Students
BIOL605 – Organismal Biology
2018 – S1 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Lecturer and Administrator
John Alroy
Contact via 9850 8185
E8A 376
Caitlin Kordis
Lecturer
Briant Atwell
Contact via 9850 8224
E7B 244
Lecturer
Michael Gillings
Contact via 9850 8199
Lecturer
Michelle Leishman
Contact via 9850 9180
Lecturer
Ian Wright
Contact via 9850 4228
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|---|---|
| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
Admission to MBiotech or MConsBiol or GradDipConsBiol or GradCertConsBiol or MSc
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| Corequisites |
Corequisites
|
| Co-badged status |
Co-badged status
BIOL228
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| Unit description |
Unit description
This unit explores the biological diversity of plants and animals. Relationships between structure and function are emphasised. The unit also discusses how organisms have adapted to specific environments. There is a heavy emphasis on evolutionary processes and how these have generated biological diversity. A comparative approach is taken, with adaptation discussed in the context of evolutionary trees and the fossil record. The unit is suitable for students interested in organismal biology, science education, and research.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- 1. Interpret phylogenetic trees and describe evolutionary relationships amongst groups of organisms
- 2. Give examples of individual organisms that belong to the major animal and plant groups
- 3. Identify the key anatomical traits used to define major groups
- 4. Explain how these traits are linked to the success of different organisms in solving problems posed by diverse environments
- 5. Analyse experimental findings and present them in the format of a scientific report
- 6. Critically evaluate information from the scientific literature
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Weekly Assessment | 25% | No | each week |
| Literature Analysis | 20% | No | 13/4/18 |
| Practical Report | 20% | No | 08/06/18 |
| Final Examination | 35% | No | exam period |
Weekly Assessment
Due: each week
Weighting: 25%
20 question quizzes regarding the content of the lectures, textbook, and practicals
On successful completion you will be able to:
- 1. Interpret phylogenetic trees and describe evolutionary relationships amongst groups of organisms
- 2. Give examples of individual organisms that belong to the major animal and plant groups
- 3. Identify the key anatomical traits used to define major groups
- 4. Explain how these traits are linked to the success of different organisms in solving problems posed by diverse environments
Literature Analysis
Due: 13/4/18
Weighting: 20%
1500 word written assignment based on provided scientific papers
On successful completion you will be able to:
- 1. Interpret phylogenetic trees and describe evolutionary relationships amongst groups of organisms
- 4. Explain how these traits are linked to the success of different organisms in solving problems posed by diverse environments
- 6. Critically evaluate information from the scientific literature
Practical Report
Due: 08/06/18
Weighting: 20%
1000 word practical report based on analysis of data collected in Practical 9
On successful completion you will be able to:
- 5. Analyse experimental findings and present them in the format of a scientific report
Final Examination
Due: exam period
Weighting: 35%
Examination based on the contents of the lectures, textbook, and practicals
On successful completion you will be able to:
- 1. Interpret phylogenetic trees and describe evolutionary relationships amongst groups of organisms
- 2. Give examples of individual organisms that belong to the major animal and plant groups
- 3. Identify the key anatomical traits used to define major groups
- 4. Explain how these traits are linked to the success of different organisms in solving problems posed by diverse environments
Delivery and Resources
Introduction
Welcome to BIOL228 Organismal Biology, a 3 CP unit that explores the diversity of life on Earth. This unit will probe the form and function, classification, and phylogeny of key plant and animal groups.
Prerequisites for this unit are 12 cp at 100 level or above including BIOL114 and BIOL116.
Unit Description
This unit explores the biological diversity of plants and animals. Relationships between structure and function are emphasised. The unit also discusses how organisms have adapted to specific environments. There is a strong emphasis on evolutionary processes and how these have generated biological diversity. A comparative approach is taken, with adaptation discussed in the context of evolutionary trees and the fossil record. The unit is suitable for students interested in organismal biology, science education, and research.
Unit Delivery and Attendance Requirements
Workload: Since BIOL228 is a 3 cp unit, you are expected to spend about 9 hours per week (including face-to-face teaching time) working on this unit for the duration of the semester. Please note that Macquarie University defines a semester as being 15 weeks in duration: 13 weeks of face-to-face teaching plus the two week mid-semester break.
Lectures: There will be two one hour lectures each week. The first will be held every Monday at 12:00 in 23 Wallys Walk T2. The second will be held every Tuesday at 9:00 AM in the same room. They will be recorded live and posted on Echo360 (accessed via the BIOL228 iLearn site). The weekly quizzes will include material from the lectures. Because many of the questions are based on material only presented in the lectures, if you do not attend or view the lectures you may receive poor grades on the quizzes.
See the Unit Schedule for the topics to be covered each week. For the following reasons, it is in your best interests to attend every one of the lectures:
• Lectures are easier to understand if you can see the instructor.
• Attending lectures gives you an opportunity to ask questions.
• You need to prepare every week anyway because of the quizzes, and you might as well not put it off.
• Students who attend lectures regularly tend to perform better than those students who attend lectures infrequently.
• Lecturers very much appreciate interacting with you personally.
Weekly practical laboratory sessions:
Each internal student is expected to attend one 3 hour prac session during each of nine weeks. Sessions will be held in E8A 120 or E8A 160 and will run from 10:00 AM to 1:00 PM or 2:00 PM to 5:00 PM. You must attend at least six pracs to pass the unit. Each external student is expected to attend the two on campus sessions, which cover nine pracs. The first is on 17 and 18 March and the second is on 18, 19, and 20 April. Sessions will be held in E8A 120 and will run from 9:00 AM to 5:00 PM. You must attend at least six of the nine pracs to pass the unit.
iLearn: PDFs and recordings of the lectures will be available on iLearn (https://ilearn.mq.edu.au), which is the primary method of communication for this unit. The site is also used for making announcements, answering questions, and uploading assignments via Turnitin links.
Materials: It is recommended that you maintain a notebook to document your work during the practical sessions. A dissecting kit is not required.
Occupational health and safety: Due to OH&S regulations, all students must wear fully enclosed footwear (i.e. no thongs) at all times during practical laboratory sessions. Students without proper footwear will not be allowed to enter the lab. Food and drink may not be consumed in the lab at any time either.
Recommended Reading
The textbook is entitled Organismal Biology, and it has been specially compiled from three sources for use in this unit. Chapter 1 is an introduction to systematics with an emphasis on phylogenetics, and it comes from Raven et al. (2017). Chapers 2 through 10 are on plants and come mostly from Bidlack and Jansky (2014) with one chapter on eukaryotes from Hickman et al. 2015). Chapters 11 through 19 are on invertebrates and come from Hickman et al. Chapter 20 through 25 are on vertebrates and are also from Hickman et al.
It is recommended that you purchase and regularly consult the textbook. The lectures cover the same topics, so the textbook complements them well. Consulting the textbook will help you to prepare for the weekly quizzes that constitute a major part of your grade.
Unit Schedule
Lecture Schedule
| Date | Lecture | |
|---|---|---|
| 1 | 26 February | Introduction |
| 2 | 27 February | The History of Life |
| 3 | 5 March | Biodiversity and Extinction |
| 4 | 6 March | Microbes |
| 5 | 12 March | Plant Evolution |
| 6 | 13 March | Cyanobacteria and Algae |
| 7 | 19 March | Mosses and Liverworts |
| 8 | 20 March | Ferns |
| 9 | 26 March | Gymnosperms |
| 10 | 27 March | The Australian Flora |
| 11 | 3 April | Flowering Plants |
| 12 | 9 April | Plant Diversity |
| 13 | 10 April | Porifera and Cnidaria |
| 14 | 30 April | Minor Protostomes |
| 15 | 1 May | Lophophorates and Molluscs |
| 16 | 7 May | Marine Arthropods |
| 17 | 8 May | Terrestrial Arthropods |
| 18 | 14 May | Minor Deuterostomes |
| 19 | 15 May | Fishes |
| 20 | 21 May | Amphibians |
| 21 | 22 May | Reptiles I |
| 22 | 28 May | Reptiles II |
| 23 | 29 May | Mammals |
| 24 | 4 June | Human Evolution |
| 25 | 5 June | Summary |
Practical Schedule
| Week | Topic | |
|---|---|---|
| 1 | 2 | The History of Life |
| 2 | 3 | Lower Plants |
| 3 | 4 | Seed Plants |
| 4 | 5 | Leaf Morphology |
| 5 | 6 | Invertebrate Body Plans |
| 6 | 8 | Arthropod Diversity |
| 7 | 9 | Butterflies |
| 8 | 10 | Vertebrate Body Plans |
| 9 | 11 | Skull Allometry |
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
- Academic Appeals Policy
- Academic Integrity Policy
- Academic Progression Policy
- Assessment Policy
- Fitness to Practice Procedure
- Grade Appeal Policy
- Complaint Management Procedure for Students and Members of the Public
- Special Consideration Policy (Note: The Special Consideration Policy is effective from 4 December 2017 and replaces the Disruption to Studies Policy.)
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
Creative and Innovative
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
Learning outcomes
- 5. Analyse experimental findings and present them in the format of a scientific report
- 6. Critically evaluate information from the scientific literature
Assessment tasks
- Literature Analysis
- Practical Report
Capable of Professional and Personal Judgement and Initiative
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Learning outcomes
- 5. Analyse experimental findings and present them in the format of a scientific report
- 6. Critically evaluate information from the scientific literature
Assessment tasks
- Literature Analysis
- Practical Report
Commitment to Continuous Learning
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Learning outcomes
- 1. Interpret phylogenetic trees and describe evolutionary relationships amongst groups of organisms
- 4. Explain how these traits are linked to the success of different organisms in solving problems posed by diverse environments
- 5. Analyse experimental findings and present them in the format of a scientific report
- 6. Critically evaluate information from the scientific literature
Assessment tasks
- Weekly Assessment
- Literature Analysis
- Practical Report
- Final Examination
Discipline Specific Knowledge and Skills
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
Learning outcomes
- 1. Interpret phylogenetic trees and describe evolutionary relationships amongst groups of organisms
- 2. Give examples of individual organisms that belong to the major animal and plant groups
- 3. Identify the key anatomical traits used to define major groups
- 4. Explain how these traits are linked to the success of different organisms in solving problems posed by diverse environments
- 5. Analyse experimental findings and present them in the format of a scientific report
- 6. Critically evaluate information from the scientific literature
Assessment tasks
- Weekly Assessment
- Literature Analysis
- Practical Report
- Final Examination
Critical, Analytical and Integrative Thinking
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Learning outcomes
- 1. Interpret phylogenetic trees and describe evolutionary relationships amongst groups of organisms
- 3. Identify the key anatomical traits used to define major groups
- 4. Explain how these traits are linked to the success of different organisms in solving problems posed by diverse environments
- 5. Analyse experimental findings and present them in the format of a scientific report
- 6. Critically evaluate information from the scientific literature
Assessment tasks
- Weekly Assessment
- Literature Analysis
- Practical Report
- Final Examination
Problem Solving and Research Capability
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Learning outcomes
- 1. Interpret phylogenetic trees and describe evolutionary relationships amongst groups of organisms
- 2. Give examples of individual organisms that belong to the major animal and plant groups
- 3. Identify the key anatomical traits used to define major groups
- 4. Explain how these traits are linked to the success of different organisms in solving problems posed by diverse environments
- 5. Analyse experimental findings and present them in the format of a scientific report
- 6. Critically evaluate information from the scientific literature
Assessment tasks
- Weekly Assessment
- Literature Analysis
- Practical Report
- Final Examination
Effective Communication
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Learning outcomes
- 5. Analyse experimental findings and present them in the format of a scientific report
- 6. Critically evaluate information from the scientific literature
Assessment tasks
- Literature Analysis
- Practical Report