91156 Ocean Systems and Climate Change
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particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2023 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): (((96 credit points of completed study in spk(s): C10227 Bachelor of Environmental Forensics OR 96 credit points of completed study in spk(s): C10228 Bachelor of Marine Biology OR 96 credit points of completed study in spk(s): C10115 Bachelor of Biomedical Science OR 96 credit points of completed study in spk(s): C10172 Bachelor of Biotechnology OR 96 credit points of completed study in spk(s): C10184 Bachelor of Medical Science OR 96 credit points of completed study in spk(s): STM90677 144cp Life Sciences stream BSc OR 96 credit points of completed study in spk(s): STM91006 Environmental Stream OR 96 credit points of completed study in spk(s): MAJ01112 Marine Biology Major BSc LLB BSc BBus)) OR 48 credit points of completed study in spk(s): CBK90572 96cp Major choice Chemistry BSc )
These requisites may not apply to students in certain courses. See access conditions.
Description
Ocean systems are supported by the energy derived from lower trophic organisms including microbes and macrophytes, which are essential for biogeochemical cycles. With the continuing increase in anthropogenic CO2 emissions, there is a critical need for understanding the processes that underpin ocean production and the impacts of climate change in order to achieve a better and more sustainable future for all. Students investigate the key drivers of primary production in marine ecosystems (oceanic microbes and phytoplankton; seagrass and mangrove communities; sea-ice and benthic microalgae), and explore how rising atmospheric CO2 and climate change are threatening the ecosystem functioning and services of our marine environment. Students are introduced to a diversity of case studies that are commonly employed to estimate primary production and environmental impact assessment and compare the relative strengths and weaknesses of each approach. Within this subject, students also explore knowledge in oceans systems, biogeochemical cycles and climate change that positions them for future graduate positions and employment with corporate sustainability and environmental markets, non-governmental and governmental organisations. This subject is directly aligned with the Sustainable Development Goals (SDGs) adopted by the United Nations in 2015, especially SDG13 (Climate Action) and SDG14 (Life below water).
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Analyse a range of globally important marine primary producing communities, and discuss the environmental factors influencing their growth and health. |
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| 2. | Evaluate the broader consequences of climate change on marine primary producers and how they may impact global production. |
| 3. | Apply a range of techniques to accurately assess marine primary production. |
| 4. | Evaluate the current literature and state of knowledge relating to marine production and climate change, and present conclusions and/or recommendations. |
| 5. | Communicate your scientific findings and evidence-based conclusions orally and in writing logically, succinctly and persuasively. |
| 6. | Plan and conduct a self-directed research project and reflect on your learning. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the development of following course intended learning outcomes:
- Apply: Demonstrate knowledge of the fundamental principles of biodiversity, ecosystem function and the evolution of life. (1.1)
- Analyse: Assess how ecological processes are affected by human activity. (1.2)
- Apply: Demonstrate the effective application of experimental design and sampling to design appropriate ecological field and laboratory studies to test hypotheses. (2.1)
- Analyse: Investigate and critically evaluate scientific evidence and literature. (2.2)
- Synthesise: Discover and hypothesise solutions to new and emerging marine environmental issues. (2.3)
- Apply: Demonstrate time management, personal organization, teamwork skills, data collection, computing and laboratory skills, data handling, quantitative and graphical literacy skills. (3.1)
- Analyse: Choose and demonstrate mathematical and statistical approaches to problem solving and decision-making in biology, ecology, and conservation. (3.2)
- Synthesise: Explain the requirements of compliance with animal ethics, workplace health and safety procedures, and marine environmental impact assessments. (3.3)
- Analyse: Apply technological and scientific skills to investigate ecological issues and use initiative to adapt to novel situations. (4.2)
- Apply: Communicate effectively across a range of technologies and modes, matching the mode of communication to the audience. (5.1)
- Analyse: Examine and articulate the role of marine and environmental science within local, regional and global settings. (5.2)
- Synthesise: Construct arguments to actively contribute to informing community views on complex issues around environmental science. (5.3)
- Analyse: Develop cultural awareness for ethical and respectful practices, and when developing community relations. (6.2)
Contribution to the development of graduate attributes
The Faculty of Science lists six graduate attributes that you will develop during your course at UTS. This subject is intended to develop the following attributes:
1. Disciplinary knowledge
The ecological and physiological responses of lower trophic organisms including microbes and macrophytes are explored through lectures, together with geochemical cycles in ocean systems.The methods commonly employed to estimate primary production are learned through practicals (field trip to Pittwater, NSW, to investigate the role of seagrasses in blue carbon and a workshop at the Sydney Institute of Marine Science (SIMS), Chowder Bay). The principles and practice of the disciplinary knowledge are assessed via the depth and scope of data collected as part of the scientific report.
The awareness of the role of science within a global culture is a main focus area of this subject and is addressed via the demonstration of a deep understanding of the broader consequences of climate change on marine primary producers and recyclers and how this may impact global marine production. You are to access information posted on Canvas ahead of scheduled practicals in order to effectively participate in discussions. Your understanding of concepts presented and your ability to critically examine climate change solutions are assessed through both the critical review and debate, as well as through the scientific report.
2. Research, Inquiry and Critical Thinking
Field-based learning is designed to provoke enquiry and conceptual thinking. This is assessed by your ability to critically evaluate and articulate the evidence for climate change impacts on marine primary producers and geochemical cycles in the different assessment tasks. Scientific curiosity is developed through discussion sessions chaired by the lecturer/tutors. Informed disciplinary knowledge through class discussion coupled to critical thinking skills is assessed through the debate and the self-directed learning project. You will also master scientific method and experimental design (to follow a line of scientific enquiry) through generating and addressing a hypothesis associated with the assessed scientific report.
3. Professional, Ethical and Social Responsibility
A capacity to promote the personal, professional and intellectual skills of students through field-based learning.
A capacity to work within a team, collaborate on data collection and reflection. Teamwork skills will be assessed during the research project and debate.
4. Reflection, Innovation, Creativity
The capacity to engage in reflection and learn beyond a formal educational contexts, based on the ability to make effective judgments about one’s own work, will be assessed through the self-directed learning project conducted after the scientific report.
5. Communication
Effective and scientific communication skills including respect for a scientific format (e.g., poster, PowerPoint presentation, critical review, report), clarity of thought development and logical flow of text. Demonstration of thorough research and a clearly articulated and logically argued stance for either side of a controversial scientific argument, irrespective of your own personal view. Excellence in written communication, demonstrating an understanding of environmental factors and ecological processes that influence biogeochemical cycles in Oceans. You will also be assessed through correct use of statistical analyses and presentation of the results and findings in the research project report.
6. Aboriginal and Torres Strait Islander Knowledges and Connection with Country
Develop an awareness and appreciation of Aboriginal and Torres Strait Islander Knowledges and people as relevant to Marine Biodiscovery.
Teaching and learning strategies
Subject delivery: This subject runs in a block mode and will be broken into:
- 8 live online lectures (Lectures content is related to Assessment 1, 2 and 3);
- 1 Practical class, face to face to support learning during a 4 h workshop at the Sydney Institute of Marine Science, Chowder Bay (Content is related to Assessment 1 and 2);
- 1 Practical class, face to face to support learning during 1 day field trip in Pittwater, NSW, directly related to Research Report (Assessment 3);
- 1 Debate face to face to support learning including interaction with a guest from industry during a 4 h seminar on Campus (Assessment 2);
- 1 Self-Directed Learning Project (Assessment 1).
You should be aware that the subject comprises around 50+ hours of structured learning designed to be completed online, at UTS and in your own time. There will be approx. 8 hours of lectures to be delivered online and at UTS, along with two practical classes.
Pre-course activities: You are expected to visit your Canvas site and read articles, watch videos and get familiar with the topics of the practical on coastal ecosystems and blue carbon in order to effectively participate in discussions and in the designing of the experiments. The pre-work should not take you more than 1 hour to complete. You are also encouraged to share your questions and ideas on the open discussion forum (via Canvas or Teams) throughout the duration of the subject.
Lectures: You will actively engage with concepts and content in the lecture through worked examples, and put this to practice further through practicals (field trip in Pittwater, NSW, related to seagrass and blue carbon and workshop at the Sydney Institute of Marine Science, Chowder Bay). You are welcomed and encouraged to ask questions and challenge ideas during lectures, fostering a more collaborative and immersive environment.
Collaborative problem solving and learning: While participating in the practical, you will collaborate with your peers in problem solving and data analyses. The tutor will give prompt guidance and immediate feedback on your work. The format of the debate will also encourage you to collaborate, as you will form groups of three and prepare your argumentation to engage in a constructive debate with another group on a controversial scientific topic.
Self-directed learning: Self-directed learning material will be available on Canvas, such as videos, scientific articles related to the topic of the lectures, information on experimental design and statistical analysis. You can choose what topic you base your self-directed learning project on, and what topic interests you the most for the critical review/debate. In this way, you will be able to deepen your understanding of topics of your interest by critically evaluating the literature, and develop independent professional research skills which will help you transition into the professional and/or research world.
Feedback: Feedback for assessments will be given via Canvas. Feedback is given early on in the semester on the development of the self-directed learning project proposals through discussions with teaching staff during lectures. You will have the opportunity to use the feedback received from your critical review when writing your scientific report. You will also have the opportunity to reflect upon the feedback given for the scientific report and use it to make suggestions for improvement of your own work and to further develop your own research skills and enquiry.
Content (topics)
The subject will focus on the role of lower trophic organisms (including microbes and other primary producers such as macrophytes) in biogeochemical cycles that support marine ecosystems and aims to develop an understanding of the importance of marine production on a global scale and within the context of a changing climate. During the practical we will examine environmental impact assessments and blue carbon in coastal ecosystems and in this process gain skills and knowledge aligned with Sustainable Development Goals (SDGs), adopted by the United Nations, in recognising that development must balance social, economic and environmental sustainability, especially with regards to Climate action (SDGs 13) and Life below water (SDG 14).
Practical classes:
Coastal ecosystems and blue carbon.
You will analyse and discuss the data among your peers, and with your demonstrator. You will individually write a detailed scientific report based on data collected during the practical.
Program
1. Tuesday 15/03 2-4pm
Lecture I – Introduction
(Mathieu Pernice)
Lecture II - Can algae change the world?
(Peter Ralph)
Lectures delivered online via Zoom
2. Tuesday 22/03 2-4pm
Lecture III - Macrophyte production and blue carbon
(Mathieu Pernice)
Lecture IV - Introduction to practical exercise. Q&A
(Mathieu Pernice)
Lectures delivered online via Zoom
3. Monday 28/03 9-11am
Lecture V - Microbial production, biogeochemical cycles and global climate.
(Jean-Baptiste Raina)
Lecture VI - Sustainable development goals and solutions to climate change
(Mathieu Pernice)
Lectures delivered online via Zoom
4. Workshop/Lectures delivered at Sydney Institute of Marine Science, Chowder Bay, Tuesday 29/03, 2-4pm
Workshop - Tour of SIMS facilities
(Martina Doblin or SIMS staff as preferred)
Workshop - Techniques used to characterize plankton and microbial communities within
coastal environments
(Justin Seymour and Nahshon Siboni)
5. Workshop/Lectures delivered at Sydney Institute of Marine Science, Chowder Bay, Tuesday 29/03, 4-6pm
Lecture VII – Phytoplankton productivity & climate change
(Martina Doblin)
Lecture VIII - Ocean Microbiology and heat waves
(Justin Seymour)
6. Practical exercise delivered face to face to support learning during a 1 day field trip, Monday 11/04
Practical exercise: costal ecosystems and blue carbon
7. Friday 22/04
Debate: bullet point critical review & references due (5%)
8. Friday 29/04
Self-directed learning project: timetable for completion due (5%)
Delivered face to face to support learning during a 4 hours seminar on Campus (including 1h Industry guest lecture). Available online under specific circumstances, if requested
9. Tuesday 10/05
Debate (25%)- includes 1h Industry guest lecture related to Carbon markets
Preparation: Information on how to prepare for a debate are available via Canvas
10. Friday 20/05
Self-directed learning project due (30%)
11. Friday 3/06
Scientific report due (35%) (feedback provided within 2 weeks)
Assessment
Assessment task 1: Self-directed Learning Project
| Intent: | This assessment task contributes to the development of the following graduate attributes: 1. Disciplinary knowledge 2. Research, Inquiry and Critical Thinking 3. Professional, Ethical and Social Responsibility 4. Reflection, Innovation, Creativity 5. Communication 6. Aboriginal and Torres Strait Islander Knowledges and Connection with Country |
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| Objective(s): | This assessment task addresses subject learning objective(s): 2, 3, 4, 5 and 6 This assessment task contributes to the development of course intended learning outcome(s): 1.1, 1.2, 2.2, 2.3, 3.1, 4.2, 5.1, 5.2, 5.3 and 6.2 |
| Type: | Project |
| Groupwork: | Individual |
| Weight: | 35% |
| Length: | The timetable for completion will consist of a ½ - 1 page diagram, with the title of your task, and key dates for completion of the task. This is to be submitted to Canvas. An example of this is available in Canvas.
The final product should be no longer than the equivalent to one A1 sized poster OR 5 pages of text OR 8 minutes of recorded presentation; excluding references. Please note that any recorded presentations or videos should be uploaded onto Youtube (or a similar platform); and a word document containing the link and references should be submitted to Canvas. Please check that your links are accessible prior to submission, and that they remain accessible for the duration of assessment. For formats that are not text heavy (e.g., poster, website, etc.) and where it is hard to address all the criteria, please do not try to jam everything in, but rather submit a 2-page justification along with your SDLP explaining the science behind the research and justifying why this format is appropriate for the audience/topic chosen. Please use a reference style appropriate for the chosen format (e.g., use a Number reference system for formats like posters and websites, where space is scarce). |
| Criteria: | The 35% for this task will be split into:
Your project will be assessed based upon:
A complete rubric will be provided on Canvas. Criteria include evidence of well planned and well researched self-directed project, well communicated presentation that addresses initial aims and is pitched to the correct audience. |
Assessment task 2: Debate
| Intent: | This assessment task contributes to the development of the following graduate attributes: 1. Disciplinary knowledge 2. Research, Inquiry and Critical Thinking 3. Professional, Ethical and Social Responsibility 5. Communication 6. Aboriginal and Torres Strait Islander Knowledges and Connection with Country |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): 2, 4, 5 and 6 This assessment task contributes to the development of course intended learning outcome(s): 1.1, 1.2, 2.2, 2.3, 3.1, 5.1, 5.2, 5.3 and 6.2 |
| Type: | Presentation |
| Groupwork: | Group, individually assessed |
| Weight: | 30% |
| Length: | The maximum length for the bullet point critical review is 2 pages, double spaced throughout, with 12 pt font and 2.5 cm margin. This does not include a reference list, which must be submitted on extra pages. The debate will last 3 hours, but each student will speak for 5 min max. |
| Criteria: | The 30% for this task is split into:
A complete rubric will be provided on Canvas. Criteria include evidence of clear understanding of the controversial topic, clear articulation and presentation of the science supporting both sides of the debate. At least three pro and three con arguments should be presented in a logical manner and well supported by good quality scientific references. |
Assessment task 3: Scientific report: scientific report on group research project
| Intent: | This assessment task contributes to the development of the following graduate attributes: 1. Disciplinary knowledge 2. Research, Inquiry and Critical Thinking 3. Professional, Ethical and Social Responsibility 4. Reflection, Innovation, Creativity 5. Communication |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): 1, 2, 3, 4, 5 and 6 This assessment task contributes to the development of course intended learning outcome(s): 1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.2, 5.1, 5.2 and 5.3 |
| Type: | Report |
| Groupwork: | Group, individually assessed |
| Weight: | 35% |
| Length: | The length is max 3,500 words, double spaced throughout, with 12 pt font and 2.5 cm margins. This does not include references, figures, tables and captions. |
| Criteria: | The report will be assessed on how well you defines the rationale for the study, provides a thorough explanation of the methodology used to collect and process the data (i.e. statistical analysis), on the clarity of the presentation and interpretation of the results and a demonstration of understanding the implications of the findings in a broader context. You will produce a scientific report, written and presented to the standard of a manuscript ready to be submitted to a scientific peer-reviewed journal (Estuaries & Coasts). You will be provided the “Guidelines for Author Submission” from Estuaries & Coasts, from which you can format and formulate your report. In addition, a complete rubric will be provided on Canvas. |
Minimum requirements
Students are expected to attend the field trip and practical class, as they are an important part of the learning experience of this subject, however we can propose alternative options online for students who cannot attend. This needs to be discussed with subject coordinator A/Prof Mathieu Pernice mathieu.pernice@uts.edu.au
Recommended texts
- “Aquatic Photosynthesis” by P Falkowski and JA Raven Blackwell Science 1997
- “The Scientific Method — Steps to Experimental Design”, learning activity written by F. R. Torpy© 2008, based on Morrison, D. A. Science is Golden; unpublished manuscript.
- Other learning materials and papers related to the different practicals provided via UTS Online
References
Will be provide via UTS Online