(fromabove)andtheprofileyougeneratetoyourPowerPointslides.

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Note theVertical Exaggeration (VE). In the Profilewindow above, VE is 193.1 (a randomdefault value to fit your data into the window), whichmeans for every unit in thedistance(xaxis),theverticalunit(yaxis)ismultipliedbytheVEtoemphasizeverticalfeatures.IfyouchangeVEto1or10,youwillseethatthegraphbecomesalmost“flat”–highlightingthatthetopography,albeitvaryingby~10km,ismoregradualin reality on the Earth’s surface. Remember, the entire crust of the planet is asthick as the skin on an apple, meaning that all the variations in elevation areconfinedtothis“relatively”thinlayer!(Oceaniccrustistypically~7kmthick,whilecontinentalcrustcanbeupto50kmthick.ComparethistotheradiusoftheEarth,whichis6371km!)

AppleskinisrelativelysimilartoEarthcrustalthickness(Image:KevinVanAelst)Onyourregionalmapandverticalprofile(onceyouhaveplacedthemonaPowerPointslide),annotatethefollowingfeaturesusingtheaidofGoogleImageSearch:

• IndusFan• CarlsbergRidge• Himalayas• TibetanPlateau• TarimBasin

Use text box fills and transparency (opacity) in PowerPoint to control the visibility of the text on the colouredbackground.Theimagesyoucreateandannotateinthisstepwillbeveryimportantforyourfinalpresentation.

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PartC:India’stopographyInthefinalpartofthepractical,youwillgeneratea3DfigurethathighlightsIndia’sextremetopography–fromthedeepabyssalplainsoftheoceanbasins,tothepeaksoftheHimalaya.Thesefiguresareessentialtodemonstratetheroleof gravity indrivingwater that falls as rain/snow in themountains, erodes rocks andpicksup sediments, anddepositsitfarafieldinregionalsedimentarydepocenterssuchastheIndusandBengalFans,andtheIndianForelandBasinatthebaseoftheHimalayas.

FigureF.Thetopographyof India juxtaposes thedeepabyssalplainsof the IndianOceanwith thehighestelevatedregionon theplanet, namely theTibetanPlateauand theHimalayanmountain range (Amanteet al., 2009). Theseextremes inelevationhave shaped regional climate (suchas theAsianmonsoon)and thedistributionof riversandsedimentarydepocentresinthegiantBengalandIndusFans.(Source:SabinZahirovic)InGeoMapAppzoomintotheIndusFanregion.

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IntheGlobalGridswindow,clickthe3Dtoggle(redboxbelow).

You will see that the preview window is low resolution, but the final image will be clearer. Change the VerticalExaggeration(VE),anduseavalueof10to40(experimenttoseetheeffects).PressEnteronyourkeyboardafteryouchangetheVEvaluetorefreshthescreen.Orienttheviewinthehorizontalandverticalplane.Changethepixelwidthtobe1000 (otherwiseyoumaygetapixelatedorblurry image).ClickRenderasan Image. If theresulting image isdistortedorcutoff,clickOKandchangeyourpixelheightvalues,untilyougetanacceptableresult.

Theresultinghigh-resolution3DimageoftheIndusFanregionusingGeoMapAppisonthenextpage.Savethisimageandadd it toyourPowerPointslides,addingannotationsand labels.Copythetextstatingtheverticalexaggerationand center of image that is provided in the generated 3D image and paste this into your PowerPoint for laterreference.

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Your Task

• Place the image you created into PowerPoint, annotate the Tibetan Plateau, Indian/Himalayan Foreland Basin, the Indus Fan, the continental shelves (grey in image above) and the abyssal plains. Save your PPT file, in case some of this material is useful for your final presentation.

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AppendixA:GeographicInformationSystems(GIS)and21stcenturycartographyTraditionalcartographyreliedonpaperchartsthatcancarryonlylimitedinformation,andtendtobeverydifficulttointerrogateandmodify.MostpeoplethinkofmapsaspresentingeitherEarth’stopographyorcoastlines.However,maps can carry multiple layers of information. For example, paper maps can simultaneously carry topographicinformation(colouredorcontoured)andgeologicalstructures(suchasmajorfaults,etc.).However,additionallayersmake the map “very busy”, complicated and difficult to read. Traditional maps are tied to a fixed scale4andprojection5,whichlimitstheirusefulness.With the advent of computers and satellite and ship-based data acquisition, Geographic Information System (GIS)platformshavebeendevelopedtodisplaymultiplelevelsofcomplexityingeospatialdata.Inthesepracticalexercises,youwillbeintroducedtoGeoMapApp,whichisafreeGISpackageandgeospatialdataportalthatisanessentialtoolforanygeoscientist.GeoMapAppcanbeusedtodisplayawiderangeofgeographic,oceanographic,geologicalandgeophysicaldatasetstomakepublication-qualitymaps,whilebeingverysimpletouse.LaterinthesemesteryouwillbeintroducedtoamoreadvancedGISplatformcalledArcGIS.

FigureC.The1730paperworldchartbyDanielStoopendaal,withhard-codeddatathatwouldneedtobedigitizedbeforeuseinmodernGISplatforms.(Source:Geographicus)

4There is no “zoom” feature on a paper map! To see greater detail, you need a magnifying lens and hope that the map was printed to a high resolution.

5A projection is a method of approximating and representing the Earth’s ellipsoidal surface onto a flat piece of paper. This introduces certain distortions in terms of distances, areas and directions depending on the projection used. Projections will be covered in depth in future practicals.

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Figure D. Earth’s topography (ETOPO1) from satellite and ship-bornemeasurements (Amante et al., 2009) plottedwithinadigitalcommand-lineGISplatformcalledGenericMappingTools (GMT).Themap isplottedusingcommongeographicco-ordinates,andtheunderlyingdatacanbere-projectedandre-scaledveryeasily,unlikepapercharts.(Source:SabinZahirovic) Appendix B: Working with GeoMapApp

• IftheUniversitycomputerdoesnothaveGeoMapAppinstalled,followthesesteps:

o Go to Firefox (do not use Internet Explorer!) and enter the following addresshttp://app.geomapapp.org/gma_webstart/GeoMapApp.jnlp

o SavethissmallJavaWeb-startfiletooneofyourU-drive(GRASP)folders.o Double-clickthisGeoMapApp.jnlpJavaWeb-startfiletostartGeoMapAppo GeoMapAppwilldownloadallnecessaryfiles,andwilllaunchautomaticallyo If it complains about the network connection, enter the following proxy settings

Server:www-cache.usyd.edu.auPort:8080o If this does not work, try saving the JNLP file to your Desktop or USB stick, and try launching

GeoMapAppfromthere.

• Usingyourowncomputero Gotowww.geomapapp.orgo UndertheDownloadLinksonthelefthandside,selectyourOperatingSystemo Scrolldowntoclick“Agree”anddownloadGeoMapAppo LaunchGeoMapAppnormally

Weencourage you to first get used to the software interface,muchofwhich is very intuitive.Adetailed YouTubevideotutorialisalsoavailable(http://youtu.be/q46jTsWRAts),butconsiderthismoreofanout-of-classreference.Allthedetailedstepsarecoveredintheinstructionsbelow.Somesoftwareproblemsencounteredinpreviousyearscanbesolvedbyfollowingthestepsbelow:

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Problem1–Thesoftwarecomplainsthat itcannotconnectto itsservers,ortimesoutandrequestsproxysettings.TheproxysettingsfortheUniversitynetwork(butnotyournetworkathome!)are:

Server:www-cache.usyd.edu.auPort:8080Problem2–ThesoftwarecomplainsthatJavaisnotuptodate.Forpersonalinstalls,pleaseupdateyour(free)JavaRE(RuntimeEnvironment)bygoingtohttps://java.com/en/download/ ReviewExercise(StudyAidforFinalExam)

ReferencesAmante,C.,Eakins,B.,Boulder,C.,2009.ETOPO11arc-minuteglobalreliefmodel:Procedures,datasourcesand

analysis.NOAATechnicalMemorandum.Hamblin,W.K.,Christiansen,E.H.,2004.Earth'sDynamicSystems,10thed.ed.PrenticeHall.Ryan,W.B.,Carbotte,S.M.,Coplan,J.O.,O'Hara,S.,Melkonian,A.,Arko,R.,Weissel,R.A.,Ferrini,V.,Goodwillie,A.,

Nitsche,F.,2009.GlobalMulti-ResolutionTopographysynthesis.Geochemistry,Geophysics,Geosystems10.

Your Task

Use Figure B to answer the questions below in the space provided.

1. From the hypsometry histogram, what approximate elevations represent the two “modes” (peaks) of Earth’s elevation?

2. From the hypsographic curve, what is the portion of the planet’s surface covered by land?

3. What is the average depth of the ocean basins?

4. What is the average elevation of the landmasses?

5. What is the highest and lowest point on Earth’s surface?

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NoPracsintheweekbeforethemid-semesterbreakduetoEaster(GoodFriday)

IMPORTANTNOTE:DURINGTHEWEEKBEGINNING21MARCHTHEREARENOPRACCLASSESFORGEOS1001/1901.THISISBECAUSEOFTHEPUBLICHOLIDAYONFRIDAY25MARCH(GOODFRIDAY).PRACCLASSESRECOMMENCEIMMEDIATELYAFTERTHEMID-SEMESTERBREAK

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PRACCLASS:WEEKOF4APRIL

TheaimofthisclassistointroduceArcGIS,whichisawidely-usedsoftwarepackageusedforGeographicInformationSystems(orScience)(GIS).

GISisbecomingincreasinglyembeddedinourdailylives.AnyonewhoownsasmartphoneiswalkingaroundwithaglobalpositioningsystemandaGISintheirpocket.TheuseofGIStechnologyhasbecomeanintegralpartofmanyuniversitydisciplinesandhasawiderangeofapplications inbothphysicalandsocialsciences. Thenext3practicalsessionsaimtogiveabriefintroductiontoGISandsomeitsapplicationsformodellingphysicalandsocialprocesses.

GISMatters

Justabouteverythingandeverythingthathappens,hassomelocationontheearthsurfacewhichcanbeexpressedinavarietyofways.Latitudeandlongitudepositionsobjectsandprocessesinrelationtooneanother,andinrelationtotheearth’s surface. Inotherwords, everythinghas ageography andbeing able to represent andunderstand thatgeographyisvastlyimportanttohelpingusunderstandtheworld.

MuchoftheearlytechnologyforGISwasdrivenbydevelopments incomputing, informationgatheringandstorageanditsusestothemilitary,particularlytheUnitedStates.ModernglobalpositioningsystemswerefirstdevelopedbytheUSmilitarytohelpguidethingssuchasmissilestointendedtargetswhilesomeofthefirstknownremotesensingcapabilities related to surveillance for intelligence agencies. Other countries simultaneously developed similarsystems,andhaveeachcontributedtomodernGISinavarietyofways.

GIShasmovedbeyondthemanydestructivemilitaryusesandisembeddedinourdailylivesinamultitudeofways.Itis used to collect and store data from council regulations, land ownership, to fauna habitat and ocean floortopography.MoreimportantlythisdatacanbeanalysedusingGIScapabilitieshelpusunderstandtheprocessesthatshapedailylivesandshapetheplanet.Understandingthemovementoftectonicplates,understandinglandchangeand understanding patterns of population distribution can all be done through the use of GIS. The use of GIStechnologyhasbecomeanintegralpartofmanyuniversitydisciplinesandhasawiderangeofapplicationsinphysicalsciences,socialsciences,architectureandplanning.

CommonApplications

TherearemanycommonapplicationsofGIS.Longleyetal(2011)suggestthatapplicationsgenerallysetouttofulfilthefiveM’s:

• Mapping• Measurement• Monitoring• Modelling• Management

KeyConcepts

DataTypes

TherearetwofundamentalwaysofrepresentingtherealworldinGIS,whichgenerallyalignwithtwoprincipledatatypes. Understand how they relate to realworld phenomenawill inform how they can be used to analyse thosephenomena.

Rasters

Rastersareessentiallya‘photo’representationoftherealworld.Arasterrecordsvaluesinarectangulargridofcells,muchlikeaphotorecordscoloursinagridofcells,orpixels.Thesevaluescanrepresentanynumberof‘things’suchassalinity,elevationandlightreflectance.Rasterdataisbestusedtorepresentacontinuoussurface.Rasterfilescancomeinarangeofformatsandareoftenspecifictothetechnologyusedtocapturetheimagese.g.particularremotesensingsatellites.

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Vectors

Vectordataconsistsofahierarchyorrelatedpoints. Apoint inspace,definedbycoordinatessuchas latitudeandlongitude,formsthebasisofallvectordata. Acollectionofpointcanbejoinedtocreatea line. Pointsareusuallyconnectedbystraight linesandcurvescanberepresentedthrough increasingthedensityofpoints. Acollectionoflinesthatareenclosedformanarea,orpolygon.

Measuringlocationandtheissueofprojection

Measuringthelocationofapointusingacoordinatecanbedoneinavarietyofways.Thebasicwaytodefineapointlocation on the earth’s surface is through latitude (horizontal lines or parallels) and longitude (vertical lines ormeridians).Othersystems,suchastheUniversalTransverseMercator(UTM)givecoordinatelocationsinMetres.

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Datum

ADatumisasystemthatwhichallowslocationstobeidentifiedontotheearth’ssurface.Theearthhoweverisnotaperfectsphere,itisanellipsoid,andthereareamanymathematicalmodelsoftheearth’ssurfaceresultinginmanyoften regionally specific datums. Themost commonly used inAustralia is calledGeodeticDatumofAustralia 1994(GDA94)andinArcGISitisreferredtoas“GCS_GD_1994”.

GraphicalrepresentationofGDA94datum

(Source:http://www.icsm.gov.au/mapping/about_projections.html)

Projection

Aprojectionisasystemwherebycoordinatesthathavebeendrawnonthesurfaceoftheeartharedrawnontoaflat,twodimensionalpieceofpaper.Differentprojectionsdistortdifferentgeographicpropertiesindifferentways.TherearefourTYPESofprojections:

• Equal-Area-correctlyshowsthesizeofafeature• Conformal-correctlyshowstheshapeoffeatures(Amapcannotbebothequal-areaorconformal–itcan

onlybeone;ortheother;orneither.)• Equidistant-correctlyshowsthedistancebetweentwofeatures• TrueDirection-correctlyshowsthedirectionbetweentwofeatures

TherearethreebasicTECHNIQUESforcreatingamaponapieceofpaper:• Azimuthal

theimaginary‘pieceofpaper’isflatthisisusuallyusedoverPolarareas• Conical

the imaginary ‘pieceofpaper’ isrolled intoaconethis isusuallyused inmid-latitudeareas(approximately20°–60°NorthandSouth)

• Cylindricaltheimaginary‘pieceofpaper’isrolledintoacylinderthisisusuallyusedoverEquatorialareasorforWorldMaps

Azimuthal Conical Cylindrical

Source:http://www.icsm.gov.au/mapping/about_projections.html

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StartingwithARCGIS

Beforeyoubegin…

MakeatextfileonyourUSBwithyournameandcontactdetailse.g.

IF_FOUND_README_PLEASE.txt

StefaniGermanotta

+61293518093

8721W.SunsetBlvd.,WestHollywood,CA90069.

Now,youcanworkonyourUSB.1. DownloadtheGISdatafrome-learningwebsiteandsaveittoyourUSBdrive,oranewfolderonyourdesktop.

Extractallthedatafromthezipfilesandleaveinthesamelocation.2. Open“ArcMap10”,whichistheArcGISfolderintheapplicationsmenu.3. Click“Ok”tostartanewBlankMap.4. Click“File”à“MapDocumentProperties”àtickthebox“Storerelativepathnamestodatasources”thenclick

ok.5. Click“File”à“SaveAs”andsavetheMapDocument(.mxd)toyourUSB6. ClicktheAddDatabutton

Thiscanalsobeaccessedbyclicking“File”à“AddData”à“AddData…”

7. Click“ConnecttoFolder”andnavigatetoyouUSBdrive.Click“Ok”.

8. FindtheGISdataonyourUSBandloadintheshapefiles[thesearefilesina‘.shp’format].Youcandothisoneat

atime,orselectthemallandclickthe“Add”button.

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Youwillnoticeatoolbaratthetopofthewindowsimilartothis…

Youcanhoverthemouseovereachitemtofindoutwhattheydo.The“+”and“–“arezoominandout,thehandtoolallows you to click anddrag, the globe zooms to the full extendof yourdata, theblue single arrowbuttons go topreviousviews.The“i”toolletsyouclickonthedatatofindoutwhatitis.Playaroundwiththetoolbarstolearnmore.Youshouldalsonoticecheckboxesnexttothedata layersyouhavejustaddedin. Byclickingtheseyoucanturnlayersonandoff.Clickanddragthelayersupanddowntheshowthemontopof,orunderneathotherlayers.Thisisimportantformakingsurethatallyoudataelementsarevisuallypresentratherthanbeinghiddenunderneathotherlayers.

9. Rightclickon thedata layer“Sydney_SA1_selected_av” thenclick“Properties”. The followingboxwillappear.Thisboxallowsyoutomanageyoudata.Thecurrentselectionwillbeonthe“Symbology”tabwhichallowsyoutoadjusthowthedataisviewed.

10. Under the left hand menu, click “Quantities”. In the “Value” drop down menu, select “Med_per_in”, whichdisplaysthemedianpersonlincome.

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11. Usethe“Classify”buttomtoadjusthowthedataisdisplayed.Therearenumbersofoptionswhichusedifferentmethodstogroupsvalueranges intodifferentcategories. Think throughwhateachof thesemightmean. Forexample, ifyouuse“equal interval”thedatabreaksdivided intoequalpartsbasedonthenumberof“classes”specified.

12. Usethecolourramptoadjustthetypesofcoloursused.13. Clickon“Symbol”underneaththecolour rampandselect“Adjustproperties forAllSymbols”, thenchangethe

“OutlineColour”to“NoColour”,thenclick“Ok”.14. Click“Ok”toexittheLayerPropertiesbox.15. Movethe“Sydney_LGAs”sothatitsitsinbetweentheothertwodatalayers.Adjustthesymbologyofthelayer

(rightclickàproperties),sothattheboundariesandthedataunderneathcanbeseen.Click“Ok”toacceptthechanges.

16. Rightclickon“Localities”andselect“Properties.Adjustthesymbologyasyouwish.Selectthe“Labels”tabandcheckthebox“Labelfeaturesinthislayer”.Underthe“LabelField”menu,select“Name2”.Adjusttextsymbolandlabelstylestogetthedesireeffect.

17. Currentlyweareworkingwithinthe“DataView”andweneedtoswitchto“LayoutView”whichiswherewecanconstructamapforprinting.Tochangeviewseitherclick“View”à“LayoutView”,orselecttogglebetweenthetwousingthebuttonsatthebottomofthedataframe.

18. Showthe layout toolbarbyclicking“Customize”à “Toolbars”à “Layout”. Youwillnoticeadditional zoom inandouttools.Thesecontrolthezoomofthelayoutpage,whilethetoolsdiscussedunderpoint8above,adjustthezoomoftheDatainthedataframe.

19. Adjust the page layout using the “Arrow” toolbar. Insert a legend, scale bar and north arrow using the the“Insert”menuatthetopofthewindow.Youcanalsoinsertadditionaltextboxestoincludeatitle,author,dateanddatasource(e.g.AustralianBureauofStatistics).Textcanbeinsertedusingthetextsymbolinthe“Drawing”toolbar.ThistoolbarisfoundinthesamemenuastheLayouttoolbarinpoint18above.

20. Exportyourmaptojpegorpdf,byclicking“File”à“ExportMap”.Forjpegs,increasetheresolutiontoatleast300dpi.

21. SaveyourmapdocumentonyourUSB.Notethatthismapwilllikelybetoobigtoemail.

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Note:Thispracclassrepresentsthefirstofthreeclasseswhichusegeological,environmentalandsocialdatarespectivelytorepresentparticularprocessesinIndia.ItisarequirementofthisUnitofStudythatattheendofthethirdclass,everystudenthasuploadedthreecompletedmapstoBlackboard.Thesearenotgraded,butfailuretoundertakethistaskwillresultinapenaltyof5%ofthesemestermarkforeverymapnotuploaded.

AnystudentnotabletocompletethistaskbecauseofillnessorothercircumstancesisentitledtoapplyforSpecialConsideration.

India’stectonics,geologyandpopulationThispracappliesbasicGISskills tohelpyoubetterunderstandthe ‘neotectonics’ (present-daytectonics)of India intermsoftopographicextremes,earthquakes,riversystemsandpopulationdensities.Youwillusebufferanalysesongeophysicalhazardsourceregionstohighlightareaswithhighpopulationdensitiesthatmaybeatrisk.

Please read ALL instructions (highlighting, underlying and note-taking is encouraged). Team work isencouraged,buteachperson’sworkhastobetheproductoftheindividual.Theuniversitytakesplagiarismveryseriously,includingzeromarksassignedtoindividualassessments,afailforanentirecourseandevenexpulsionfromdegreeprogramsinseriouscases.

IntroductionThe collision of the Indian continent with Eurasia has shaped the regional topography, climate, the abundance ofnatural resources, aswell as the tectonic forces responsible fornatural hazards that affect vastpopulations acrossEurasia,IndiaandtheIndianOcean.InthisexerciseyouwillapplyaGIS(GeographicInformationSystem)approachtostudy the tectonic setting of India in a global context, as well as population density and natural hazards fromseismicity(i.e.,earthquakes).At the end of the practical you will have created a map with certain specifications (outlined at the end of thedocument)asaPDForJPGforsubmissionviaeLearning.Thedatasetscontainedinthispractical,aswellasanymapsgenerated,canbeusedinyourfinalgrouppresentation–soitisimportanttokeepcopiesofyourwork.Youwill beusingArcGIS,which is the industry-standardGISplatform. Student licenseDVDs are available from theSchoolofGeosciencesfrontoffice,andArcGISisaccessiblefromalluniversitycomputerlabs.YouwillneedtoworkfromaUSBstick,whichwillneedabout300Mbof free space.Alternatively, youcanuse theGRASPdrive for thispurpose–pleaseconsultinstructionsfromearlierpracticalsonhowtoaccessyourGRASPdrive.WARNING:Any filesor folders you createon the lab computer’sCdriveor local folders (Desktop,MyDocuments,Downloads,etc.)willbeDELETEDwhenyou logout.Recoveryofthesefilesis impossible.Thereforeit iscriticalforyoutoworkfromaUSBstickortheGRASPdrive.Ifallelsefails,makealocalfolderonthecomputer–butbesuretozip6it up and send it to yourself via a large file transfer system provided by the University called CloudStor(https://cloudstor.aarnet.edu.au/filesender/).AlternativelyyoucanuploadyourzippedfolderattheendoftheclasstoyourDropboxorGoogleDrive,ifyouhavesuchaccounts.Tryingtoe-mailanattachmentthatisgreaterthan20Mbwill fail – so it is important to start using these alternativemethods for sending and storing large files online. At

6 To compress a folder in Windows Explorer – navigate to it. Right-click on it and go to “Send To”, and choose the “Compressed (zipped) Folder” option. Follow the prompts to save the zipped folder.

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university-levelcoursesitisassumedthatyoucanmanageyourowndata,includingzippingandunzippingfolders,andusing“Cloud”storageincaseyoudonothaveaUSBstickwithyou.Part1–YourworkspaceCreateanewworkingfolderonyourUSBorGRASPdrive,bynavigatingtothedriveusingWindowsExplorerandright-clickingtocreateaNewFolder.

Givethefolderaname,butkeepinmindthatcertainaspectsofArcGISdonottoleratethefollowing:

• Numbersatthebeginningofafileorfoldername• Spacesinthefileorfoldername• Specialcharactersinthefileorfoldername(underscores“_”areasafeoption)• Longfileorfoldernames(somecomponentsofArcGISenforcea13characterlongfileorfoldername!)

Thisfolderwillnowbecomeyourworkspace.Makesureanymaps,andanydata,aresavedintothisfolder.Notonlyisthisneat,butplacingyourGISfilesinonelocationmakesthemportablebetweencomputersincaseyouhavetoworkwiththesefilesatalaterdate.Download the zipped fileGEOS1001_ArcGIS_India.zip fromeLearning intoyournewly-created folder.Alternatively,downloaditfromthedirectlinkhere.InWindowsExplorer,navigatetothisfileandright-clickonit.Tounzipthisfile,right-clickandselectthe“ExtractAll”option–makingsurethatyouextractthecontentsintoyourworkspace.Youwillusethesefilestocreateyourmap,andthereforeyouwillnotbeabletocompletethepracticalifyoumissthisstep.Note that ArcGIS, along with most other applications, cannot work directly from a compressed folder (.zip), andthereforethecontentsmust firstbeextracted.Onceyouhaveunzippedthecompressedfolder,youcandeletetheoriginalzipfile–whichwillremainavailableoneLearning.In theGEOS1001_ArcGIS_India folder youwill notice a LOTof files –many sharing the filename, but have slightlydifferentfileextensions.Forexample,theBird_2002shapefile(.shp)isassociatedwithanumberofotherfiles(.dbf,.prj, .sbn,.sbx,.shp.xml,and.shx).ForGISapplicationstorecognizetheshapefile,youmustalwayskeepittogetherwithitsaccessoryfiles(thatincludethingslikeprojectioninformationandothermetadata).SayyouwantedtomovetheBird_2002.shpshapefile–youwouldhavetomovealltheotherfilestoo.

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Part2–TheBasemapThispartofthepracticalwillguideyouthroughthestepsofestablishingaworkspacetomakeamap,aswellastheprocessofmakingabasemaponwhichyouwillincludeadditionallayersofrasterandvectordata.Dependingonwhichcomputerlabyouareworkingfrom,youcanaccessArcMapfromCitrix(AccessLabs,inc.MadsenRooms300and302)ortheStartMenu>ArcGIS>ArcMap(MadsenRoom301).

Thefirstwindowyouwillencounterissimilartowhatyouseebelow.Itshowsanyrecently-usedmaps.Sincewearecreatinganewmap,clickCancelonthebottomright-handcorner.

YouwillnowbeprovidedwithablankArcMapdocument.Youshouldbesomewhatfamiliarwiththeinterfaceatthisstage,asyoucoveredmuchofitinlastweek’spractical.

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Oneofthemostimportantbuttonsontheinterfaceisthe“AddData”button Clickthe“AddData”button,whichwillopenasmallernavigationwindow.

Thefirsttimeyouaddanydata,youneedtomakeanewconnectiontoyourdatafolder.Clickthe“ConnecttoFolder”

buttonandnavigatetoyourworkspace,andclickOKtoaddyourworkspacetothefolderconnections.

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YoushouldbeabletoseetheGEOS1001_ArcGIS_Indiafolderinthewindowthatyouextractedintoyourworkspaceearlier. Go into this folder, and select the following files (hold down the Control button on the keyboard whenselecting):etopo_simple.tif–AdownsampledglobaltopographyrasterfromAmanteetal.(2009)SHADED_RELIEF_BASE.tif–GlobalcolouredtopographyrasterfromHearnetal.(2003)

ClickAddandthetworasterswillbe loaded.YouwillnoticethattheETOPOrasterwillbeappear inthetopofthelayers(TableofContents).YoucanuntickthislayertoseetheShadedRelieflayer–oryoucanrearrangetheorderbyclickinganddraggingthelayersupordowntheTableofContents.

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Atthisstagewewanttosavethemapdocument. It isgoodpracticetosaveyourworkeveryfewminutestomakesurethatyoudonotloseanythingincaseofanapplicationcrash.To do this, go to File > Save As. Navigate to your workspace and use a filename such asGEOS1001_GIS_India_unikey.mxd(whereunikeyisyourunikey).Notetheuseofunderscoresinsteadofspacesinthefilename.ClickSave.

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TheArcMapdocument(.mxd)isNOTacontainerforthedata,butinsteadsavesonlytheinformationontheorderoflayersandthe instructionsofhowtodrawandcolourthedata. IfyouweretocloseArcMapyoucanjustopenthismapdocument(.mxd)tore-launchthelast-savedinstanceofyourproject.Ifyouwantedtoeditthismaponanothercomputer,youwouldhavetocopythemapANDthedatafiles.Tomakesurethatyourdocumentremainsportableitisgoodpracticetouse“relativepaths”.GotoFile>MapDocumentProperties.Entersomemeaningfulinformationinthefields–butmostimportantly,makesuretheboxatthebottomto“Storerelativepathnamestodatasources”isticked.ClickOKtoreturntoyourmapdocument.

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Atthisstageitisimportanttounderstandthedifferencebetweenthetworasters.Bothareglobal,andbothrepresenttopography.However,theETOPOrastercontainsvaluesofelevationinmeters,whiletheShadedReliefmapcontainspre-setvaluesthatrepresentcolours(red,greenandblue–RGBcolourspace).ThismeansthattheETOPOraster ismoreofa rawdataset,andthecolourpalettecanbebettercustomized.Forexample, itbecomeseasier torestrictcolouringtoonlyland(valuesof0orhigher)oroceanic(valuesbelow0)areas,usinganynumberofcolourpalettes.To change the colour palette applied to the ETOPO layer, right-click on the etopo_simple.tif layer in the Table ofContents,andclickProperties.

Click theSymbology tab,andunder the“Stretched”option trydifferent“ColorRamps” fromthedrop-downmenu.ClickOKtoapplythechange.Seewhetheryouliketheresults.Comebacktothisscreentotrydifferentoptions.

A useful tip for dealing with colour palettes is to try the inverse (i.e., reverse) of certain colour palettes. Fortopography,thebestcolourpalettesare“diverging”palettesthatcanrepresentthedistinctionbetweenoceanicandlandareas.Tryinvertingafewcolourrampsbyclickingthe“Invert”tickboxintheSymbologytab.Belowyoucanseetheeffectsofinvertingbluetoredcolourramp.

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Part3–Present-daygeologyandtectonicsFirstly,wewanttohidethereconstructedIndiagrouplayerbyuntickingtheboxnexttothegrouplayername.Thenuse the “Add Data” button in themainwindow so that we can now add additional shapefiles. Add the followingshapefilelayers(youwilladdtheremainingdatasetslateron):

Using the table below,modify the symbology for the newly-added layers by right-clicking on the layer and go toProperties.UndertheSymbologytab,choosetheFeatures>SingleSymboloption.Thenclickthesymboltobringup

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the Symbol Selector. (Alternatively you can just double-click on the symbol representing the layer in the Table ofContentstomodifythesymbology–thisisagoodshortcuttoplayaroundwith.)LayerName Description Source SuggestedSymbolEarthquakes_Significant_ANSS Earthquakeswitha

magnitudeof6.5ormoreontheRichterscale

AdvancedNationalSeismicSystem(ANSS)fromtheUSGeologicalSurvey(USGS)

Filledcirclecolouredin“GingerPink”withsize8

India_MajorCities Majorcities(suchasprovincialcapitals)inIndia

Hearnetal.(2003)USGS Filledstarcolouredin“MarsRed”withsize18

Volcanoes Majorvolcanoes Hearnetal.(2003)USGS Filledtrianglescolouredin“MediumApple”greenwithsize18

Bird_2002 Globalplateboundaries

Bird(2003)(Releasedin2002,publishedin2003)

Blacklinewithwidthas4

Faults_USGS Majortectonicfaults Hearnetal.(2003)USGS Brownlinewithwidthas1

India_Coastline India’scoastlineonly Hearnetal.(2003)USGS Linecolouredin“LapisLazuli”bluewithwidthas2

India_PoliticalBoundary India’spoliticalborder Hearnetal.(2003)USGS Shadedpolygonwith“OlivineYellow”andnolinewidth,andnoOutlineColour

Onceyouhavemodifiedthesymbology,makesureyouclicktheSavebuttononthemainwindowtopreserveyourmodifications.ZoomintotheIndiaregion,andyoushouldhavesomethingliketheimagebelow.

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FromtheimageaboveyoushouldbeabletoseethatsomeofIndia’smajorcitiesareexposedtomajorearthquake(seismic)hazardsinthecountry’snorthandnorth-east.Theeasterncoastlineisalsopronetotsunamihazards(alsocausedbyearthquakes)fromtheIndonesianislands(includingSumatra).

• Whatdoesthedistributionofmajorearthquakesindicateaboutcrustaldeformation?Whatkindoftectonicboundariesandforcesdoyouthinkareatplay?Why is theresomuchsignificantseismicityalongSumatra(eastofIndia)?

• Whatareaof India ismostsusceptibletotsunamihazard–thenorthern interior, thewesterncoastline,ortheeasterncoastline?Why?

Part4–NaturalhazardsEarthquakesarethedominantnaturalhazardthatresultfromIndia’stectonicsetting–largelyfromtheongoingIndia-Eurasiacollision.Thedeformationisfocussedalongtheplateboundaries,wherestrainisaccumulated,andeventuallyreleased as seismic energy. Earthquakes on land, such as those in India’s north and north-east cause significantstructuraldamagetohomesandinfrastructure,leadingtolossoflifeandimpedimentstoeconomicgrowthinordertoincreaselivingstandardsintheseregions.Submarineearthquakes,namelythosewithaverticalfaultdisplacement(suchasnearsubductionzoneswherethereis tectonic convergence and compression), release huge amounts of seismic energy into the water column. Thispropagatingwaveiscalledatsunami,whichcanhavedevastatingeffectsonanentireregion.Forexample,the2004earthquakeonSumatra (26December, 00:58UTC)hadaRichtermagnitudeof9.0-9.3andwas the third-strongestseismiceventtobeeverrecorded,releasingtheequivalentenergyof1500HiroshimabombsintotheIndianOcean.NotonlydiditdestroyaregionaroundtheepicentreonSumatra(Indonesia),ittriggeredatsunamithattravelledtheentireIndianOcean(asfarasAfricaandWesternAustralia),killing230,000peopleacross14countries,withtsunamiwaveheightsup to30m.Although Indonesia took thebruntof thedamage, India’s coastlinewasalsosignificantlyaffected.Indiarecorded12,405deaths,withanadditional5,640peopleremainingmissingandpresumeddead.Thetsunamidisplacedalmost650,000peopleinIndia.Anextensivesynthesisofthenaturaldisastercanbefoundhere:

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http://en.wikipedia.org/wiki/2004_Indian_Ocean_earthquake_and_tsunami

Source:ReutersThemaximumtsunamiwaveheightthatreachedIndiawas11m(Choietal.,2006).Thisheighttranslatestoamuchgreater distances inboard from the coastline. Add the shapefile called “runup_11m.shp” from your data folder.Changethesymbologyofthislayertobe2pointsthick,andmakeitabrightcolour(suchaspink).Thislinerepresents

thetopographiccontourof11mthatcouldbereachedbysuchatsunamiheight.UsetheMeasure(ruler)tool toestimatesomeofthedistancesbetweenthecoastlineandthe11mcontour.Note that tsunami waves dissipate significant energy as they reach land – so this estimate would be amaximumpossiblevalueforan11mhightsunami.AlsonotethatIndonesiaexperiencedtsunamiheightsofupto30m,whichgivesyouanideaoftheextentofthedamageinlandthatcanbeexpected.

• Whatkindofdistancesfromthecoastlinescouldbeaffected?• WhatIndiancitiesaremostatriskfromtsunamisoriginatingfromIndonesia?

Since thecapitalcitiesmaynotberepresentativeof thepopulationdensityanddistribution in thecountry,wewillnowaddmoredatatohelpusevaluatetherisktoIndia’scoastalpopulations.Addthe“POPULATION_INDIA.tif”rasterfromthedatafolder.Whenaskedtocreatepyramids–clickYes.Thisisawayfor ArcGIS to speed up the display of detailed raster files. Once it is added, move it to be on top of theIndia_PoliticalBoundarypolygonlayersothatitcanbevisible.

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Thedefaultcolouringofthepopulationdensitymapisnotideal.Right-clickonthelayer,selectProperties,andmodifythecolourschemeundertheSymbologytab.Choosethegreentored,orsimilarcolourscale.(AtthisstageyoucanhidetheETOPOlayer.)Thehighervaluesrepresenthigherpopulationdensities,whichcorrespondtothemajorcities.

• Aretheresomedenselypopulatedregionsthatarenotrepresentedinthemajorcitiesdataset?Ifyoudidnothaveaccesstoadetailedpopulationmapsuchasthis,youcouldusea“proxy”measureofpopulation.One commonly-used dataset is the night-time light intensity sensed by orbiting satellites. Add the“NIGHTTIME_LIGHTS_INDIA.tif” layer from your data folder. When asked to build pyramids, click Yes. The highervaluesindicatehighestintensityoflightpollution,henceindicatinghighestpopulationdensities.

• Whydoyouthinkthelight intensitymaynot,onitsown,beagreat indicatorofpopulationdensity?(Hint:wealth)

• BasedonthepopulationdensityANDthelightintensity,whataresomeregionsonIndia’seastcoastthatareathighriskfromtsunamis–butarenotsymbolisedasmajorcities?

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Part5–MakingthefinalmapsThis final part of the practical will help you generate a PDF or JPG of a high-qualitymap that you will submit toeLearning,butcanalsokeepforthefinalpresentation.Fornow,zoomintoIndiaandpartsofSumatra.ToswitchtotheLayoutView,formakingthecartographicelements(such as a legend and soon), click on the small “LayoutView”buttonon thebottom left hand corner of themapscreen.

Right-click on the map, click Properties, and go to the Data Frame tab. Here we can specify the exact region ofinterest. From thedropdown, click “FixedExtent”. Type in the followingvalues into theboxes (theyare indecimaldegrees,dd):Top35Bottom-10Left60Right105ClickOKtoreturntothemap.Toaddthegridmarks (graticule) representing longitudeand latitude, right-clickonthemap(alsocalled the frame)andgotoProperties.UndertheGridstab,clickNewGrid.Select“Graticule”andclickNext.Select10degreesastheintervalinlongitudeandlatitude,keepclickingNextandFinish.Youwillnoticethatthefontistoosmall–thisisthesizeitwouldappearonanA4page.

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Right-clickontheframe,gotoProperties>Grids.SelecttheexistingGraticule,andclickProperties.OntheLabelstab,changethefontsizetobe12.Untickthe“Right”and“Top”boxessothatyouonlygetlabelsforthewestandsouthboundary of the map. Then click “Additional Properties” and untick the “Show zero minutes” and “Show zeroseconds”boxes.Thislevelofdetailwouldbeusefulforamapofasmallerregion,ratherthanthelargeregionwearedealingwith.KeepclickingOKuntilyougetbacktothemapview.

Now we need to add a number of other cartographic elements, including a north arrow, a distance scale and alegend/key.Forthenortharrow,gotoInsert>NorthArrow.Chooseoneofthearrows,clickOK,placeitbelowthemapandresizeifnecessary.

SAMPLE MAP

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Add a Scale Bar from the Insertmenu. Choose the first option and click OK.Move it to the area below themap.Double-clickonthescalebarsothatwecaneditthenumberofsubdivisionsandthelinearunits.Changethenumberof divisions to 1, and number of subdivisions to 2. Change the Division Units to be Kilometers. From the “Whenresizing…”drop-down,choose“Adjustwidth”andenter500kmasthe“Divisionvalue”.ClickOK.The legend (or key) is one of the last steps, but a very important step in themap-making process. Go to Insert >Legend.BydefaultArcGISwill addall the layers to the legend,which is notwhatwewant at this stage. From the“LegendItems”ontheright,clicktheSHADED_RELIEF_BASE.tifandclicktheleft-pointingarrowtoremoveitfromthelegend.DothisalsofortheIndia_PoliticalBoundarylayer.Changethenumberofcolumnsto2,clickNextuntilyougetbacktothemap.Youwillnoticethatthelayernamesarenotsoneat. Ifyouhavetime,youcaneditthelayernamesintheTableofContents.Todothis,selectoneofthelayersintheTableofContents,thenclickonthenametoenablerenaming(seetheeffectbelowontheright).

Before exporting themap,make sure that all themap elements fit on the page. Youmayneed to resize themapand/or the legend, or rearrange themapelements.Once you arehappywith the layoutof yourmap, go to File >ExportMap.Navigatetoyourworkspace,changetheoutput filenameofyourmapandmakesure it isexporting in300dpi(dotsperinch).ClickSaveandwaitforArcMaptogenerateyourPDForJPGfile.FollowingtheUnitofStudyoutline,failuretouploadthemapbytheendoftheweekwill incurapenaltydeductedfromthesemestermarkforeverymapnotuploaded(therewillbethreeintotal,oneforeachGISprac).SubmitthemapPDForJPGfiletoeLearningviatherelevant“ResourcesforGISpracclasses”tabandtheTurnItIndropboxby9pm,Sunday,oftheweekinwhichthispracisheld.Pleasenotethateachstudentmustsubmittheirownmap.Thispractical isdesignedsothatyoucanfinishitwithinthepractical class.However, if youdonot finish it in class, it is recommended toobtainaDVDofArcGIS fromtheSchool of Geosciences front office to install on your own computer (note that it requires Windows to run).Alternatively,theuniversity’scomputerlabsalsohaveaccesstoArcGIS.ReferencesAmante,C.,Eakins,B.,Boulder,C.,2009.ETOPO11arc-minuteglobalreliefmodel:Procedures,datasourcesandanalysis.NOAATechnicalMemorandum.Bird,P.,2003.Anupdateddigitalmodelofplateboundaries.Geochemistry,Geophysics,Geosystems4,1027.Choi,B.H.,Hong,S.J.,Pelinovsky,E.,2006.DistributionofrunupheightsoftheDecember26,2004tsunamiintheIndianOcean.Geophysicalresearchletters33.Hearn,P.,Hare,T.,Schruben,P.,Sherrill,D.,LaMar,C.,Tsushima,P.,2003.GlobalGIS‚GlobalCoverageDVD(USGS).AmericanGeologicalInstitute,Alexandria,Virginia,USA.

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TheclimateandhydrologyofIndia

Part1:DriversofclimateinIndia

22. DownloadtheGISdata (Week8GIS files.zip”) frome-learningwebsiteandsave it toyourUSBdrive,oranewfolderonyourdesktop.Extractallthedatafromthezipfilesandleaveinthesamelocation.

23. Open“ArcMap10”,whichistheArcGISfolderintheapplicationsmenu.24. Click“Ok”tostartanewBlankMap.25. Click“File”à“MapDocumentProperties”àtickthebox“Storerelativepathnamestodatasources”thenclick

ok.26. Click“File”à“SaveAs”andsavetheMapDocument(.mxd)toyourUSB27. ClickthearrowtotherightoftheAddDatabutton

28. Click“AddBasemap…”29. Select“TerrainwithLabels”andclick“Add”.30. ClicktheZoomInbuttonandeitherclickonwhereIndiaisonthemapordrawasmallrectanglearoundIndia

withyourcursor.

31. UsetheHandbuttontomaneuveryourmapsothatIndiaisinthecentre.

32. ClicktheAddDatabutton

Thiscanalsobeaccessedbyclicking“File”à“AddData”à“AddData…”

33. Click“ConnecttoFolder”andnavigatetoyouUSBdrive.Click“Ok”.

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34. Find the GIS data on your USB and load in the three-monthly precipitation raster files [these are files with achocolateblockicon–“prec_1,”“prec_2,”“prec_3”and“prec_4”].Youcandothisoneatatime,orselectthemallandclickthe“Add”button.Note:Justignoretheotherfiles...

35. IntheTableofContents(onthelefthandsideofthescreen),uncheckalloftheprecipitationlayersexceptfor“prec_1”.ThemapwillnowbeshowingaveragerainfalldistributionfortheJanuary–Marchperiod.

36. Rightclickonthe“prec_1”layerandclickon“Properties…”37. Openthe“Symbology”tabandchangethecolourramptobestrepresentlowtohighrainfalllevels(foreg.

Orangetoblue,orlightbluetodarkblue…).38. Deletethevalues(ie.thenumbers)inthe“Label”boxes.Itshouldnowjust“High”inthetopboxand“Low”inthe

bottom.Click“Ok.”

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39. RepeatStep18fortheotherthreeprecipitationlayers.Choosethesamecolourrampforeachlayer.40. IntheTableofContents,dragtheReferencelayertositabovetheprecipitationlayers(dothisbyclickingon

“Reference”,holdingdownthecurseranddraggingittothetop,justbelow“Layers”).41. NowswitchtoLayoutview.42. Minimisethedataframebyclickingonacorneranddraggingittowardsthecentreofthepage.Thedataframe

shouldonlyfillaboutaquarterofthepage.Forthismapyouwillbefittingfourdataframesontothispage.43. UsetheZoomtoolsandHandtooltomovethemaparoundinsidethedataframeuntilitispositionedwhereyou

wantit.44. FromtheMenubar,click“Insert”à“Text”.Type“January-Marchprecipitation”andpositionthetextboxsoit

sitsjustbelowthedataframeshowingthe“prec_1”data.45. IntheTableofContents,renamethisdataframe(currentlytitled“Layers”)“January-March”.46. Click“Insert”à“DataFrame”.47. IntheTableofContents,rename“NewDataFrame”as“April-June”.Positionthenewdataframetositinthetop

righthandcornerofthepage.48. Addthe“Terrainwithlabels”Basemapagain.Youwillhavetozoominonthemaponthisnewdataframetoget

theextentright.49. IntheTableofContents,dragthe“prec_02”tositasalayerinthe“April-June”dataframeandcheckitsbox.Drag

the“Reference”layersoitsitsasthetoplayerinthisdataframe.50. Rightclickon“prec_2”undertheJanuary-Marchdataframeandclick“Remove”.51. Insert“April-Juneprecipitation”textbelowthenewdataframeonthemap.Onceagain,maneuverthemap

withinthedataframeuntilitisinthepositionyouwant.52. RepeatSteps27to31for“prec_3”(July-Septemberprecipitation)and“prec_4”(October-December

precipitation).

Note:ThedataframeyouarecurrentlyworkingonwillbeinboldintheTableofContents.

53. “Insert”à“Title”onyourmap.Usesomethinglike“AverageseasonalrainfalldistributionacrossIndia”.54. “Insert”à“NorthArrow…”and“ScaleBar…”.Ensurethatyourscalebarisappropriateforthescaleofyourmap

(ie.Kilometresinsteadofmetres..)

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55. “Insert”à“Legend…”Highlightallofthelegenditemsexcepttheprecipitationlayer(itdoesn’tmatterwhichquarteroftheyearitis,itwilldependonwhichdataframeyouhaveactiveatthemoment)andclickthebackarrowbutton.Thenclick“Next”.

56. ChangetheLegendTitleto“PrecipitationLevels”.Click“Next”.Ifyoudon’twanttogiveyourlegendaborderoffillinthebackground,justclick“Next”.Click“Next”again,andthenclick“Finish”.

57. Positionthelegendsomewhereappropriateonyourmap.58. Rightclickonthelegendandclick“Properties…”Underthe“Items”tab,clickthe“Style…”button.

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59. SelectthelegendstyleoptionthatdisplaystheLegendtitleandthelabelonly.Click“Ok”.Click“Ok”again.

60. Finally,youmightneedtochangethefontsizeofthetextonyourmaptomakeitmorereadable.Todothis,rightclickonthetextandselect“Properties…”Alternatively,justdouble-clickonthetext.Theclickthe“ChangeSymbol…”button.

61. Saveyourwork.62. Exportyourmaptoajpegfile.Click“File”à“ExportMap”.Navigatetowhereyouwanttosaveyourfileandclick

“Save.”Youshouldendupwithamapthatlookssomethinglikethis:

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Part1:DiscussionQuestions

1. WhatlandscapefeaturesdoyouthinkarecausingthesharpvariationsinrainfallbetweentheeastandwestofPeninsularIndia,aswellasbetweenthenorthernregionofIndia/NepalandtheTibetanPlateau?

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2. WhymighttherebelessraininIndiaassociatedwiththeWinterMonsoon(comparedtotheSummer

Monsoon)?

3. TheIPCC2014predictsthatseasonalmeanrainfallwilllikelydecreasewhileextremerainfalleventsarelikelytoincreaseacrossIndia.Whataresomeofthesocialconsequencesthatmighteventuatefromthis?

4. Whymighttheeffectsofclimatechangeonmonsoonactivitybedifficulttopredict?

Part2:ThehydrologyofIndia

1. OpenanewBlankMap.AndswitchbacktoDataView.

2. SaveyournewmaptoyourUSBdrive/folderonyourdesktop.3. Adda“TerrainwithLabels”Basemap.ZoomintoIndia.4. Add“IND_water_lines_dcw.shp”shapefile.Note:Youshouldalreadybeconnectedtothefolderswherethis

isfoundfromthepreviousexercise.5. Rightclickonthewaterlineslayerandclick“Properties”.6. Inthe“Symbology”tab,clickon“Categories”inthelefthandsidemenu,andselect“Uniquevalues”.7. Fromthe“ValueField”dropdownmenu,select“HYC_DESCRI”.Clickthe“AddAllValues…”button.You

shouldnowhavetwoextracategoryvaluesspecified(“Non-Perrennial/Intermittent/Fluctuating”and“Perennial/Permanent”(Seebelow).Deselectthe“<allothervalues>”optionandClick“Ok”.

8. Yourmapshouldnowhavesplit(bycolour)theriversystemsofIndiaaccordingtotheirhydrologiccharacteristics.Ifyouwantyoucanplayaroundwiththecolourstobetterseparatethemvisually–it’supto

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you.Todoso,justclickonthesymbolnexttothecategorylabelintheTableofContentsmenutobringupthiswindow:

9. SwitchtoLayoutview.Nowuncheckthewaterlineslayeruntiltheendoftheexercise(otherwisethemapwillkeeptakingforevertoload…).Youwillbringitbackattheend.

10. Goto“File”à“PageandPrintSetup”andchangetheOrientationtoLandscape.11. Reducetheextentofthedataframeandpositionitinthetoprighthandcornerofthepage.Maneuverthe

focusofthedataframetobestfitthehydrologymap.12. Addanortharrowandscalebartothedataframe.Followsteps34and35fromPart1toaddalegendtothe

dataframe.Leavethelegendtitleblankthistime.13. Insertanewdataframe.Resizeandrepositionthistofillthewholelefthandhalfofthepage.Switchbackto

Dataview.14. Adda“TerrainwithLabels”basemaptotheNewDataFrame.ZoomintoIndia.15. Dragthe“IND_water_lines_dcw”layerfromthepreviousdataframealsodowntotheNewDataFrame.

MakesureitissittingabovetheBasemaplayer.16. ClicktheAddDatabuttonandaddthe“basins_area_20131022.shp”shapefile.17. Openthislayer’sProperties.Underthe“Symbology”tab,Click“Categories”inthelefthandmenuandthen

click“Uniquevalues”.Select“basin_name”fromthe“ValueField”dropdownmenu.Clickthe“AddAllValues”button.Uncheckthe<allothervalues>option.

18. Youshouldnowhave5categorieslisted.TheserepresentfiveofthemajorriverbasinsinIndia–theGanges-Brahmaputra,theGodavari,theIndus,theKrishnaandtheMahanadi.IndianRiversystemscanbedividedintotwobroadcategories–theHimalayanandthePeninsularasfollows:

a. Himalayani. Ganges-Brahmaputraii. Indus

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b. Peninsulari. Godavariii. Krishnaiii. Mahanadi

Wearegoingtodifferentiatetheseonthemapbycolour.Todothis,doubleclickonthecolouredrectanglesymbolnexttoeachbasinname.ChangethecoloursothatbothoftheHimalayanbasinsareonecolourandallofthePeninsularbasinsareanother.Alsochangetheoutlineborderwidthto1.5.Foreg:

19. Inthe“Display”tab,changethetransparencylevelsto60%.Click“Ok.”20. Ifneeded,intheTableofContentschangetheorderofthelayersoftheNewDataFramesothatthebasins

sitabovethewaterlines.21. Nowthebasinsjustneedtobelabeled.Click“Insert”à“Text”.Adda“PeninsularRiverSystems”and

“HimalayanRiverSystems”labelandpositionthemappropriately.Youmayalsoliketocolourthetextsothatitmatchesthecolourofthebasins.Youwillalsoneedtomakethetextlargertomakeitanappropriatesizeinthelayoutview(togglebetweendataandlayoutviewuntilyougetitright).Todothis,double-clickonthetext,clickthe“ChangeSymbol”buttonandyoucanchangethecolour,size,fontfromthere.Also,youmayneedtogivethetextamasktomakeitstandoutbetterfromthebackground.Todothis,clickthe“EditSymbol”buttonandunderthe“Mask”tab,select“Halo”andclick“Ok.”

22. Nowaddtheindividualbasinlabels.Gotothe“Properties”ofthe“basins_area”layer.Inthe“Labels”tabchecktheboxfor“Labelfeaturesinthislayer”.Thenchoose“basin_name”fromtheLabelFielddrop-downmenu.Clickok.NowswitchbacktoLayoutview.

23. Repeatstep13toaddanortharrow,scalebarandlegendforthenewdataframe(justkeepthewaterlineslayerforthelegend).Ensurethatthenewdataframeiszoomedin/outtoanappropriateextent.

24. Finally,wearegoingtoaddanexcelgraphshowingthecharacteristicflowregimesforeachoftheriverbasins.Goto“Insert”→“Object”andselect“CreatefromFile”,andclickthe“Browse”buttontonavigateyourwaytowhereyour“Monthly_discharge.xlsx”fileisstored.Click“Ok”.Ifthegraphwastheactiveworksheetinyourfilethenitshouldnowappearonyourmap.Resizeittofitinthebottomrighthandcorner

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ofthepage.Checkthatthefontsizeofthetitlesandaxisvaluesarelegible–iftheyarenot,double-clickonthedataframewiththegraphinitandtheexcelgraphwillappearforyoutoworkon.Onceyouarefinishedtweakingit,simplycloseitagain.

25. Finally,rechecktheboxesforthewaterlineslayerforbothdataframes.Theriversshouldnowreappearonyourmaps.

26. Onceyouarefinished,saveyourworkandexportyourmapasajpegfile.Youshouldendupwithsomethingthatlookslikethis:

Part2:Discussionquestions:

1. Takealookatthemapsandgraphyou’vecreated.DescribewhatyouthinkarethemainhydrologicalandgeomorphologicaldifferencesbetweenthetworiversystemsofIndia.

2. Howdoyouthinklong-termglacialicelosswillaffectthehydrologyoftheHimalayancatchments?

3. IftheagriculturalregionsofnorthernIndiarelyonriverwaterforirrigation,whilethesouthernregionsrelyonmonsoonalrains,whichregiondoyouthinkmightbemorevulnerabletotheimpactsofclimatechange?

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PRACCLASS:WEEKOF2MAY

AnalysingandmappingpopulationdataforIndia

Theaimsofthispracclassareto:

1. IntroducestudentstothetheuseofGISforanalysingpopulationtrends;2. ApplythistotheadministrativegeographyofIndia.3. Usethesedatatothinkaboutthesocialdimensionsofvulnerabilitytoenvironmentalstress.

Deliverables:

1. UploadtwomapsshowingdifferentpopulationvariablesattheDistrictlevelinIndia.2. Discussthese(alongwithmapsgeneratedbyotherstudents)inclass,withtheviewofconsideringhowthe

socialdimensionsofenvironmentalvulnerabilityandadaptivecapacitymightbeassessed.

Firstthingsfirst!

CopythefollowingfilesfromBlackboardontoyourUSB:

• Districts-AllStates.xls• AlltheArcGISfileslabelled:

o INDIA-STATESo INDIA-DISTRICTS

Introduction

Akeyconcernforresearchonclimatechange,andenvironmentalissuesmoregenerally,isthequestionofhowtounderstandwhysomepopulationsmightbemorevulnerablethanothers.Inthisprac,wewilllookatdatafromthe2011IndianCensustogaininsightsintothisquestion.

Background

Atthe2011Census(IndiaconductsaPopulationCensuseverytenyears)Indiawascomprisedof35statesandterritories,Inthisexercise,wewillusedatafromonly21StatesandtheNationalCapitalTerritory(NCT)ofDelhi.Weareexcluding6statesinIndia’snortheast(colouredyellowintheadjacentmap)andvariousverysmallonshoreandoffshoreterritories.ThestatesandterritoriesexcludedmakeveryminorcontributionstoIndia’stotalpopulation.

Thedatawewillbeworkingwithisatthe‘District’scale.ThisisthetierofgovernmentbelowtheStatelevel.Inthe21Stateswereareexamining,thereisatotalof560Districts.TheNCTofDelhihas9Districts,butinthisexercisewehaveamalgamatedtheseintojustone.

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Task1:Preparingyourdata

OpenthespreadsheettitledDistricts-AllStates.xls

Yourfirsttaskistopopulatethesixcolumnswithmissingdata–

• ColumnI:SexRatio(males/females)

• ColumnL:PercentRural(ruralpopulation/totalpopulation)

• ColumnN:RuralPopDensity(ruralpopulation/ruralarea[km2])

• ColumnQ:PercentSC-ST(ScheduledCastesandTribespopulation/totalDistrictpopulation)

• ColumnU:PercentLit(numberofliteratepersons/Districtpopulation)

• ColumnV:Male-FemaleLitRate(maleliteracyrate/femaleliteracyrate)7

7Wewilldefinetheliteracyratehereasthenumberofliteratepeople(maleorfemale)asaproportionofthetotalpopulation.Inastrictsense,thisisnotatruemeasureoftheliteracyrate,becauseitincludeschildrenandinfants.Atrulycorrectmeasureoftheliteracyratewouldinvolveexcludingthosepopulationsegments.

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Ineachcase,youwillneedtocreateaformulainthecolumnthatwillcalculatetheindicatorsdescribedabove,andthencopytheformulatothebottomofthecolumn.

Explanationofthecolumnsinthistable:

• ColumnA:State(self-explanatory)

• ColumnB:District(thisisacodenumberforeachdistrict.Don’tdeleteit,butwewon’tuseitinthisexercise.)

• ColumnC&ColumnD:CensusNameandMapName(somewhatconfusingly,thespellingofsomeDistrictsinthe2011CensusdatafilesisdifferenttothatintheshapefilesweareusingforArcGIS.WhenweJointhesespreadsheetdatatotheArcGISfiles(seebelow),wewilljointhemusingtheMapNamecolumn,toensureconsistency.

• ColumnE:Area-km2(thisistheareaofeachdistrictintermsofkilometressquare)

• ColumnF:Population(thisisthenumberofpeopleineachDistrictcountedatthe2011Census).

• ColumnG&ColumnH:PopMaleandPopFemale(asabove,butMalesandFemalesrespectively).

• ColumnI:SexRatio(dataisblankcurrently).

• ColumnJ&ColumnK:PopUrbanandPopRural(thepopulationofeachDistrictseparatedintothoselivingintownsandcities(urban)andthoseinvillagesandstand-aloneruralhouses(rural).

• ColumnL:PercentRural(dataisblankcurrently).

• ColumnM:AreaRural(thisistheruralareaofeachdistrictintermsofkilometressquare)

• ColumnN:RuralPopDensity(dataisblankcurrently).

• ColumnO:PopScheduledCastes(InIndia,peoplecanbeclassifiedbycaste,heredityclassesin(themajority)Hindusociety.Castesarestratifiedwithpeopleinso-calledlowerorbackwardscasteshistoricallyhavingbeensubjecttovariousformsofdiscrimination.DiscriminationonthebasisofcasteisnowoutlawedinIndia,andtoassistthosepopulationstraditionallydiscriminatedagainstbecauseoftheircastestatus,theGovernmentofIndiakeepsalistof‘Scheduledcastes’,membersofwhichmayreceivegovernmentbenefits.ThiscolumnrecordsthenumberofpeopleintheseScheduledCastesineachDistrict.Inotherwords,thisisameasureofthepopulationthathastraditionallybeenatthereceivingendofdiscrimination.)

• ColumnP:PopScheduledTribes(similarlytoabove,inIndiatherearepopulationsofpeoplewithoriginsintribalsocieties,whohavealsohistoricallybeen(inmaterialterms)subjecttohighincidencesofpovertyanddisadvantage.Often,thoughnotalways,thesepopulationshavelivedinforests,somewhatremovedfrommainstreamIndiansociety.ThiscolumnprovidesinformationonthenumberofpeoplefromScheduledTribes(i.e.,definedunderIndianlawasbelongingtoofficiallydesignatedtribes)ineachDistrict.

• ColumnQ:PercentSC-ST(dataisblankcurrently).SC=ScheduledCastes;ST=ScheduledTribes

• ColumnR:LiteracyPop(thisisthenumberofpeopleineachDistrictthatareliterate,whichisdefinedasthe‘abilitytoreadandwriteinanylanguage).

• ColumnS&ColumnT:LiteracyMaleandLiteracyFemale(dittoasabove,butbrokendownbygender).

• ColumnU&ColumnV:PercentLitandMale-FemaleLitRate(dataisblankcurrently).

Oncethatisdone,copythedataandPasteValues.Thisisanimportantstep!Ifyoudon’tdoit,youwillhaveproblemswhenJoiningthisdataontoArcGIS.

• NotethePasteValuesstepintheimagebelow

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CloseyourspreadsheetandopenArcGIS.

Task2:Creatingmaps

UsetheAddDatabutton

...toaddtheshapefilesINDIA-STATES.shpandINDIA-DISTRICTS.shp

• LayerthesetwoshapefilessothatINDIA-DISTRICTSisaboveINDIA-STATES

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NowusetheJoinsandRelatestool(seeinstructionsinpreviouspracclasses)asfollows–

• RightclickonINDIA-DISTRICTS(thisshouldbeyourtopmostlayer)

• Joindataasindicatedbelow

o SelectNAME_2forthe‘layerthatthejoinwillbebasedon’(1)

o SelectDistricts-AllStates.xls/Sheet1forthetabletojointhelayer(2)

o SelectMapNameforthe‘fieldinthetable’

o Ensurethe‘Keepallrecords’buttonisselected(thisshouldbethedefault)

ToensureyourJoinhasbeensuccessful,opentheAttributeTablebyright-clickingtheINDIA-DISTRICTSlayer.DatafortheStatesincludedinthisanalysisshouldbevisibleintheAttributeTable.(Forstatesinwhichwe’renotanalysing,textwillbe“<Null>”.Notethatthedataissortedbystates,andthefirststateisArunchalPradesh,whichisoneoftheNortheastStateswe’venotexamined,sodon’tbeconcernedifyouseethetopmostrowsinyourAttributeTablewith<Null>.Scrolldown.Districtsfromthenextlistedstate,Assam,shouldhavedata.

ClosetheAttributeTable(clickontheXonthetoprightcorner).

Right-click‘Properties’ontheINDIA-DISTRICTSlayer->Quantitiesandusethedropdownmenuon‘Fields’toselectthevariableyouwanttomap.Followtheproceduresforcreatingmapsasoutlinedinpreviouspracclasses.

Workinginpairs,studentsshouldchoosetwoofthefollowingvariablestomap.ExporttheseasjpgfilesanduploadthemthroughBlackboard.Duringandafterthepreparationofmaps,asaclass,discusstheirimplicationsforenvironmentalvulnerability:

• SexRatiobyDistrict

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o Whatarethefactorsthatmaycausedifferencesinsexratios?Aresomeofthesesymptomaticofeconomicstrengthandpotentiallygreaterabilitiestocopewithenvironmentalstresses?Oraretheysymptomaticofculturalnormsandconditionsthatmayleadtoparticularkindsofvulnerabilityorpoorerabilitiestoadapt?

• ThePercentageofEachDistrictthatisRural

o AreDistrictswithgreaterproportionsofpeoplelivinginruralcontextspotentiallymoreorlessvulnerabletoenvironmentalstresses?Inwhatways?Whatelsewouldyouneedtoknowtomakeinformedconclusionsaboutthisvariable?

• RuralPopulationDensitybyDistrict

o AreDistrictswithgreaterruralpopulationdensity(andtherefore,presumably,lesslandperhousehold)potentiallymoreorlessvulnerable?

• ScheduledCasteandScheduledTribePopulationsasaProportionofeachDistrict

o AssumingthatScheduleCasteandScheduledTribestatusisanindicatorofeconomicdisadvantage,whatdoesthemapofthisindicatorillustrateintermsofvulnerabilitytoenvironmentalstress?Aremoredisadvantagedpeoplemorevulnerabletoenvironmentalstresses?

• LiteracybyDistrict

o Whyisdataonliteracyrelevanttoenvironmentalvulnerabilityandadaptivecapacity?

• TheGenderBiasinLiteracybyDistrict

o Thislastvariablebringstogethertheissueofliteracyandgender.Whatarethereasonswhymenmightdisplayhigherliteracyratesthanwomen?WhatdoesthistellusaboutthecharacterofcommunitiesindifferentDistricts?

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PRACCLASS:WEEKOF9MAY

IsGenderaClimateChangeIssue?

Theaimsofthispracclassare:

1. Tocriticallydiscussconnectionsbetweengenderandclimatechangevulnerabilityandadaptivecapacity2. Tousegenderasanintroductiontoa‘socialsciencewayofthinking’aboutthesocialdimensionsof

environmentalissues.

Deliverables

1. Attendanceandparticipation

Activity1

Readtheblogat-http://ccafs.cgiar.org/blog/uncovering-complexity-behind-gender-sensitive-research#.VM6eeCynbSj

ThisblogispartoftheCCAFS[ClimateChangeAgricultureandFoodSecurity]collaborativeproject.ItsummarisesarecentreportintogenderandclimatechangeinAfrica.Brieflydiscussthisinclass.

Activity2

WatchtheYouTubeinterview(approx20minutes)withProfessorPetraTschakert,oftheDepartmentofGeographyofPennStateUniversity,US.ShewasaCoordinatingLeadAuthoroftheFifthAssessmentReportoftheIntergovernmentalPanelonClimateChange(IPCC),withparticularreferencetoChapter13(“LivelihoodsandPoverty”)oftheWorkingGroupIIReportonImpacts,Adaptation,andVulnerability.(ThatReportwaspublishedin2014).YouTubelink:https://www.youtube.com/watch?v=ObCcQZBi6TU

Duringtheinterview,writenotesandattheend,synthesisetheseinto3or4majorpoints.Discusstheseinclass.Thinkabout–

• Whatwerethemainpartsofherargument?• Whatpartsofherinterviewweremostconvincing?Leastconvincing?• Howmightyoutakesomeofherideasandtranslatethemintopracticalresearchorpoliciesthatcanhelp

people?• Addressherdiscussionoftheconceptsofintersectionalityandmulti-dimensionalpoverty.Whatdothese

termsmean?• Isgender(just)aboutwomen?Howdoesvulnerabilityconnecttogender?Howdoesadaptivecapacityrelate

togender?• Whatismeantbytheco-productionofknowledge?

Epistemology=thestudyofknowledge.Howdoweunderstandhowknowledgeiscreatedandbywhom.Theconceptoffeministepistemology,byextension,referstothewayinwhichgendershapestheconstructionofworldviewsandknowledge.

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Activity3

Dividetheclassintotwo.

Onehalfoftheclassreadanddiscusspp.37-58ofthefollowingdocument:

Nellemann,C.,Verma,R.,andHislop,L.(eds).2011.Womenatthefrontlineofclimatechange:Genderrisksandhopes.ARapidResponseAssessment.UnitedNationsEnvironmentProgramme,GRID-Arendal

• Whatarethemainformsofvulnerabilityrelatedtogenderinthemountainregionsdescribedinthisreport?Howisclimatechangepotentiallyimplicated?Whatinterventionsarepossible?

Theotherhalfreadanddiscusspp.329-337ofthefollowingarticle:

Pritchard,B.&Thielemans,R.(2014)“Risingwatersdon’tliftallboats.”AsustainablelivelihoodanalysisofrecursivecyclesofvulnerabilityandmaladaptationtofloodriskinruralBihar,India,AustralianGeographer,45(3),pp.325-339

• Relatetheconceptsofintersectionalityandmulti-dimensionalpovertydiscussedbyPetraTschakertintheYouTubevideotothisarticle.Howmighttheybeappliedtounderstandgenderedformsofvulnerabilityandadaptivecapacity?

Then,aftereachhalfoftheclasshasdiscussedtheirreadingamongthemselves,summariseittotheotherhalfoftheclass.

PRACCLASSES:WEEKS11-13

PracticalclassesduringthefinalthreeweeksofthesemesterwillbedevotedtoGroupPresentations.Theseareworth20%ofthesemestergrade.

Groupswillideallybeconstitutedby4studentseach.Eachgroupwillberequiredtogivea10minutepresentationduringclassinWeek13thatanswersoneofthetopicsbelow.Topicsaretobeallocatedsothatthereisnodoubling-upoftopics–everygrouphasadifferenttopic.

Assessmentrubric

PresentationswillbeassessedaccordingtotheframeworkintheTablebelow.Thedeterminationofthemarkistheresponsibilityofthedemonstrator,howeverpeer-assessmentformswillbedistributedallowingallstudentstohaveinputintotherankingofpresentationsintheclass.

F PASS CR DIST HD

Thequalityofthegroup’soverallabilitytoanswerthetopic(approx.40%)

ThequalityofthePresentation(approx.30%)Introduction–clearsenseofthepurposeofthepresentation;Eyecontact,confidence;Clearstructureofpresentation;Conclusion;Didthegroupusetheallottedtimeintelligently

PowerPointslides(approx.30%)Wellstructuredandlegible

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Topics

1. India’snorthwardseparationfromGondwanaculminatedintheclosureoftheTethyanOceanandtheIndia-EurasiacollisionthatupliftedthevastHimalayanorogenandTibetanplateau.ThiscollisionshapedIndia’spresent-daygeology,topographyandclimate.Yourpresentationshouldgivetherestoftheclassageologicalandtectonicperspectiveof(i)whereIndiacamefromwithinGondwana,(ii)whenitriftedandhowthecontinentmovednorthwards,(iii)whathappenedtotheTethyanOcean,and(iv)whatcontroversiesexistaboutthenatureandtimingofthecollision(s)thecontinentexperienced.Youshouldalsoaddresstheissueof“GreaterIndia”astheindentor,andtheeffectsofthecollisioninshapingtheEurasianlandscapeandtectonism.Keydocument:Aitchison,J.C.,Ali,J.R.,&Davis,A.M.(2007).WhenandwheredidIndiaandAsiacollide?.JournalofGeophysicalResearch:SolidEarth(1978–2012),112(B5).

2. TheAsianmonsoonisanimportantseasonalclimaticpatterndeterminingprecipitationandflood/droughtriskthroughoutIndia.DescribethemonsooncycleexperiencedbyIndia,aswellastheannualrainfalldistributionsanddrought/floodhazardsthatareexperiencedbyIndiaandBangladesh.YourpresentationshouldalsoaddressthegeologicalandtectonicoriginofthemonsoonandthecontroversyoftheonsetandstrengtheningageoftheAsianmonsoon.Furthermore,yourpresentationshouldsuggesthowgeologicalinvestigations(e.g.,IntegratedOceanDrilling)mayhelpusbetterunderstandthechronologyofthisregionalclimatepattern.Keydocument:Chatterjee,S.,Goswami,A.,&Scotese,C.R.(2013).Thelongestvoyage:tectonic,magmatic,andpaleoclimaticevolutionoftheIndianplateduringitsnorthwardflightfromGondwanatoAsia.GondwanaResearch,23(1),238-267.

3. ThevastIndianOceanencirclesmuchoftheIndiansubcontinent,andhashistoricallybeenakeysourceoftsunamihazard.India’scoastlinecontainsdenselypopulatedcentresthatarevulnerabletosubmarinelandslidetsunamis(i.e.,nearbysourceonthecontinentalshelves)anddistaltsunamisgeneratedbyearthquakesalongIndianOceanplateboundaries.Yourpresentationshoulddescribethegeologicalmechanismfortsunamigeneration,including(i)sourceregions,(ii)previouscases,and(iii)themitigationandwarningstrategiesthathavebeeninplacesincethecatastrophic2004IndianOceantsunami.Yourpresentationshouldalsodescribethetsunamiearlywarningsystem,andasanexampleshouldoutlinethetsunamipropagationandwarningtimeforIndia’seastcoastifatsunamiweregeneratedalongtheSumatranactivemargin.Keydocument:IndianOceanTsunamiInformationCentre(UNESCO),“TsunamiRiskAssessmentAndMitigationForTheIndianOcean”,2009.

4. In2012,theGovernmentofIndiamadeasubmissiontotheUNFCCC[UnitedNationsFrameworkConventiononClimateChange]thatsummarizedkeyaspectsofthecountry’sclimatechangevulnerabilityandstrategiestoaddressthese.Giveapresentationwhich(i)providesanoverviewofthevitalpointsmadebytheGovernmentofIndia,and(ii)criticallyreviewsIndia’sresponsetoclimatechange.Keydocument:MinistryofEnvironmentandForests,GovernmentofIndia(2012)India:SecondNationalCommunicationtotheUnitedNationsFrameworkConventiononClimateChange,MinistryofEnvironmentandForests,NewDelhihttp://unfccc.int/resource/docs/natc/indnc2.pdf

5. Inanarticlepublishedin2004,KarenO’BrienandotherauthorsamalgamatedclimateandeconomicdatatoundertakeclimatechangevulnerabilitymappingofIndia.Oneoftheirgoalswastoidentifydistrictsthatwere‘doublyexposed’becausetheyhadmajorexposuretochangedclimateconditionsandpoorabilitiestoadapt.Explainthemainpointsoftheirapproachtotheclass,andcommentonhowconvincingyouregardtheirapproachtobe.

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Keydocument:O’Brien,K.etal(2004)Mappingvulnerabilitytomultiplestressors:climatechangeandglobalizationinIndia,GlobalEnvironmentalChange14.4(2004):303-313

6. Betweenthe16thand18thJune2013,flashfloodingandlandslidesoccurredalongtheGangesanditstributaries,causinghugelossoflifeandwidespreaddamageinUttarakhandanditsneighbouringregions.Presenttotheclassanoverviewof(i)themesoscaleprocessesandthatcausedsuchheavyrainfallinthisregionandthelocalprocessesthatexacerbatedfloodingduringthisextremeevent(trytoincludeyourown,originaldiagramstohelpexplaintheseprocesses),and(ii)theissuesassociatedwithpreparingforsimilardisastershereinthefuture,particularlyconsideringtheclimatechangeimpactspredictedfortheregion.Keydocuments:Kotal,S.D.etal.(2014)CatastrophicheavyrainfallepisodeoverUttarakhandduring16-18June2013–observationalaspects,CurrentScience107:2,pp.234-245.Ziegler,A.D.(2014)Pilgrims,progress,andthepoliticaleconomyofdisasterpreparedness–theexampleofthe2013UttarakhandfloodandKedernathdisaster,HydrologicalProcesses28,pp.5985-5990.

7. Withtherisingconcernoverthehighcostofexpandinglarge-scaleirrigationandtheenvironmentalimpactsoflargedams,ithasbeensuggestedthatrainfedagriculturewillplayinganincreasinglydominantroleinprovidingfoodandlivelihoodsforanincreasingworldpopulation.Howeverthesuccessofrainfedagriculturalyieldsdependson,amongstotherthings,reliabilityofrainfall,waterstorageandharvestingcapabilities,soilcondition,croptype,andthetrade-offsbetweenthewaterneedsoffoodcropsandotherecosystemfunctionsandservices.Inyourpresentation,(i)identifythecurrentstatusofrainfedagricultureinIndia,and(ii)criticallyassessthepotentialforanincreaseinrainfedagriculturetoimprovefoodsecurityinIndia.Keydocument:Sharma,B.R.etal.(2010)EstimatingthepotentialofrainfedagricultureinIndia:Prospectsforwaterproductivityimprovements,AgriculturalWaterManagement97,pp.23-30.

LEARNINGRESOURCES

PRESCRIBEDORRECOMMENDEDTEXTS

ThereisnoprescribedtextforGEOS1001/1901.Rather,studentsareexpectedtoreadandcriticallyassessanumberofsetreadingsduringthecourseofthesemester.Allrequiredreading,alongwithotherbasicinformationrelevanttothecourse,willbemadeavailablethroughtheUniversitylibrary.

ELEARNING

AneLearningsitewillbeusedtosupportthelearningandteachingactivitiesinthiscourse.ItisimportanttonotethatanymaterialprovidedthrougheLearningisdesignedtosupport,ratherthanreplace,face-to-faceactivities.Notewellthestudycommitmentrequirementsgivenabove.

StudentsareadvisedtomonitortheDiscussionBoardtokeepabreastofannouncementsandtoparticipateinclassdiscussions.Anyannouncementsmadeinclasswillbepostedtothediscussionboardand,therefore,itisyourresponsibilitytocheckitregularly.

ToaccesstheeLearningsitefollowtheinstructionsbelow:

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• Openabrowserwindow• GototheUniversityofSydneyhomepage(http://sydney.edu.au/)• Selectthe'CurrentStudents'link• Choose‘LearningManagementSystem(LMS)'fromthemenufarright• EnteryourUniKeyloginnameandpassword• SelectthelinkoftheSubjectyouwishtolookatfromyour'MyeLearningsites'homepage.

PleasenotethatyourUniKeyloginnameandpasswordwillbeprintedonyourinitialconfirmationofenrolment.Ifyouhavelostyourpassword,eithercontacttheICThelpdeskatict.helpdeskt@sydney.edu.auortakesomephotoIDtooneoftheICTComputerAccessLabs

LEARNINGANDTEACHINGPOLICIES

Forfulldetailsofapplicableuniversitypoliciesandprocedures,seethePoliciesOnlinesiteathttp://sydney.edu.au/policy

ACADEMICDISHONESTYANDPLAGIARISM

TheAcademicHonestyEducationModuleappearsasacompulsoryextraunitofstudy(AHEM1001)oneverynewstudent'seLearningpageifyouareacommencingstudentfromSemester12016attheUniversityofSydney.ItiscompulsorybecausetheUniversitywantsallcommencingstudentstohaveabasicunderstandingofacademicintegrityandhonesty.Whenyouunderstandtheseconceptsandhowtheyrelatetoyourstudies,youwillbeabletostartyouruniversityjourneybetterpreparedtosucceed.Westronglyadviseyoutocompletethismodulewhileyouarepreparingforyourfirstassignment.Themodulecontainsninequizzes,eachofwhichmustbecompletedwithfullmarksbeforeyouareabletoprogress.Theinitialattemptateachquizisintendedtobechallenging,sodonotbediscouragedifyougettrippedup.Themodulewillprobablytakeyouupto90minutesbutyoudonothavetocompleteitinonesittingbecauseyourprogresswillbesaved.Itisavailableforyoutocompleteuntiltheendofthissemester.Arecordwillbemadeonyouracademictranscriptwhenyouhavesuccessfullycompletedthemodule.

TheconceptscoveredinthismodulewillbealsocontextualisedandreinforcedinactivitieswithinGEOS1001.

TheUniversity’srulesonacademicdishonestyandplagiarismareoutlinedintheAcademicHonestyinCourseworkPolicy2015,availableathttp://sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/254&RendNum=0

Thepolicyspecifiesthefollowing:

Academicdishonestymeansseekingtoobtainorobtainingacademicadvantageforoneselforforothers(includingintheassessmentorpublicationofwork)bydishonestorunfairmeans.Itincludes,butisnotlimitedto:

a) recycling–thatis,theresubmissionforassessmentofworkthatisthesame,orsubstantiallythesame,asworkpreviouslysubmittedforassessmentinthesameorinadifferentunitofstudy(exceptinthecaseoflegitimateresubmissionwiththeapprovaloftheexaminer)

b) dishonestplagiarism;c) fabricatingdatad) engaginganotherpersontocompleteorcontributetoanassessmentinplaceofthestudent;

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e) submittingworkforassessmentwhichhasbeencompletedbyanotherpersoninplaceofthestudentortowhichtheotherpersonhasmadeacontribution,whetherforpaymentorotherwise;

f) acceptinganengagementfromanotherstudenttocompleteorcontributetoanassessmentintheplaceofthatstudent;

g) communicating,byanymeans,withanothercandidateduringanexamination;h) bringingintoanexaminationforbiddenmaterialsuchastextbooks,notes,calculatorsorcomputers;i) attemptingtoreadanotherstudent’sworkduringanexamination;j) writinganexaminationpaper,orconsultingwithanotherpersonabouttheexamination,outsidethe

confinesoftheexaminationroomwithoutpermission;k) copyingfromanotherstudentduringanexamination;andl) inappropriatelyusingelectronicdevicestoaccessinformationduringanexamination.

Plagiarismmeanspresentinganotherperson’sworkasone’sownworkbypresenting,copyingorreproducingitwithoutappropriateacknowledgementofthesource.Itincludes:

Presentingworkforassessment,publication,orotherwise,thatincludes:phrases,clauses,sentences,paragraphsorlongerextractsfrompublishedorunpublishedwork(includingfromtheinternet)withoutappropriateacknowledgementofthesource;ortheworkofanotherperson,withoutappropriateacknowledgementofthesourceandinawaythatexceedstheboundariesoflegitimateco-operation.Presentingworkwhichcontainsanyoftheseelements,regardlessoftheauthor’sintentions.

Plagiarismisunacceptableinacademicwork,evenwhereitisnotintendedtodeceivetheexaminerintobelievingthattheworkisoriginaltothestudent,butinsteadarisesfrom,forexample:

a) poorreferencing;b) error;c) inabilitytoparaphrase;ord) inhibitionaboutwritinginthestudent’sownwords.

Whereplagiarismexistsbutintentiontodeceivecannotbeestablished,themattermuststillbehandledinthemannerspecifiedinUniversity’spolicyandprocedures.

SPECIALCONSIDERATIONANDRELATEDCONCERNS

WhilestudyingattheUniversityofSydney,astudentmayneedtoapplyforspecialconsiderationorspecialarrangementsasfollows:

SpecialConsiderationmaybegrantedwherewell-documentedillness,injuryormisadventureoccurstothestudent(orsomeonethestudenthascarer’sresponsibilityfor)duringsemesterortheexamperiod.

LongertermhealthoremotionalissuesarebestmanagedwithadjustmentstocourseassessmentsaspartofanAcademicPlandevelopedindiscussionbetweenthestudentandDisabilitiesServices.

SpecialArrangementsmaybegrantedforcertainpersonalcircumstances-forexamplethebirthofachild,orreligiousorculturalcommitments-orforessentialcommunitycommitments-forexamplecompulsorylegalabsence(e.g.Juryduty),elitesportingorculturalcommitments(representingtheUniversity,stateorcountry),orAustralianDefenceForceorEmergencyServicecommitments(e.g.ArmyReserve).

Notethat,unlikesomeotherfaculties,theFacultyofSciencedoesnotoffer'SimpleExtensions'forassessments.

Furtherinformationoneligibility,documentrequirementsandhowtoapplyisavailablethroughthefollowinglinks:

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• SpecialConsiderationhttp://sydney.edu.au/science/cstudent/ug/forms.shtml#special_consideration.• SpecialArrangementshttp://sydney.edu.au/science/cstudent/ug/forms.shtml#special_arrangements

ApplicationsmustbemadeusingtheUniversity’sformalonlineapplicationprocessnolaterthanthree(3)workingdaysaftertheassessmentoccurrenceorduedate(unlessareasonableexplanationforadelayisprovided).

STUDENTAPPEALSAGAINSTACADEMICDECISIONS

StudentshavetherighttoappealanyacademicdecisionmadebyaSchoolorFaculty.Theappealmustfollowtheappropriateproceduresothatafairhearingisobtained.TheformalapplicationformisavailableattheFacultywebsite:http://sydney.edu.au/science/cstudent/ug/forms.shtml#appeals

COUNSELLING,ILLNESSANDMISADVENTURE

TheUniversityofSydneyCounsellingService(phone86278433)(www.usyd.edu.au/stuserv/counselling/index.shtml)providesfreeandconfidentialsupporttostudents.Maleandfemaleregisteredpsychologistsareavailablewhocanprovidecounsellingonarangeofissuesrelatingtolifeandstudy,includingtimemanagement,motivation,stress,communicatingwithlecturers,depression,self-esteem,familyissues,relationshipdifficulties,griefandbereavement,anxiety,traumaticexperiences,socialfears,sexualityconcerns,eatingdisordersandproblemswithdrugsandalcohol.

LEARNINGCENTRES

TheLearningCentre(http://sydney.edu.au/stuserv/learning_centre/index.shtml)offersawiderangeofcoursesintendedtodevelopthegenericskillsrequiredforsuccessatUniversity,andwasestablishedtoassiststudentsachievetheiracademicpotential.Theyalsoofferworkshopsforundergraduatestudentsfromnon-Englishspeakingbackgrounds.

GEOSOC

GEOSOCisthestudentsocietyopentoallundergraduateandpostgraduatestudents.Itrunssocialfunctions,providessupportandinformationtostudentsintheSchool.

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GRADUATEATTRIBUTES

InGEOS1001/1901youwillbeworkingtowardsachievingarangeofresearch,studyandskillsetsthroughtheLearningOutcomes(listedearlierinthisOutline).UndertakingtheseLearningOutcomeswillenableyoutoprogresstowardsachievingourGraduateAttributes.Thesearegenericattributesthatencompassnotonlytechnicalknowledgebutadditionalqualitiesthatwillequipstudentstobestrongcontributingmembersofprofessionalandsocialcommunitiesintheirfuturecareers.TheoverarchinggraduateattributesidentifiedbytheUniversityrelatetoagraduate’sattitudeorstancetowardsknowledge,towardstheworld,andtowardsthemselves.Theseareacombinationoffiveoverlappingskillsorabilities,thefoundationsofwhicharedevelopedaspartofspecificdisciplinarystudy.Seewww.itl.usyd.edu.au/graduateAttributes/facultyGA.cfm?faculty=Science.TheBachelorofScienceGraduateAttributesareoutlinedbelow:

A1 Applyscientificknowledgeandcriticalthinkingtoidentify,defineandanalyseproblems,createsolutions,evaluateopinions,innovateandimprovecurrentpractices

A2 Gather,evaluateanddeployinformationrelevanttoascientificproblem.A3 Designandconductinvestigations,ortheequivalent,andanalyseandinterprettheresultingdataA4 Criticallyexaminethetruthandvalidityinscientificargumentanddiscourse,andevaluatetherelative

importanceofideasA5 DisseminatenewknowledgeandengageindebatearoundscientificissuesA6 Valuetheimportanceofcontinualgrowthinknowledgeandskills,andrecognisetherapid,andsometimes

major,changesinscientificknowledgeandtechnologyB1 Usearangeofsearchingtools(suchascataloguesanddatabases)effectivelyandefficientlytofind

informationB2 Accessarangeofinformationsourcesinthesciencedisciplines,forexamplebooks,reports,researcharticles,

patentsandcompanystandardsB3 Criticallyevaluatethereliabilityandrelevanceofinformationinascientificcontext.B4 Considertheeconomic,legal,social,ethicalandculturalissuesinthegatheringanduseofinformationB5 Useinformationtechnologytogather,process,anddisseminatescientificinformationC1 ExplainandpresentideastodifferentgroupsofpeopleinplainEnglishC2 Writeandspeakeffectivelyinarangeofcontextsandforavarietyofdifferentaudiencesandpurposes.C3 Usesymbolicandnon-verbalcommunication,suchaspictures,iconsandsymbolsaswellasbodylanguage

andfacialexpressions,effectivelyC4 Presentandinterpretdataorotherscientificinformationusinggraphs,tables,figuresandsymbolsC5 Workasamemberofateam,andtakeindividualresponsibilitywithinthegroupfordevelopingand

achievinggroupgoalsC6 TakealeadershiproleinsuccessfullyinfluencingtheactivitiesofagrouptowardsacommongoalC7 Activelyseek,identify,andcollaboratewithothersinaprofessionalandsocialcontextD1 Demonstrateanunderstandingofthesignificanceandscopeofethicalprinciples,bothasaprofessional

scientistandinthebroadersocialcontext,andacommitmenttoapplytheseprincipleswhenmakingdecisions

D2 Appreciatetheimportanceofsustainabilityandtheimpactofsciencewithinthebroadereconomic,environmentalandsocio-culturalcontext.

D3 Demonstrateempathywith,andsensitivitytowards,another'ssituation,feelingsandmotivationE1 Evaluatepersonalperformanceanddevelopment,recognisegapsinknowledgeandacquirenewknowledge

independentlyE2 DemonstrateflexibilityinadaptingtonewsituationsanddealingwithuncertaintyE3 Reflectonpersonalexperiences,andconsidertheireffectonpersonalactionsandprofessionalpracticeE4 SetachievableandrealisticgoalsandmonitorandevaluateprogresstowardsthesegoalsE5 Demonstrateopennessandcuriositywhenapplyingscientificunderstandinginawidercontext

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THRESHOLDLEARNINGOUTCOMES(TLO)

TheTLOsdefinestudentachievementforapasslevelgraduateofbachelordegreesinscience(including,butnotrestrictedto,theBSc).TherearesetbytheAustralianLearningandTeachingCouncilandapplyacrossthehighereducationsector.TLOsarethesetofknowledge,skillsandcompetenciesthatapersonhasacquiredandisabletodemonstrateafterthecompletionofabachelordegreeprogram.TheTLOsarenotequallyweightedacrossthedegreeprogramandthenumberingdoesnotimplyahierarchicalorderofimportance.See:http://www.acds-tlcc.edu.au/science-threshold-learning-outcomes/using-the-science-tlos/

TLOs LearningOutcomes1UnderstandingScience1.1 Articulatingthemethodsofscienceandexplainingwhycurrent

scientificknowledgeisbothcontestableandtestablebyfurtherinquiryI,II,IV,V

1.1 Explainingtheroleandrelevanceofsciencetosociety I,II,IV,V2ScientificKnowledge2.1 Demonstratingwell-developedknowledgeinatleastonedisciplinary

areaI,IV,V,VI

2.2 Demonstratingknowledgeinatleastoneotherdisciplinaryarea V,VI3Inquiryandproblemsolving3.1 Gathering,synthesizingandcriticallyevaluatinginformationfroma

rangeofsourcesII,III,IV,V

3.2 Designingandplanninganinvestigation II,III,IV,V3.3 Selectingandapplyingpracticaland/ortheoreticaltechniquesortools

inordertoconductaninvestigationI,II,III,IV,V,VI

3.4 Collecting,accuratelyrecording,interpretinganddrawingconclusionsfromscientificdata

I,II,III,IV,VI

4Communication4.1 Communicatingscientificresults,information,orarguments,toarange

ofaudiences,forarangeofpurposes,andusingavarietyofmodesII,III,IV,V

5PersonalandProfessionalResponsibility5.1 Beingindependentandself-directedlearners II,III,VI5.2 Workingeffectively,responsiblyandsafelyinanindividualorteam

contextII,III,IV,V

5.3 Demonstratingknowledgeoftheregulatoryframeworksrelevanttotheirdisciplinaryareaandpersonallypracticingethicalconduct

I,III,IV,V,VI,VII