This is the gateway unit of study for Human Geography, Physical Geography, Environmental Studies and Geology. Its objective is to introduce the big questions relating to the origins and current state of the planet: climate change, environment, landscape formation, and the growth of the human population. During the semester you will be introduced to knowledge, theories and debates about how the world's physical and human systems operate. The first module investigates the evolution of the planet through geological time, with a focus on major Earth systems such as plate tectonics and mantle convection and their interaction with the atmosphere, hydrosphere, biosphere and human civilisations. The second module presents Earth as an evolving and dynamic planet, investigating global environmental change, addressing climate variability and human impacts on the natural environment and the rate at which these changes occur and how they have the potential to dramatically affect the way we live. Finally, the third module, focuses on human-induced challenges to Earth's future. This part of the unit critically analyses the relationships between people and their environments, with central consideration to debates on population change, resource use and the policy contexts of climate change mitigation and adaptation.

Advanced students will complete the same core lecture material as for GEOS1001, but will be required to carry out more challenging practical assignments.

This unit of study provides a geographical perspective on the ways in which people interact with each other and the physical world, focussing on the processes that generate spatial variation and difference. Students will consider the development and characteristics of natural environments across the globe, and will explore how these environments both constrain, and are influenced by, humans. In the process, they will learn about the biophysical, political, economic, cultural and urban geographies that shape contemporary global society. Each of these themes will be discussed with reference to key examples (such as the Earthquake in Haiti/Dominican Republic, the conflict in Darfur, bushfires in the Blue Mountains, the physical geography of the internet), in order to understand the ways in which the various processes (both physical and human) interact. The unit of study is designed to attract and interest students who wish to pursue geography as a major within their undergraduate degree, but also has relevance to students who wish to learn how to think geographically about the contemporary world.

Advanced students will complete the same core lecture material as for GEOS1002, but will be required to carry out more challenging practical assignments.

The unit provides an essential framework for understanding the environmental response to short- and long-term geologic, oceanic and atmospheric processes. This Unit of Study introduces students to a variety of natural phenomena that affect society with impact levels ranging from nuisance to disastrous. The discussion of each hazard focuses on: (1) the process mechanics, (2) hazards and risk, and (3) methods for mitigation. Geographic Information Systems (GIS) are used by scientists, planners, policy-makers and the insurance industry alike to address many issues relating to natural hazards. This Unit of Study will introduce students to the major concepts relating to GIS and provide practical experience in the application of GIS techniques to hazard mapping, risk assessment and mitigation.

This unit has the same objectives as GEOS2111 and is suitable for students who wish to pursue aspects of the subject in greater depth. Entry is restricted and selection is made from the applicants on the basis of their performance to date. Students who elect to take this unit will participate in alternatives to some aspects of the standard unit and will be required to pursue independent work to meet unit objectives.

This unit of study introduces core concepts about how the formation of ocean basins and their influence on climate govern the development of coasts and continental margins. These concepts provide a framework for understanding the geographic variation of coasts, continental shelves and sediment accumulations in the deep ocean. Ocean-basin evolution is explained in terms of movements within the Earth's interior and how these movements determine the geometry of ocean basins, and their alpine counterparts, which interact with the global circulation of the ocean and atmosphere. This interaction plays a key role in marine sedimentation and controls the environmental conditions responsible for the development of coral reefs and other ecosystems. The Unit of Study systematically outlines how these factors have played out to produce, by gradual change, the coasts we see today, as well as the less familiar deposits hidden beneath the sea and coastal lands. The Unit thereby outlines how knowledge of responses to climate change in the past allow us to predict environmental responses to accelerated climate change occurring now and in the future due to the industrial greenhouse effect, but places these responses into perspective against the geological record. Overall therefore, the Unit aims to provide familiarity with fundamental phenomena central to the study of marine geoscience and environmental impacts, introduced through process-oriented explanations. The Unit of Study is structured around GIS-based practical sessions and problem-based project work, for which lectures provide the theoretical background.

This unit has the same objectives as GEOS2115 and is suitable for students who wish to pursue aspects of the subject in greater depth. Entry is restricted and selection is made from the applicants on the basis of their performance to date. Students who elect to take this unit will participate in alternatives to some aspects of the standard unit and will be required to pursue independent work to meet unit objectives.

This unit of study explores interactions between humans and the natural environment. This encompasses cultural constructions of nature and resources, the evolution of environmental thought and the debates surrounding sustainable development. It integrates environmental, economic, cultural and social considerations in respect to natural resource management in Australia and the Asia-Pacific. The unit of study introduces students to the various conceptual tools used by social scientists to approach the contemporary challenges facing environmental and resource management. Students learn about the social, cultural and environmental considerations that must be taken into account when developing and implementing environmental and resource management policies in an increasing congested 'marketplace of ideas'.

Advanced students will receive the same core lecture materials as for GEOS2121 but have a separate seminar and are required to complete alternative written work.

How can we understand the ways that cities and regions change over time, and how these processes shape people's lives? This Unit of Study provides conceptual and practical material for exploring these questions. A program of lectures and tutorials in complemented by close study of Sydney, using GIS (census and satellite imagery) and a series of walking tours to different parts of the city. Assessment is tailored to projects in which students are required to integrate conceptual ideas about cities and regions with GIS mapping and field observations.

GEOS2923 has the same thematic content as GEOS2123 however with elements taught at an Advanced level.

The unit of study can be taken only with prior permission from the unit of study coordinator. It constitutes a Field School run over a two to three week period in July, prior to the commencement of the second semester. In 2016, the Field School will be held in Indonesia. In other years it may be held in mainland Southeast Asia. The Field School focuses on three main themes; rural social, environmental and economic change; regional economic integration and its local effects; regional environmental change and natural resources governance. The Field School is run in close association with local universities, whose staff and students participate in some components of the course. Places are limited, and students interested in the 2016 Field School should indicate expression of interest to Dr Jeff Neilson by 26th September 2015.

The unit of study can be taken only with prior permission from the unit of study coordinator. It constitutes a Field School run over a two to three week period in July, prior to the commencement of the second semester. In 2016, the Field School will be held in Indonesia. In other years it may be held in mainland Southeast Asia. The Field School focuses on three main themes; rural social, environmental and economic change; regional economic integration and its local effects; regional environmental change and natural resources governance. The Field School is run in close association with local universities, whose staff and students participate in some components of the course. Places are limited, and students interested in the 2016 Field School should indicate expression of interest to Dr Jeff Neilson by 26th September 2015.

GEOS3333 is designed to be the 'capstone' for a Major in Geography. Its aim is to bring together the core concepts within the discipline; connect these to methodological practices, and further develop the field-based skills associated with geographical research. Reflecting the straddle of the discipline across the natural and social sciences, this unit draws on a wide diversity of material to impart key insights about the essential qualities of 'doing Geography'. This includes (i) a weekly lecture program which addresses three thematic concerns of Geography (human-environment interactions; spatial relations; and politics, policy and practice) using examples from the natural and social science perspectives at global, national and local scales; (ii) a two-hour prac class each week which introduces key methods (relevant to both the natural and social science parts of the discipline) and which leads to a major research proposal exercise; and (iii) 24 hours fieldwork through the semester, which can take the form either of a three-day field trip to rural NSW or three separate day-trips within Sydney. GEOS3333 is one of two compulsory units for the Geography Major (the other is GEOS3053) and is highly recommended for students contemplating Honours in Geography.

GEOS3933 has the same thematic content as GEOS3333 however with elements taught at an Advanced level.

The aim of this course is to introduce students to a variety of Coastal Environments and the major physical and chemical processes which control the morphodynamic evolution of these systems. The course offers a unique opportunity of learning the full spectrum of marine sedimentary environments from siliciclastic, temperate, highly urbanised and impacted estuarine ecosytems to carbonate, tropical, pristine and undeveloped/protected coastal and continental margin environments. The course may include field work in temperate environments and at One Tree Island, Heron Island, or Orphus Island on the Great Barrier Reef (GBR). The two parts of the course comprise physical processes in siliciclastic (temperate) and carbonate-dominated (tropical) coastal and continental margin environments. The first part of the course covers basic coastal environments and processes in estuarine and open coast environments and focuses on the morphodynamics of those environments, a fieldtrip to an open beach within Sydney is envisaged where students will learn basic skills for beach monitoring. The second part of the course covers the basic morphodynamics and processes impacting carbonate-dominated coastal and continental margin environments. The focus is on carbonate reefal and margin systems and their geologic and biologic responses to past, present and future environmental changes. These systems may also be studied in the field at The University of Sydney One Tree Island Research Station in the GBR and in some practicals Students who are unable participate in the GBR field trip will be given an alternative assignment.

Advanced students will complete the same core lecture material as for GEOS3009 but will carry out more challenging projects, practicals, assignments and tutorials.

Coastal Management is about how scientific knowledge is used to support policy formulation and planning decisions in coastal environments. The course links coastal science to policy and practice in management of estuaries, beaches and the coastal ocean. The principles are exemplified through specific issues, such as coastal erosion, pollution, and impacts of climate-change. The issues are dealt with in terms of how things work in nature, and how the issues are handled through administrative mechanisms. These mechanisms involve planning strategies like Marine Protected Areas and setback limits on civil development in the coastal zone. The coastal environments and processes that are more relevant to coastal management including: rocky coasts; beaches, barriers and dunes; and coral reefs will also be introduced. At a practical level, the link between science and coastal management is given substance through development and use of 'decision-support models'. These models involve geocomputing methods that entail application of simulation models, remotely sensed information, and Geographic Information Systems (GIS). The course therefore includes both principles and experience in use of these methods to address coastal-management issues. (It thus also involves extensive use of computers.) Although the focus is on the coast, the principles and methods have broader relevance to environmental management in particular, and to problem-solving in general. That is, the course has vocational relevance in examining how science can be exploited to the benefit of society and nature conservation.

Advanced students will complete the same core lecture material as for GEOS3014 but will carry out more challenging projects, practicals, assignments and tutorials.

Sediments and sedimentary rocks cover most of the Earth's surface, record much of the Earth's geological and climatic history and host important resources such as petroleum, coal, water and mineral ores. The aim of this unit is to provide students with the skills required to examine, describe and interpret sediments and sedimentary rocks for a variety of different purposes. Specific foci of the unit will be the identification of the recent or ancient environment in which sedimentary materials were deposited, the environmental controls which produce sedimentary structures, and the processes that control the production, movement and storage of sediment bodies. On completion of this unit students will be familiar with the natural processes that produce and modify sediments across a range of environments at the Earth's surface, including fluvial, aeolian, lacustrine, marginal marine and deep marine environments. The various controls on the sedimentary record such as climate and sea-level change, as well as diagenesis and geochemical cycles will also be discussed. Practical exercises will require students to examine global datasets, and determine the properties and significance of sediments and sedimentary rocks. The course is relevant to students interested in petroleum or mineral exploration, environmental and engineering geology as well as marine geoscience.

This unit has the same objectives as GEOS3103 and is suitable for students who wish to pursue aspects of the subject in greater depth. Entry is restricted and selection is made from the applicants on the basis of their performance at the time of enrolment. Students who elect to take this unit will participate in alternatives to some aspects of the standard unit and will be required to pursue independent work to meet unit objectives. Specific details for this unit of study will be announced in meetings with students in week 1 of semester.

Cities are now the predominant home for humanity. More than half of the world's population reside in cities. The contemporary growth of cities, however, is attached to profound political questions about what it means to be urban, and what 'being urban' means for the planet. This Unit of Study provides grounding to these crucial questions. In the first half of the semester, lectures address the question: are cities sustainable? Why or why not? And for whom? This focus addresses utopian visions for cities, urban history, ecological footprint analysis, bioregionalism, transport options, urban form and urban policy, with reference to sustainable futures and the role of custodianship. During the second half of the semester, lectures address the question: what does it mean to be a 'citizen', and what has this got to do with cities and different approaches to urban sustainability? This includes consideration of historical and contemporary configurations of citizenship. Case studies illustrate ways in which new forms of citizenship are produced through struggles over rights to the city and the urban environment. Through the semester a practicals program enables students to develop urban-based research projects.

GEOS3920 has the same thematic content as GEOS3520 however with elements taught at an Advanced level

This unit of study provides students with grounding in core theories and frameworks used in Geography to account for the social, spatial and economic unevenness in global development. During the first half of the semester, we focus on questions relating to who are the winners and losers from contemporary patterns of global economic change. This includes the analysis of relevant conceptual approaches to understand processes of global development and inequality (including comparative advantage, global value chain theory, developmentalism, structuralism, neo-liberalism, and post-development). Then, in the second half of the semester, we adopt a livelihoods approach to better understand these broader processes from the perspective of individuals, households and communities. In general, issues are tailored to themes being played out in Asia-Pacific countries. Students are expected to participate in a variety of practical class exercises throughout the semester. This unit provides a feeder-unit into the Southeast Asia Field School.

GEOS3924 has the same thematic content as GEOS3524 however with elements taught at an Advanced level.

Environmental regulation and governance plays an important role in regulating human impacts on the environment. This unit provides an introduction to environmental regulation. We investigate key environmental issues through an examination of environmental policies, legislation and case law at a variety of scales (international, national and state/local). The ethics component helps students develop thoughtful and informed positions on issues in environmental ethics. The aim of this Unit is to enable students to understand the broad principles of environmental law and ethics and to apply this understanding to contemporary environmental problems.

This advanced unit of study will cover the same core lecture material as for ENVI3111, but students will be required to carry out more challenging practical assignments based on a fieldtrip activity.

This unit of study focuses on environmental impact assessment as part of environmental planning. It seeks to establish a critical understanding of environmental planning and the tools available to improve environmental outcomes. The unit of study addresses the theory and practice of environmental impact statements (EIS) and environmental impact assessment processes (EIA) from scientific, economic, social and cultural value perspectives. Emphasis is placed on gaining skills in group work and in writing and producing an assessment report, which contains logically ordered and tightly structured argumentation that can stand rigorous scrutiny by political processes, the judiciary, the public and the media.

This advanced unit of study will cover the same core lecture, tutorial and group practical material as for ENVI3112. The difference in the Advanced unit of study is that students will be required to write a 3000-word essay that is worth 40% of their semester marks, rather than writing a literature review. The essay will explore the more theoretical and conceptual debates within impact assessment.