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«The Third Year of the Geophysics Geophysics & Meteorology Geophysics & Geology Honours Degree Programs 2011 – 2012 August 2011 Dates and Times ...»

-- [ Page 1 ] --

UNIVERSITY OF EDINBURGH

School of GeoSciences

The Third Year

of the

Geophysics

Geophysics & Meteorology

Geophysics & Geology

Honours Degree Programs

2011 – 2012

August 2011

Dates and Times

Class times

Please note the class times for lectures:

0900 – 0950; 1000 – 1050; 1110 – 1200; 1210 – 1300; 1400 – 1450; 1500 – 1550; 1600 – 1650.

Make sure you arrive punctually after the change over times of 0950 – 1000;

1200 – 1210; etc.

The teaching year Semester 1 September 19th – December 2rd Teaching December 5th – December 21st

Examinations:

Semester 2 January 16th – April 6th Teaching February 20th - February 24th Innovative Learning Week April 9th –April 20th inclusive.

Easter Break:

April 23rd – May 25th

Consolidation and Exams:

Contacts Year Organisers*: Hugh Pumphrey Crew Building, room 313 Tel.: 650 6026 email: H.C.Pumphrey@ed.ac.uk Secretary: Emma Latto Grant Institute, room 332 Tel.: 650 8510 email: Emma.Latto@ed.ac.uk All notices connected with the course will be displayed on the Geophysics notice board opposite Room 6206 in the James Clerk Maxwell Building. Make sure you look at this notice board frequently. If we need to communicate urgently with individuals or with the whole class, we shall send out email messages, so check your email daily.

Please see Emma Latto about matters of general organisation and in the event of difficulties that cannot be resolved by the lecturers who teach the various courses.

* Where this document refers to a course organiser, it means the name given on page 3 &4 Any changes in the course organiser during the year will be notified.

Start of year meetings 1000 304b GI three geophysics group of degrees – Friday 16 September 0900 MLT, GI general third Earth Science year meeting – Monday 19 September 1000 JCMB- LTB for students taking Thermodynamics Honours Progression The Geophysics Honours School includes both years three and four.

• The results of your third-year assessment contribute 50% of the marks used to decide your class of Honours Degree.

• A 10-point (20-point) [40-point] course will contribute 1/24 (1/12) [1/6] of your honours degree mark, whether taken in year three or year four.

• You must achieve a mark of at least 40% averaged over all courses in year three in order to proceed to year four. This does not mean that youmust pass every component course – compensation across the different components is available. Although the marks for the full 120 points of courses all contribute to your degree and to an average mark that must exceed 40%, you must additionally achieve the 40% pass mark in enough courses to give you at least 80 points in year three and 80 points in year four.

Without this, you will not be eligible for the award of an Honours Degree, even if your two-year overall score exceeds 40%.

Courses will be examined individually usually by the end of the semester in which they are taught. Details of assessment methods are given in individual course synopses.

For Honours courses, there are no scheduled resit exams.

Graduating with an Ordinary Degree If you fail to progress to the second Honours year you may graduate with an Ordinary Degree at the end of third year provided you have attained the required 360 points.

Resit exams will only be set in order to allow graduation with an Ordinary Degree, and then only if attendance throughout the third year is deemed to have been satisfactory. Any student who fails through unsatisfactory attendance will not be allowed to take resits and will have to repeat and pass courses in the following year before being allowed to graduate with an Ordinary Degree.

Courses for Year 3 The third year of the four-year Honours Degree programmes is intended to develop a strong foundation of knowledge, building on the information and skills you acquired in the first and second years.

• In year three, you should attend courses making a total of at least 120 points.

• For the Geophysics Programme, there are eleven 10-point in the compulsory core, leaving one 10-point courses as optional.

• For the Geophysics & Meteorology Programme, there are nine 10 point courses and in the compulsory core, leaving 30 points of optional courses.

• For the Geophysics and Geology Programme, there are ten 10-point courses in the compulsory core and 20 points of optional courses

• Where the timetable permits, you are free to attend additional courses out of interest and to extend your knowledge, but without being examined in them or gaining credit from them.

It is assumed that all students have passes or concessions in Introduction to Geophysics, MfP 3 and 4, (or Fundamentals of Mathematical Physics) and in Physics 2A. In the Geophysics Programme, students will also have passed Stratigraphy & Sedimentology; in the

Geophysics & Meteorology programme, students will also have passed Meteorology:

Atmosphere and Environment and Meteorology: Weather & Climate.

In this booklet, you will find a synopsis of compulsory courses, together with options that are compatible with the core timetables. Please consult Hugh.Pumphrey@ed.ac.uk if you want to consider options from other degree programmes.





Pre-Semester 1 Field Skills (Inchnadamph)‡ 52 Simon Harley ESC09031 10 o n/a c

–  –  –

Study Skills You will see your move into Honours as a change in the way you are taught and in the way you need to respond to this teaching.

• You must develop the skill to manage your own learning. Study should be driven by curiosity and your own will to master the material. Don’t let course work slip, and don’t be content to pass over material you don’t understand – there is unlikely to be time to sort it out later so that you understand it at exam time. Ask for help from the lecturers concerned immediately after classes if you don’t understand something.

• You should use course material as a guide to what you need to know, not as all you need to know. Good exam marks will only be awarded for evidence that you have gained a conceptual understanding of the material and have read around your subject.

The University’s Centre for Teaching, Learning and Assessment runs a series of excellent

workshops about studying and learning. You can find out about these from their web site:

http://www.tla.ed.ac.uk/services/effect-learn/advice.htm Grade marking Criteria Before submitting your work for assessment, you should carefully read it through, think again about what is being sought and go through a process of self-criticism. For your guidance and to help with the self-criticism process, here are the honours level criteria for assigning grades, particularly designed for those elements of assessment that rely on judgement and critical thinking such as essay writing. Obviously they are inappropriate for purely objective assessment.

The criteria by which a particular component of class work or a particular examination answer is assessed varies with subject and type of assessment, but the following is a general indication the levels of knowledge and understanding expected of you.

A1 90-100 Excellent (Outstanding). Often faultless. The work is well beyond that expected at the appropriate level of study.

A2 80-89 Excellent (High). A truly professional piece of scholarship, often with an absence

of errors. As ‘A3’ but shows (depending upon the item of assessment):

• significant personal insight / creativity / originality and/or • extra depth and academic maturity in the elements of assessment.

A3 70-79 Excellent. Knowledge: Comprehensive range of up-to-date material handled in a professional way. Understanding and handling of key concepts: Shows a command of the subject and current theory. Focus on the subject: Clear and analytical; fully explores the subject. Critical analysis and discussion: Shows evidence of deep thinking and/or an appropriately logical and rigorous approach in critically evaluating and integrating the evidence and ideas. Deals confidently with the complexities and subtleties of issues. Shows elements of personal insight / creativity / originality. Literature synthesised, analysed and referenced: Comprehensive grasp of the up-to-date literature which is used in a professional way. Structure: Clear and coherent showing logical, ordered thought. Presentation: Clear and professional with few, relatively minor flaws. Accurate referencing; using the correct referencing system. Figures and tables well constructed and accurate. Good standard of spelling and grammar.

B 60-69 Very Good. Knowledge: Very good range of up-to-date material, perhaps with

some gaps, handled in a professional way. Understanding and handling of key concepts:

Shows a firm grasp of the subject and current theory but there may be gaps. Focus on the subject: Clear focus on the subject with no or only trivial deviation. Critical analysis and discussion: Shows initiative, the ability to think clearly, critically evaluate ideas, to bring different ideas together, and to draw sound conclusions. Literature synthesised, analysed and referenced: Evidence of further reading. Shows a firm grasp of the literature, using good, up-to-date references to support the arguments. Structure: Clear and coherent showing logical, ordered thought. Presentation: Clear and professional with few, relatively minor flaws. Accurate referencing; using the correct referencing system. Figures and tables well constructed and accurate. Good standard of spelling and grammar.

C 50-59 Good. Knowledge: Sound but limited. Inaccuracies, if any, are minor.

Understanding and handling of key concepts: Understands the subject but does not have a

firm grasp and depth of understanding of all the key concepts. Focus on the subject:

Addresses the subject with relatively little irrelevant material. Critical analysis and discussion: Limited critical analysis and evaluation of sources of evidence. Literature synthesised, analysed and referenced: References are used appropriately to support the argument but they may be limited in number or reflect restricted independent reading.

Structure: Reasonably clear and coherent, generally presenting ideas and information in a logical way. Presentation: Generally well presented but there may be minor flaws for example in figures, tables, referencing technique and standard of English.

D 40-49 Pass. Knowledge: Basic; may have factual inaccuracies and omissions.

Understanding and handling of key concepts: Superficial; there may be some gaps in understanding. Lacks detail, elaboration or explanation of the key concepts and ideas; some may have been omitted. Focus on the subject: Addresses the subject but may deviate from the core issues. Critical analysis and discussion: Limited or lacking. The arguments and conclusions may be weak or lack clarity with unsubstantiated statements. The emphasis is likely to be more on description than analysis. Literature synthesised, analysed and referenced: Basic and limited. May lack appropriate citations and evidence of independent reading. Structure: Lacks clarity of structure. Shows poor logical development of arguments. Presentation: Inadequate; may show flaws in the overall standard of presentation or in specific areas such as figures, referencing technique and standard of English (e.g. repeated minor spelling, punctuation or grammatical errors).

E 30-39 Marginal Fail. Knowledge: Poor and inadequate. Content too limited, there may be inaccuracies. Understanding and handling of key concepts: Poor and inadequate; does not show sufficient understanding. Concepts omitted or poorly expressed. Focus on the subject: Does not adequately address the subject. Critical analysis and discussion: Poor and inadequate. May be no real attempt to critically evaluate the work. Literature synthesised, analysed and referenced: Poor and inadequate; appropriate literature citations lacking or trivial. Structure: A lack of coherence or poor structure. Presentation: Overall standard of presentation may be poor. May be problems in specific areas such as writing style and expression (making it hard to follow the content), errors in referencing technique, and poor standard of English (spelling, punctuation and grammar).

F 20-29 Clear Fail. Knowledge: Very poor. Irrelevant or erroneous material may be included. May be very limited in scope consisting, for example, of just a few good lines.

Understanding and handling of key concepts: Very poor, may be confused. Focus on the subject: Does not address the subject. Critical analysis and discussion: Extremely limited or omitted. May be confused. Literature synthesised, analysed and referenced: Extremely limited or omitted. Structure: Confusing or no attempt to order the material in a systematic way. Presentation: Writing style and presentation may be unacceptable.

G 10-19 Bad Fail. Knowledge: Serious lack of knowledge. Irrelevant or erroneous material may be included. Understanding and handling of key concepts: None or trivial evidence of understanding. Focus on the subject: Does not address the subject. Critical analysis and discussion: May be no coherent discussion. Literature synthesised, analysed and referenced: May be omitted. Structure: Confusing or no attempt to order the material in a systematic way. Presentation: Writing style and presentation may be unacceptable.

H 0-9 Very Bad Fail. The presented work is of very little relevance, if any, to the subject in question. It is incomplete or inadequate in every respect. A blank answer must be awarded zero.

Illness and Other Special Circumstances If you have been ill during the year or have suffered other personal or medical problems which could have adversely affected your performance, or if you are about to take the Degree exams under similar conditions of distress or impediment, then the Board of Examiners needs to know in advance of the Examiners Meeting. It will then take these circumstances into account when deciding your result.



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