Faculty of Science

School of Life and Environmental Sciences

BIOL1002: Living Systems

Semester 2, 2017 | 6 Credit Points | Coordinator: Dr Matt Pye (matthew.pye@sydney.edu.au)

1 Introduction
BIOL1002 is a 6 credit point unit of study that will introduce you to the diversity of plant and
animal life and the myriad of biotic and abiotic processes which shape assemblages and
ecosystems. It will focus on the relationships between different taxa (systematics) and the
major evolutionary trends in body-plan and life-history. You will learn about: the ways in
which the traits of organisms reflect the functions they perform, their phylogeny, and the
environment in which they live; the ways in which different groups of organisms carry out
exchange of respiratory gases; the physiology of nutrition and growth; the ways in which
organisms control and integrate their activities; and their reproduction in different
environments.

You will also look at 'higher order' biological systems: the systems operating within
populations (inter-breeding groups of individuals), communities (interacting groups of
different species) and ecosystems (biotic and abiotic interactions in a defined area). At the
population level, you will see how environmental factors, together with the number and
genetic variability of individuals, interact to influence the way populations evolve over time.
At the community level, you will learn how the specific food and habitat requirements of
different species and their different life-histories, interact with the characteristics of the
environment to determine the number and type of species that are capable of coexisting in
any given area. Lastly, you will explore human interactions with natural communities, how
we study these and what we can do to mitigate these effects.

1.1 Assumed Knowledge and Prohibitions

It is assumed that students have studied the equivalent of 2 unit HSC biology.

2 Course Aims, Learning Objectives and

Graduate Attributes

2.1 Course Aims

After completing the Living Systems course you should be able to:
compare and contrast the body plans of the major animal phyla and discuss the benefits
of these body plans in an animals environment. Compare and contrast the body plans
of terrestrial and aquatic animals;
describe the key anatomical features and discuss the physiological processes that allow
animals to transport respiratory gases and nutrients (respiratory and circulatory
systems). Compare and contrast these systems in aquatic and terrestrial animals;
discuss the main phases of heterotrophic nutrition - ingestion, digestion, absorption and
elimination. Explain how each of these processes is achieved, comparing anatomical
and functional details in aquatic and terrestrial animals;
explain how plants regulate and optimize water, mineral uptake, and gas exchange in
different environments;
describe the different challenges and strategies for maintaining homeostasis in marine,
freshwater, and terrestrial animals;
discuss the anatomy and physiology of the nervous, endocrine and immune systems of
animals that allow for internal coordination, interaction with the environment, and
defence against pathogens;
describe and discuss animal reproduction and development, including the role of genes
and proteins in these processes;
discuss how the haplo-diplontic lifecycle has been modified in each of the major plant
lineages, and indicate how these changes have led to the relative success of each
lineage;
discuss how internal and external signals regulate plant growth and development;
describe the factors which define and regulate the distribution and abundance of
organsims;
discuss the flow of nutrients and energy through ecosystems and explain how this
relates to the trophic structure of communties;
discuss anthropogenic impacts on biological systems and the options and tools we have
to evaluate and mitigate these.

2.2 Learning Outcomes

After successfully completing this unit, you should be able to demonstrate:
1. an understanding of the concepts and language of systems biology;
2. enhanced skills in written, oral and interpersonal communication;
3. the capacity to access, summarise and critically analyse information from a variety of sources, including
primary literature and the Internet;
4. a team approach both to scientific investigation and the process of learning;
5. basic skills in computing, numeracy and data handling;
6. basic skills in the use of technical equipment in laboratories
7. a sense of responsibility and independence as a learner and a future scientist
 7. a sense of responsibility and independence as a learner and a future scientist
8. the ability to conduct hypothesis based scientific inquiry

2.3 Graduate Attributes

Graduate Attributes are generic attributes that encompass not only technical knowledge but
additional qualities that will equip students to be strong contributing members of
professional and social communities in their future careers. The overarching graduate
attributes identified by the University relate to a graduates attitude or stance towards
knowledge, towards the world, and towards themselves. These are understood as a
combination of five overlapping skills or abilities, the foundations of which are developed as
part of specific disciplinary study. For further details please refer to the Science faculty
website at: http://www.itl.usyd.edu.au/graduateAttributes/facultyGA.cfm?faculty=Science

Learning
Graduate Attributes
Outcomes

A Research and Inquiry

A1. Apply scientific knowledge and critical thinking to identify, define and
analyse problems, create solutions, evaluate opinions, innovate and 1, 3, 8
improve current practices.
A2. Gather, evaluate and deploy information relevant to a scientific
1, 2, 3, 5, 8
problem.
A3. Design and conduct investigations, or the equivalent, and analyse and
1, 2, 5, 6, 8
interpret the resulting data.
A4. Critically examine the truth and validity in scientific argument and
3
discourse, and evaluate the relative importance of ideas.
A5. Disseminate new knowledge and engage in debate around scientific
4
issues.
A6. Value the importance of continual growth in knowledge and skills, and
recognise the rapid, and sometimes major, changes in scientific 7
knowledge and technology.

B Information Literacy

B1. Use a range of searching tools (such as catalogues and databases)

3
effectively and efficiently to find information.
B2. Access a range of information sources in the science disciplines, for
example books, reports, research articles, patents and company 3, 5
standards.
B3. Critically evaluate the reliability and relevance of information in a
1, 2, 3
scientific context.
B4. Consider the economic, legal, social, ethical and cultural issues in the
7
gathering and use of information.
B5. Use information technology to gather, process, and disseminate
3
scientific information.

C Communication
 C1. Explain and present ideas to different groups of people in plain English. 4
C2. Write and speak effectively in a range of contexts and for a variety of
4
different audiences and purposes.
C3. Use symbolic and non-verbal communication, such as pictures, icons and
4, 5
symbols as well as body language and facial expressions, effectively.
C4. Present and interpret data or other scientific information using graphs,
5
tables, figures and symbols.
C5. Work as a member of a team, and take individual responsibility within
4
the group for developing and achieving group goals.
C6. Take a leadership role in successfully influencing the activities of a
4
group towards a common goal.
C7. Actively seek, identify, and collaborate with others in a professional and
4
social context.

D Ethical, Social and Professional Understanding

D1. Demonstrate an understanding of the significance and scope of ethical

principles, both as a professional scientist and in the broader social
7
context, and a commitment to apply these principles when making
decisions.
D2. Appreciate the importance of sustainability and the impact of science
7
within the broader economic, environmental and socio-cultural context.
D3. Demonstrate empathy with, and sensitivity towards, another's situation,
4
feelings and motivation.

E Personal and Intellectual Autonomy

E1. Evaluate personal performance and development, recognise gaps in

7
knowledge and acquire new knowledge independently.
E2. Demonstrate flexibility in adapting to new situations and dealing with
7
uncertainty.
E3. Reflect on personal experiences, and consider their effect on personal
7
actions and professional practice.
E4. Set achievable and realistic goals and monitor and evaluate progress
7
towards these goals.
E5. Demonstrate openness and curiosity when applying scientific
3
understanding in a wider context.

2.4 Threshold Learning Outcomes

The Threshold Learning Outcomes (TLOs) are the set of knowledge, skills and competencies
that a person has acquired and is able to demonstrate after the completion of a bachelor
degree program. The TLOs are not equally weighted across the degree program and the
numbering does not imply a hierarchical order of importance.

Learning
Threshold Learning Outcomes
Outcomes

1 Understanding science
 1.1 Articulating the methods of science and explaining why current 1, 2, 3, 4, 5, 6, 7,
scientific knowledge is both contestable and testable by further inquiry 8
1.2 Explaining the role and relevance of science in society 1, 2, 3, 4, 7, 8

2 Scientific knowledge

2.1 Demonstrating well-developed knowledge in at least one disciplinary

1, 3, 4, 5, 6, 7, 8
area
2.2 Demonstrating knowledge in at least one other disciplinary area 2, 3, 5

3 Inquiry and problem solving

3.1 Gathering, synthesising and critically evaluating information from a

1, 2, 3, 5, 7, 8
range of sources
3.2 Designing and planning an investigation 1, 2, 3, 4, 5, 7, 8
3.3 Selecting and applying practical and/or theoretical techniques or tools
4, 5, 6, 7, 8
in order to conduct an investigation
3.4 Collecting, accurately recording, interpreting and drawing conclusions 1, 2, 3, 4, 5, 6, 7,
from scientific data 8

4 Communication

4.1 Communicating scientific results, information or arguments, to a range

1, 2, 3, 4, 5, 7, 8
of audiences, for a range of purposes, and using a variety of modes

5 Personal and professional responsibility

5.1 Being independent and self-directed learners 7

5.2 Working effectively, responsibly and safely in an individual or team
4
context
5.3 Demonstrating knowledge of the regulatory frameworks relevant to their
7
disciplinary area and personally practising ethical conduct

For further details on course learning outcomes related to specific topics see LMS site
(Blackboard).

3 Work, Health and Safety

3.1 University Work, Health and Safety Policy

We are governed by the Work Health and Safety Act 2011, Work Health and Safety
Regulation 2011 and Codes of Practice. Penalties for non-compliance have increased.

Everyone has a responsibility for health and safety at work. Information about the
Uni-versitys Work Health and Safety policy
http://sydney.edu.au/whs/policies/legislation.shtml. explains the responsibilities and
expectations of workers and others, and the procedures for managing WHS risks associated
with University activities.
Your staff, lecturers and supervisors must do what they can to eliminate or minimise risks to
health and safety so far as is reasonably practicable.
Students and visitors - are required to take reasonable care that their acts or omissions do not
adversely affect the health and safety of themselves or others, and to comply with any
reasonable instructions given to ensure health and safety.

With respect to working in the practical classes, reasonable care includes wearing a lab
coat and closed in shoes (the top of the foot must be covered), and complying with safety
instructions when handling hazardous materials and/or equipment.

3.2 General Laboratory Safety Rules

No eating or drinking is allowed in any laboratory under any circumstances
A laboratory coat is mandatory
Appropriate footwear is mandatory
If you are thirsty, you must leave the laboratory to have a drink
Covered shoes must be worn at all times in laboratories. You will not be allowed
in the laboratory in open toed shoes
Follow safety instructions in your manual and posted in laboratories
In case of fire, follow instructions posted outside the laboratory door
First aid kits, eye wash and fire extinguishers are located in or immediately outside
each laboratory

As a precautionary measure, it is recommended that you have a current tetanus

immunisation. This can be obtained from University Health Service
(http://www.unihealth.usyd.edu.au/).

3.3 Emergency Evacuation Procedures

If you hear the alert signal (interrupted beeping sound), prepare to evacuate:
1. Check for any sign of immediate danger
2. Shut down equipment and processes
3. Collect any nearby personal items
If you hear the evacuate alarm (rising repeated tone):
1. Listen to the instructions given over the loudspeaker
2. Follow the instructions to evacuate the building and proceed to the assembly area
3. Escort visitors and those who require assistance
4. Do not use lifts

3.4 Risk Assessment

Risk Assessment aims to identify any foreseeable hazard that may arise in the workplace
and to assess the risk of harm arising from the identified hazards.

MSDS provide employees, self-employed persons, workers and other health and safety
representatives with the necessary information to safely manage the risk from hazardous
substance exposure. For each practical class, a risk assessment and relevant MSDS will be
available for viewing. It is the responsibility of each student to read the relevant RA before
each practical class. Risk assessments are posted on BlackBoard and complete MSDS will
be available in a yellow folder in the laboratory as required.

4 Study Commitment

The current standard work load for a 6 credit point unit of study is 4-5 hours per week of
face-to-face teaching contact hours and an additional 6 hours per week of student
independent study. Below is a breakdown of our expectations for this unit. It should be
noted that Independent Study is based on what we believe to be the amount of time a
typical student should spend to achieve a passing mark (50-64) on an item of assessment.
Times are a guide only and will be influenced by different learning styles..

In class activities Hours Independent Study Hours

Lectures (25 @ 1 hr each) 25 Preparation for lectures (25@ 0.5 hr
12.5
each)
Practicals (9 @ 3 hrs each; 2 @ 1.5 30
hrs) Preparation for practicals (9 @ 1 hr
9
each)
Total 55 Thermal Sensitivity Report (1 @ 2 hrs) 2
Draft Nutrition Report 8
Final Nutrition Report 4
Revision for Tests (2 @ 6 hrs) 12
Revision for Exam 12
Plant Adaptation write-up (1 @ 1 hr) 1

Total 60.5

Study Tips
You are now in control of your own study strategy, and as an adult learner it is up to you to
devise a study plan that best suits you. At the start of the semester you should:
read through all of the information in this manual thoroughly to ensure you are fully
aware of what is required of you for this unit.
note due dates for all assessments in your diary, on a wall calendar or set reminders in
your mobile phone (see below for due date info).
organise your weekly study schedule including online study, readings for lectures,
revision of lecture material, preparation for practicals, report preparation, quiz and
exam preparation etc.
5 Learning and Teaching Activities
Weekly Schedule
LECTURES
You must attend 2 lectures per week. Each lecture runs for one hour. These are held as
follows:

Lecture When Where

1 Mon 9-10 am Wallace Lecture Theatre 200
1 Mon 11-12 General Lecture Theatre K2.05 (Quadrangle
(repeat) noon Building)
2 Thu 9-10 am Carslaw Lecture Theatre 157
2
Thu 4-5 pm Wallace Lecture Theatre 200
(repeat)

Optional Lectures:

Lecture When Where

1 05 Aug - Fri 1 pm Eastern Avenue Auditorium
2 12 Aug - Fri 1 pm Eastern Avenue Auditorium
3 19 Aug - Fri 1 pm Eastern Avenue Auditorium

Check your personal timetable for your times and venues. Due to limited space you MUST
attend your allotted lecture time as stated on your personal timetable.
PRACTICAL CLASSES
Each student will attend ONE (1) practical class each week (see your personal timetable for
your allocated class time).
Each practical class will run for 3 hours. There are 9 practicals that will run for 3 hours
and 2 which will only go for 1.5 hours.
Refer to your personal timetable for Lab Room numbers. Refer to the Unit timetable at the
front of the Lab manual for a weekly breakdown of each practical.
During practical classes, you will be working in small groups. We aim to provide a friendly
atmosphere where you can get to know others in the group, as well as the staff, whose job it
is to help you develop suitable strategies for learning and improving skills. Your interactions
with staff will be maximised if you prepare effectively for each practical class by reading
through the notes beforehand and completing any pre-Lab work, including the pre-Lab
Quizzes.

Bring the following materials to each practical class:

Living Systems lab manual, lab notebook
 Pencils, eraser and ruler.
Lab coat.
A USB drive to save and transfer data
If available, a camera-equipped phone or a digital camera
Preparation for Practical Classes

Before you attend each practical class you are expected to:
1. read the practical notes;
2. revise the topics to be covered, using your lecture notes and textbook;
3. complete any necessary pre-work (as stated in the Lab Manual);
4. complete the pre-work Quiz (if applicable);
5. prepare a plan of action for the practical class.
Follow-up - after each practical class you should:
1. write-up and complete any uncompleted exercises and make sure these are recorded in
your Lab Notebook;
2. revise Practical Objectives to ensure you have met the Learning Objectives;
3. read any additional references listed at the end of the practical notes.

Safety in Practical Classes

The detailed safety requirements are documented in the Information for Students First Year
Biology booklet. Information about the Universitys Work Health and Safety policy is
available
at: http://sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2011/231&RendNum=0
TIMETABLE - BIOL1002 Living Systems

Optional
Week,
Lectures Practical lectures Assessment(s) due
starting
(Friday)
1.Intro to Living
1 1.Introductory
Systems
25/7 practical
2.Basic body plans I
Report
2 3.Basic body plans II 2.Thermal sensitivity
structure &
1/8 4.Communication in Artemia
data analysis
5.Nutrition
3 3.Food, fecundity & Using the Thermal Sensitivity
6.Gas exchange &
8/8 fitness in Artemia literature Report
metabolism
7.Circulation systems Using
4 4.Comparative
8.Reproduction & statistics in
15/8 anatomy
development your report
 9.Homeostasis
5 5.Nutrition Report Draft Nutrition
10.Plant structure
22/8 peer review Report
and function
11.Transport in plants
6
12.Plant growth & No practical Test 1
29/8
development
13.Plant responses to
7 the environment 6.Investigating plant
5/9 14.Early land plant anatomy
innovations
15.Vascular plant
8 innovations 7.Abiotic factors & Final Nutrition
12/9 16.Seed plant xylem flow Report
innovations
17.Flowering plant
9 innovations 8.Plants in the city
19/9 18.Big ideas in field trip
ecology
Mid-semester break
No first lecture this
week
10
19.Individuals, No practical Test 2
3/10
behaviour &
environment
20.Groups and
Plant Adaptation
11 populations 9.Sex, rewards &
write-up (due 5pm
10/10 21.Do species pollination
Monday)
matter?
22.Trophic ecology
12 10.Assemblages &
23.Assemblages and
17/10 pollution
ecosystems
24.The human 11.Modelling
13
footprint conservation in an Lab notebooks
24/10
25.Conservation urban context

6 Teaching Staff and Contact Details

Unit
Email
Coordinator

Dr Matt
matthew.pye@sydney.edu.au
Pye

Teaching
Email Room Phone Note
Staff

Rm 506,
Unit
Dr Matt Carslaw 9114
matthew.pye@sydney.edu.au Executive
Pye Building, 0797
Officer
F07
A/Prof
Room 9351
Ashley ashley.ward@sydney.edu.au Lecturer
132, A12 4778
Ward
A/Prof Marine
9351
Will will.figueira@sydney.edu.au Ecology Lecturer
2039
Figueira Labs
Dr
Room 9036
Murray murray.thomson@sydney.edu.au Lecturer
314, A08 6412
Thomson
A/Prof
Room 9351
Dieter dieter.hochuli@sydney.edu.au Lecturer
401, A08 3992
Hochuli
A/Prof
Room
Murray murray.henwood@sydney.edu.au 93513262 Lecturer
308, A08
Henwood
A/Prof
Room 9351
Charlotte charlotte.taylor@sydney.edu.au Lecturer
515, F07 5788
Taylor
Prof
8627
David david.guest@sydney.edu.au Lecturer
1026
Guest

7 Learning Resources
PRESCRIBED TEXTBOOK
Knox, B., Ladiges, P., Evans, B. & Saint, R. (2010) Biology: An Australian Focus 5th
Edition. McGraw-Hill Australia Pty Ltd, Sydney.
Textbooks can be purchased at the Co-op Bookshop or borrowed from Badham Library. A
limited number of textbooks can also be borrowed from the First Year Biology Student
Enquiries Office, Room 519, Level 5, Carslaw for use only in the Lizard Lounge. You must
leave your student card with staff to borrow the textbook. Additional references can be found
in electronic form on the Library website.
Accessing Material on Your Reading List

Material relating to the Lecture and Practical components of the course is available from the
library's closed reserve collection. To view a list of this material, go to the Library home
page at http://sydney.edu.au/library/ and click on reserve. You can access the list by
entering either the course name (e.g. Living Systems or BIOL1002) or your lecturer's name.
Books will have a call number next to the title and are available for 2 hour loan at Badham
Library; ask for the item by call number at the circulation desk. Material that is available
electronically (book chapters and journal articles) will have a link for downloading a pdf.

For directions on how to access electronic reserve material off campus please refer to the
website http://www.library.usyd.edu.au/databases/wam.html

Need help?
All First Year Biology general enquiries including specific questions relating to marks,
Special Considerations etc. should be sent to: soles.teaching@sydney.edu.au.
If you have a specific question in regards to lecture material please contact the relevant
academic.
Any assessment or Practical based questions can be forwarded to Dr Matt Pye.
To find a staff member's contact details look at the staff directory either on the School of
Biological Sciences Website Contacts Page or on the University of Sydney Phone Directory.

8 Assessment Tasks

You are responsible for understanding the University policy regarding assessment and
examination, which can be found
at http://sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/266&RendNum=0
Formative and Summative Assessment
Assessment in this unit will be both formative (for feedback) and summative (for marks).
Quizzes and assignments incorporate both formative and summative assessment.
Formative assessment provides feedback on your performance, and summative
assessment comprises marks for performance in assignments, quizzes and examinations,
which will count towards a final unit mark.
Assessments Table:

Where to submit BIOL1002 marks

Component Due/date
(%)
 Before every lab
Pre-work quizzes* Blackboard 5
class
Lab Laboratory notebook Week 13 lab class In lab class 10
Plant Adaptations Week 11
Blackboard 5
write-up# (Monday)
Thermal Sensitivity
Week 3 lab class In lab class 2
Report$
Reports Draft Nutrition In lab class &
Week 5 lab class 5
Report$ Blackboard
Nutrition Report^ Week 8 lab class Blackboard 15
Test 1 Week 6 (Friday) n/a 10
Test 2 Week 10 (Friday) n/a 10
Tests
Examination
Final exam n/a 38
period
Total 100

* 9 quizzes worth a total of 5%. These must be completed before your timetabled practical
class.
A selection of items chosen at random will be marked during the lab class in week 13.
These can include any graphs, tables, images, hypotheses or questions that you have been
instructed to include in your lab notebook (any task that has a lab notebook symbol next to it
in the lab manual). You must attend your timetabled lab class to receive the marks allocated
for this assessment.
# You will write a short summary based on information gained from the Botanic Gardens
Field Trip and lectures due 5pm Monday 10th October. More details will be available on
Blackboard closer to the date.
You must submit the summary via the TurnitIn dropboxes on Blackboard.

$ Reports are due within the first 30 minutes of your timetabled lab class. You must attend
your timetabled lab class to receive the marks allocated for this assessment. The Draft
Nutrition report must also be uploaded via Blackboard prior to your scheduled lab class.
^ Report is due before your timetabled lab class in week 8, to be submitted via Turnitin
dropbox on Blackboard. Any reports received after this deadline will attract a penalty of 10%
per day or part thereof.

REPLACEMENT TESTS BIOL1002 Living Systems

If you are unable to attend your timetabled BIOL1002 TEST due to illness or misadventure,
you must lodge a Special Consideration application. The deadline for lodging an application
for Special Consideration is 3 working days after the due date of assessment or test.

IMPORTANT NOTE: even though you are able to lodge Special Consideration THREE
working days after the original test date, you must note that you will have to attend the
replacement test on that SAME Friday at 1pm as per the schedule provided below, if your
application is approved. Location of the test will be announced as part of the outcome of a
Special Consideration Application.

If your Special Consideration Application is approved, the schedule of the replacement

tests is as follows:

Test 1: replacement test is in WK 7 (9 September) at 1 pm;

Test 2: replacement test is in WK 11 (14 of October) at 1pm

8.1 Summative Assessments

Percentage Learning
Assessment Task Brief Description Due Date
Mark Outcomes
Prework Quiz Category: Exam 5 Weekly (weeks: 2, 3, 1, 3, 5, 6,
Type: Tutorial quiz or 4, 7, 8, 9, 11, 12 and 7, 8
small test or small 13)
continuous assessment

Individual or group
assessment: Individual
Length: 10 minutes
Thermal Category: Submitted 2 Week 3 1, 2, 3, 4,
Sensitivity Report work (week starting 5, 6, 7, 8
Type: Written Saturday, 12 August
assignment 2017)

Individual or group
assessment: Individual
Draft Nutrition Category: Submitted 5 Week 5 1, 2, 3, 4,
Report & Peer work (week starting 5, 6, 7, 8
Review Type: Written Saturday, 26 August
assignment 2017)

Individual or group
assessment: Individual
Nutrition Report Category: Submitted 15 Week 8 1, 2, 3, 4,
work (week starting 5, 6, 7, 8
Type: Written Saturday, 16
assignment September 2017)

Individual or group
assessment: Individual
Plant Adaptation Category: Submitted 5 Week 11 1, 2, 3, 6,
and Evolution work Sunday, 15 October 7, 8
writeup Type: Written 2017
assignment

Individual or group
assessment: Individual
 assessment: Individual
Laboratory Category: Submitted 10 Week 13 1, 2, 4, 5,
Notebook work (week starting 6, 7, 8
Type: Written Saturday, 28 October
assignment 2017)

Individual or group
assessment: Individual
Test 1 Category: Exam 10 Week 6 1, 2, 3, 5,
Type: In-semester exam Thursday, 07 6, 7, 8
September 2017 from
Individual or group 01.00 pm to 02.00 pm
assessment: Individual
Test 2 Category: Exam 10 Week 10 1, 2, 3, 5,
Type: In-semester exam Thursday, 12 October 6, 7, 8
2017 from 01.00 pm
Individual or group to 02.00 pm
assessment: Individual
Final Exam Category: Exam 38 Exam Period 1, 2, 3, 5,
Type: Final exam 6, 7, 8

Individual or group
assessment: Individual

Descriptions of Summative Assessments

Prework Quiz
These quizzes will consist of up to 10 multiple choice questions. Please note that the
questions will test your understanding of material covered in that week's practical class.
These must be completed before your timetabled lab class.

Thermal Sensitivity Report

This report is due within the first half hour of your timetabled lab class in week 3, where
there will be a class discussion on the presentation of data in scientific reports. You will be
writing and submitting the methods and results sections based on the data you collect during
the Thermal Sensitivity practical in week 2. This report will allow you to practice the
presentation and analysis of your results according to scientific convention. Note: you do not
have to submit this report electronically.

Draft Nutrition Report & Peer Review

Your draft report is due within the first half hour of your timetabled lab class in week 5. Your
mark will be based on the level of completion of your report and your participation in a peer
review process. This report is a full scientific report, including Introduction, Methods,
Results and Discussion sections, based on the data that you collected during the Nutrition
Practical in week 3. You will submit the draft online and will need to bring a hardcopy to
the peer review session. Late submissions will attract a penalty of 10% per day (or part
thereof).

Nutrition Report
Submission of your Nutrition report will be electronic ONLY. The electronic copy is due
BEFORE your timetabled lab class in week 8 and should be submitted via the assignments
dropbox on Blackboard. Late submissions will attract a penalty of 10% per day (or part
thereof).

Plant Adaptation and Evolution writeup

You will write a short (one page) summary comparing evolutionary adaptations in two major
plant lineages which you will look at in detail during the Field Trip to the Botanic Gardens.
Details of this assignment will be posted on Blackboard at the end of week 9. You must
submit this write-up via Blackboard by 5pm Monday 10th October. Late submissions will
attract a penalty of 10% per day (or part thereof).

Laboratory Notebook
At the end of semester your lab notebooks will be collected during your last Practical class
(in week 13) and 5 randomly selected tasks that you have completed during the semester
will be marked. You MUST be present to recieve these marks as staff feedback is an integral
component of this assessment. If you are unable to attend your regular Practical class then
you must apply for Special Consideration and immediately go the Biology Help Desk, with
your Application number, and request permission to attend a different practical session that
week (if available). You are requred to have all material in your lab notebook at the end of
the semester, even if you were given special permission for missing a practical.

Test 1
The test will examine your knowledge on the Zoological component of the course. The test
will cover material presented in lectures 1-9 inclusive as well as any material from Practicals
1-4 inclusive.
NOTE: If you miss the test and your Special Consideration Application is approved, the
replacement test is in WK 7 (9 September) at 1 pm.

Test 2
This test will examine your knowledge on the Botanical component of the course. The test
will cover material presented in lectures 10-17 inclusive as well as any material from
Practicals 5-8 inclusive.
NOTE: If you miss the test and your Special Consideration Application is approved, the replacement test is in WK 11 (14 October) at
1 pm.

Final Exam
The Final Exam will test your knowledge on all aspects of the course, including practical
material.
NOTE: If you miss the exam and your Special Consideration Application is approved, the replacement test will be scheduled by the
Science Faculty within the two weeks after the examination period. As such, no travel arrangements should be made until after Dec.
2nd, 2016.

8.2 Formative Assessments

Assessment Task Date Available Learning Outcomes

Thermal Sensitivity Report Week 3 1, 2, 3, 4, 5, 6, 7, 8
(week starting Saturday, 12 August 2017)
Peer review of Nutrition Report Week 5 1, 2, 3, 4, 5, 6, 7, 8
(week starting Saturday, 26 August 2017)

Descriptions of Formative Assessments

Thermal Sensitivity Report

We will review the Thermal Sensitivity Report in week 3 and provide constructive feedback,
based on the assessment criteria, to help in making improvements for the presentation of your
Methods and Results sections in future scientific reports.

Peer review of Nutrition Report

You will review a draft Nutrition Report in week 5 and provide constructive feeedback
based on the assessment criteria to help in making improvements for your final report.

8.3 Assessment Grading

Final grades in this unit are awarded at levels of HD (High Distinction), DI (Distinction), CR
(Credit), PS (Pass) and FA (Fail) as defined by Academic Board Assessment Coursework
Policy 2014 (available on the Policy Online site). These achievement levels are described
below.
The assessments for this unit are described in this unit of study outline. This description
includes the purpose, timing and weighting of each assessment item and an explanation of
how tasks relate to the learning outcomes of the unit. Students are responsible for actively
engaging with these assessments, including carefully reading the guidance provided,
spending sufficient time on the task, ensuring their work is authentic and their own (whether
individual or group work), completing work on time and acting on feedback provided.
Assessment tasks are moderated to ensure their appropriateness, their consistency with the
achievement level descriptors below and equity of grade distributions across the units
offered by the Faculty of Science.
High Distinction (HD)
At HD level, a student demonstrates a flair for the subject as well as a detailed and
comprehensive understanding of the unit material. A High Distinction reflects exceptional
achievement and is awarded to a student who demonstrates the ability to apply their subject
knowledge and understanding to produce original solutions for novel or highly complex
problems and/or comprehensive critical discussions of theoretical concepts.
Distinction (DI)
At DI level, a student demonstrates an aptitude for the subject and a well-developed
understanding of the unit material. A Distinction reflects excellent achievement and is
awarded to a student who demonstrates an ability to apply their subject knowledge and
understanding of the subject to produce good solutions for challenging problems and/or a
reasonably well-developed critical analysis of theoretical concepts.
Credit (CR)
At CR level, a student demonstrates a good command and knowledge of the unit material. A
Credit reflects solid achievement and is awarded to a student who has a broad general
understanding of the unit material and can solve routine problems and/or identify and
superficially discuss theoretical concepts.
Pass (PS)
At PS level, a student demonstrates proficiency in the unit material. A Pass reflects
satisfactory achievement and is awarded to a student who has threshold knowledge.

9 Learning and Teaching Policies

For full details of applicable university policies and procedures, see the Policies Online site
athttps://sydney.edu.au/policies/

Academic Policies relevant to student assessment, progression and coursework:

Academic Honesty in Coursework. All students must submit a cover sheet for all assessment work that declares that the work
is original and not plagiarised from the work of others. The University regards plagiarism as a form of academic misconduct,
and has very strict rules that all students must adhere to. For information see the document defining academic honesty and
plagiarism https://sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/254&RendNum=0

Coursework assessment and examination policy. The faculty policy is to use standards based assessment for units where
grades are returned and criteria based assessment for Pass / Fail only units. Norm referenced assessment will only be used
in exceptional circumstances and its use will need to be justified to the Undergraduate Studies Committee. Special
consideration for illness or misadventure may be considered when an assessment component is severely affected. This
policy gives the details of the information that is required to be submitted along with the appropriate procedures and forms
(see link below).

Special Arrangements for Examination and Assessment. In exceptional circumstances alternate arrangements for exams or
assessment can be made. However concessions for outside work arrangements, holidays and travel, sporting and
entertainment events will not normally be given. Start by going to the Faculty of Science Webpage, and downloading the
Special Consideration pack https://sydney.edu.au/science/cstudent/ug/forms.shtml#special_consideration
 Student Appeals against Academic Decisions. Students have the right to appeal any academic decision made by a school or
the faculty. The appeal must follow the appropriate procedure so that a fair hearing is obtained.

Relevant forms are available on the Faculty policies website athttps://sydney.edu.au/science/cstudent/ug/forms.shtml

Plagiarism

Plagiarism can be broadly defined as presenting another person's ideas, findings or written work as one's own by
copying or reproducing them without due acknowledgment of the source. The most common form of plagiarism is where
a student presents written work that is not their own, including sentences, paragraphs or longer extracts from published
work without attribution of its source. Plagiarism also includes co-writing your report with another student rather than as
an individual.

Within this general definition, plagiarism may take several different forms. At its worst, plagiarism is theft. Plagiarism
includes: copying or paraphrasing the work of another student; using a published author's text or argument without giving
a reference; copying material verbatim from a text or website (whether or not you provide a reference). There are
extremely severe penalties for knowingly using plagiarism. All cases of plagiarism must be reported to the University
Registrar and remain permanently on a students record.

There are some components of the University policy that need clarification for this topic, due to the nature of the pracs
and written assignments. It is important to understand the definitions associated with the academic dishonesty policy:
Acknowledgement of the Source means identifying at least:

the author or person who owns the Work; and

the place from which the Work or part of the Work was sourced.

Dishonest Plagiarism has the meaning given to it in clause 2.4.1

Examiner means the person responsible for assessing the Work.

Legitimate Cooperation means any constructive educational and intellectual practice that aims to facilitate optimal
learning outcomes through interaction between students, including:

1. researching, writing and/or presenting joint Work;

2. discussion of general themes and concepts;

3. interpretation of assessment criteria;

4. informal study/discussion groups;

5. strengthening and development of academic writing skills through peer assistance.

It is acceptable, and encouraged, to work with other students during pracs and outside the classroom. Sometimes we
learn things best from our peers. However, it is not acceptable to:

1. submit work that is identical to that of another student who is currently or previously enrolled in this topic;

2. use previously marked exercises to create your work; and/or

3. submit work downloaded from the internet as your original piece of work.

While the intellectual ideas which formulate your answers may be garnered as part of a group, students must
independently create their own tables, graphs, and wording when answering questions for submitted work. Students are
advised that if they utilise assignments from students who are enrolled in this topic or have previously taken this topic for
assistance in their own work, they are outside the boundaries of legitimate cooperation. For the purposes of this course,
students who use assignments and the students who provide them, violate the policy and will be disciplined to the full
extent of the policy, which can include expulsion from the University. All other components of the policy are applicable as
stated in the
Academic Board Policy: Academic Dishonesty and Plagiarism.

Detecting Plagiarism

Your work will be analysed using anti-plagiarism software. Please be aware that the School of Biological Sciences
utilises sophisticated computer software for detecting inter-student internet and published paper copying. These programs:

compare all submitted work in a single year;

compare the current years work to work presented in previous years;

 identify sentences and paragraphs that are identical within two pieces of work;

pick up sentences where some words have been changed to equivalent meanings.
If you are in any doubt as to what constitutes plagiarism and what constitutes legitimate peer discussion of ideas, please
discuss it with a staff member. Note that all University staff are required to report all instances of plagiarism to
theUniversity Registrar, to be recorded and permanently placed on the students record.

Special Consideration

The policy of Special Consideration due to serious illness, injury or misadventure is part of the University's Assessment
Policy

Special Consideration is available to well-prepared students who experience a serious illness or misadventure that
prevents them from attempting or completing a particular piece of assessment.Occasional brief or trivial illness that
occurs one week or more before an assessment is due or examination undertaken does not warrant special consideration.

Longer term and serious issues: If you have a serious or long term illness or misadventure that affects your
performance over an extended period, you must inform us as soon as possible, and not wait till after the exam, or very
late in the semester.

Students with Disabilities, Medical Conditions or Injuries: Students with a disability, including a serious medical
condition, or recent injury, which puts them at a disadvantage during exams should register withDisability Services, Level
5, Jane Foss Russell Building, if they wish to have special exam adjustments made.

Applying for Special Consideration:

1. Download a Special Consideration Application Pack (this consists of the policy, documentation guidelines,
application form and statutory declaration form), or obtain these forms from the Faculty of Science Student
Information Office.

2. Complete the Special Consideration Application Form, with supporting documentation. For guidelines on
documentation, see documentation guidelines.

3. Lodge this form at the Faculty of Science Student Information Office, 2nd Floor Carslaw Bldg. The Faculty
of Science Student Information Office will assign a unique application number for assessment for which Special
Consideration is sought. Faxed or emailed applications will not be processed.Please note: First year students
applying for special consideration should proceed to the Biology Enquiries Office on level 5, Carslaw
Bldg, after being assigned a unique number by the Faculty office to discuss alternative quiz or extension dates.

Claims for special consideration must be lodged within 5 working days of the due date of the assessment task for
which special consideration is sought.

Keep a copy of the form and ALL documentation for your own records before you submit them.

Replacement assessments for end of semester examinations

Students who apply for and are granted either special arrangements or special consideration
for end of semester examinations in units offered by the Faculty of Science will be expected
to sit any replacement assessments in the two weeks immediately following the end of the
formal examination period. Later dates for replacement assessments may be considered
where the application is supported by appropriate documentation and provided that adequate
resources are available to accommodate any later date.