Unit Outline

KGA104

Introduction to the Science of Climate Change

Semester 1, 2026

Nick Earl

School of Geography, Planning, and Spatial Sciences

Sciences and Engineering (Portfolio)

CRICOS Provider Code: 00586B

What is the Unit About?

Unit Description

Human-induced climate change is the most serious problem currently facing our planet - a global problem with increasingly obvious local impacts. The Intergovernmental Panel on Climate Change (IPCC) has said that the next 10 years will be critical to averting catastrophic climate change. The science is complex, but there is strong international consensus around much of our climate change knowledge. Gaining an understanding of the science of climate change and appreciating where the certainty and uncertainty lie are important first steps to more confidently engaging in the action that is so urgently required. In this unit, you will learn why scientists are so certain that climate change is occurring, is caused by humans, and is causing impacts on human and other natural systems. Tasmania has a global reputation as a centre for climate research, and UTas has many internationally renowned researchers working in diverse disciplines with relevance to climate impacts and adaptation. We will hear from many of these experts, including IPCC authors, regional climate modellers and climate impact scientists.

You will need access to a phone with wifi or a computer with webcam or integrated micropone and video, so that you can participate in the AT3 ' Lane 1' assurance of learning video presentation task.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1	Explain the drivers and impacts of climate change and climate variability at different times-scales, using key climate science concepts
2	Describe the information we get from global and regional climate models and the importance of accounting for uncertainty in planning for the future
3	Explain the science of climate change using evidence-based information in a range of formats (verbally, short written pieces and graphically).
4	Discuss the impacts of climate change on physical, biological and human systems on local and global levels.

Alterations as a result of student feedback

In the last offering of KGA104, students wanted more live sessions. We will add more of these as part of AT3, where your interaction will contribute to a Lane 1 'assurance of learning' task.

Teaching arrangements


ATTENDANCE MODE	TEACHING TYPE	LEARNING ACTIVITY	CONTACT HOURS	FREQUENCY
Online	Lecture (Online)	On average, you will need to watch approximately half an hour of video content per week. Sometimes this is a lecture, other times it is other video media introducing or explaining content.	0.50	Weekly
	Individual Study	You will engage with written materials and online activities on MyLO, that are linked to the weekly video/lecture content.	1.50	Weekly
	Tutorial (Online)	Three, one-hour (with an optional repeat) tutorials held on zoom explain assignment tasks and provide opportunities for questions and interaction.	1	Study Period 3 times
	Independent Learning	Each week, you should dedicate approximately 6 hours to your own reflection time and further research, and work on your assessment tasks in this unit.	6	Weekly
	Workshop (Online)	Students will be required to attend a live seminar for a Q&A session on assessment task 3. This contains an assurance of learning assessment task.	1	Once only

Attendance / engagement expectations

If your unit is offered On campus, it is expected that you will attend all on-campus and onsite learning activities. This is to support your own learning and the development of a learning community within the unit. If you are unable to attend regularly, please discuss the situation with your course coordinator and/or our UConnect support team.

If your unit is offered Online or includes online activities, it is expected you will engage in all those activities as indicated in the Unit Outline or MyLO, including any self-directed learning.

If you miss a learning activity for a legitimate reason (e.g., illness, carer responsibilities) teaching staff will attempt to provide alternative activities (e.g., make up readings) where it is possible.

AT3 is a hurdle task and includes a compulsory live question and answer session for assurance of learning. During the session, you will be asked questions regarding your video assignment. Please check the schedule carefully on MyLO to know when you are expected to present this task. A number of timeslots will be available to you.

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Timeline	Week 5	20 %	LO1, LO2, LO3, LO4
Assessment Task 2:	Short report	Week 9	40 %
Assessment Task 3:	5-minute Video	Week 12	40 %

Assessment details

Assessment Task 1: Timeline

Task Description:

Climate change timeline with 100 word caption - identify changes in carbon dioxide and temperatures over the last 400,000 years in relation to major forcings. Note: The use of generative artificial intelligence (AI) in the completion of this assessment task is discouraged. However, any use of AI as a learning tool must be in alignment with the UTAS guidelines on academic integrity.

Task Length:

1 Figure with approximately 100 word caption

Due Date:

Week 5

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	X	LO1, LO2, LO3, LO4

Assessment Task 2: Short report

Task Description:

Investigation of observations or projections in temperature or rainfall for your local area. Write a 700 word report, supported by at least two graphical data representations, to describe either recent change or future projections. Note: The use of generative artificial intelligence (AI) in the completion of this assessment task is discouraged. However, any use of AI as a learning tool must be in alignment with the UTAS guidelines on academic integrity.

Task Length:

Approximately 700 word report, with a minimum of two graphs

Due Date:

Week 9

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)

Assessment Task 3: 5-minute Video

Task Description:

Address one climate myth in a 5-minute video (with a live seminar for questions and answers), refuting this with climate science knowledge and concepts covered in this unit. Each student will be provided with a sceptical argument and a brief profile of the fictional person making that argument. The student must respond to the prescribed argument and the person who is making it. The student will need to review the appropriate scientific literature to understand the relevant scientific evidence; identify the fallacy present in the sceptic’s argument; design an approach to respond that is appropriate for the individual advancing the sceptical argument; and prepare and present a 5-minute presentation that summarises the outcomes of these steps, with the audience being the sceptical individual. Note: The use of generative artificial intelligence (AI) in the completion of this assessment task is discouraged. However, any use of AI as a learning tool must be in alignment with the UTAS guidelines on academic integrity.

Task Length:

Approximately 5-minute video including Powerpoint slides with appropriate communication tools (graphs, pictures etc)

Due Date:

Week 12

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

AT3 is a 'Lane 1' hurdle task and includes a compulsory live question and answer session for assurance of learning. During the sessions, you will be asked questions regarding your video assignment.

Academic progress review

The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.

Required Resources

Required reading materials