Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Plant scientists and ecologists need to understand - various aspects of the diversity and functioning of plants in an evolutionary and ecological context. To achieve these goals, students require a thorough grounding in the theoretical and conceptual framework of plant sciences along with extensive laboratory and field-basedstudies . This unit provides the foundation for many of the skills required in higher-level units and majors, such as Ecology, Biodiversity, Life Sciences and Environmental Science.

Aims

This unit provides students with an introduction to fundamental evolutionary and ecological concepts in plant sciences. It aims to provide the basis for a conceptual framework and understanding of the diversity of plants with a particular emphasis on the Australian flora and the development of plant identification skills.

Objectives

On completion of this unit, students will demonstrate:

1. Attainment of coherent theoretical and practical knowledge relating to the evolutionary history and diversity of plants.

2. Development of an understanding of the diversity and functioning of plants including anatomy, morphology and life history strategies in an evolutionary and ecological context

3. Familiarity with a wide range of native and non-native plants as well as economically and ecologically important plants.

4. Development of effective oral and written communication and the basics of scientific drawing and illustrations.

5. Development of the capacity for life-long learning by obtaining appropriate skills in plant collection and identification.

Graduate capabilities

This unit, through its teaching and learning, addresses the following QUT Graduate Capabilities:

1. Discipline knowledge and skills
2. Critical and analytical thinking and problem solving
3. Effective communication in a variety of contexts and modes
4. The capacity for life-long learning
5. The ability to work independently and collaboratively.

Content

We have divided this unit into four topic areas designed to be cumulative in their effect:

1. Evolution and diversity of the major plant groups.
2. Current understanding of plant systematics, with an emphasis on flowering plants.
3. Understanding botanical terms, with the aim of developing identification skills.
4. Adaptations of plants to different environments.

Approaches to Teaching and Learning

The unit will consist of 3 hours of lectures and 3 hours practical per week. A component of the practical time may involve fieldwork. Lectures provide the broad theoretical background while practical and fieldwork will place theoretical work in context and provide students with extensive hands-on experience in plant identification and the structure and function of plant cells, tissues and organs.

As well as lectures and practicals, the unit will utilise, where possible:

Other content in electronic form (e.g., Materials held in the Course Materials Database, links to Web sites, etc).
Fieldtrip(s) to identify flora and observe adaptations to different habitats.
Guided walk(s) in the City Botanic Gardens and/or Mt. Coot-tha Botanic Gardens.
A visit to the Queensland Herbarium Seed Bank and/or Mt. Coot-tha Botanic Gardens to meet real world practioners of plant biology, understand the relevance and importance of herbarium collections and identification of potential career opportunities.
In all cases, assessment items will form part of the students' learning process.

Assessment

We will use the following assessment items to assess student performance to measure students' learning and understanding of the techniques, concepts and ideas presented in this unit.Feedback will be provided as a combination of written and verbal comments. Where appropriate, written comments will be provided on the unit website and discussions will take place with lecturers during practicals and lectures.

Assessment name: Examination (Theory)
Description: (Formative and summative) - Progressive (mid-semester) examinations. Two exams comprising short answer questions and short essays on selected topics from the lecture and practical sessions. Relevant feedback will be provided.
Relates to objectives: 1 to 5 and graduate attributes 1 to 4.
Weight: 30%
Internal or external: Internal
Group or individual: Individual
Due date: see timetable

Assessment name: Examination (Theory)
Description: (Summative) - End of semester examination. The exam will comprise short answer questions and short essays on topics from the lecture and practical sessions.
Relates to objectives: 1 to 5 and graduate attributes 1 to 4.
Weight: 30%
Internal or external: Internal
Group or individual: Individual
Due date: see timetable

Assessment name: Laboratory/Practical
Description: (Formative and summative) - Practical quizzes (ongoing) and exams (final exam period) will comprise multiple choice and short answer questions with an emphasis on plant diversity and identification and the application of theoretical concepts.
Relates to objectives: 1 to 5 and graduate attributes 1 to 5.
Weight: 30%
Internal or external: Internal
Group or individual: Individual
Due date: Ongoing/Exam Period

Assessment name: Project (applied)
Description: (Formative and summative) - This project will involve fieldwork (eg a full day field trip or self-organised collecting) to collect plant specimens, followed by laboratory time and time outside of scheduled contact hours to complete identification and preparation of herbarium specimens. Assessment will be ongoing with the final project due in the latter half of the semester.
Relates to objectives: The project addresses all content areas and unit objectives 1, 2 and 3 and graduate attributes 1 to 5.
Weight: 10%
Internal or external: Internal
Group or individual: Individual
Due date: see timetable

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Required Text:
Plant Systematics, by Michael Simpson, Elsevier Academic Press
The Course Materials Database and Library Course Reserve holds additional resources relevant to this unit.

Required Equipment: hand lens x10, basic dissection kit, lab coat

Recommended Reading:
For plant identification terminology and an introduction to Australian flowering plant: Name that Flower (2nd edition), Clarke and Lee
For background information, the recommended reading is: Campbell et al (2006) Biology: An Australian Perspective, 7th edition.

Risk assessment statement

The unit consists of classroom-based lectures, discussions and practicals, all of which are extremely low risk activities. Risk assessments for field trips identify several low impact risks, including: travel; slips and trips; animal bites, and animal and plant stings. A variety of plant materials will be available during practicalsStudents are advised to handle these with caution and to avoid ingestion due to potential toxins and allergic reactions. Plant material will require dissection using scalpels and/or razor blades. Students are provided with practical manual detailing health, safety and emergency procedures and proper techniques associated with laboratory and field activities. Students are required to read, understand and put into practice all safety guidelines. Safety considerations associated with field trips will be discussed in pre-trip briefings with printed or on-line notes related to safety issues being distributed where appropriate.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 19-Oct-2012