Grade descriptors and other information concerning grading are contained in the Macquarie University Assessment Policy.

All final grades are determined by a grading committee, in accordance with the Macquarie University Assessment Policy, and are not the sole responsibility of the Unit Convenor.

Students will be awarded a final grade and a mark which must correspond to the grade descriptors specified in the Assessment Procedure (clause 128 and 129).

To pass this unit, you must demonstrate sufficient evidence of achievement of the learning outcomes, meet any ungraded requirements, and achieve a final mark of 50 or better.

Further details for each assessment task will be available on iLearn.

Late Submissions

Unless a Special Consideration request has been submitted and approved, a 5% penalty (OF THE TOTAL POSSIBLE MARK) will be applied each day an assessment is not submitted, up until the 7th day (including weekends). After the 7th day, a grade of ‘0’ will be awarded even if the assessment is submitted. Submission time for all written assessments is set at 11.55pm. A 1-hour grace period is provided to students who experience a technical concern. 

For example:

For any late submissions of time-sensitive tasks, such as scheduled tests/exams, performance assessments/presentations, and/or scheduled practical assessments/labs, students need to submit an application for Special Consideration. 

Assessment Procedure / Document / Policy Central

As a student enrolled in this unit, you will engage in a range of classroom lectures, demonstrations, assigned reading materials, and textbook learning activities, including

Recommended Readings

Please see Leganto for reading materials (on iLearn) and recommended textbook (Sense of Hearing book by Plack). Details can be found on the iLearn site for this unit.

Technology Used

Active participation in the learning activities throughout the unit may require students to have access to a tablet, laptop or similar device. Students who do not own their own laptop computer may borrow one from the university library.

1. Class 1 (Week 8) — 26 Feb: Introduction to SPHL2212 + Physical Concepts — The physical properties that give rise to sound. Tutorial: Yes
2. Class 2 (Week 9) — 5 Mar (Acoustics): Sound & its Quantification (Part 1) — What is sound and how do we quantify it? Tutorial: Yes
3. Class 3 (Week 10) — 12 Mar (Acoustics): Sound Quantification (Part 2) & Complex Signals — Understanding complex forms of sounds, its representation, measurement, and quantification. Tutorial: Yes
4. Class 4 (Week 11) — 19 Mar (Ear & Hearing): Anatomy & Physiology of the External, Middle, and Inner Ear — Anatomy and physiology of the ear (in-class virtual reality and anatomical models). Tutorial: Yes
5. Class 5 (Week 12) — 26 Mar (Ear & Hearing): Hair Cells to the Brain — Passive and Active cochlear mechanics, neural transduction and the auditory brain. Tutorial: Yes
6. Class 6 (Week 13) — 2 Apr (Ear & Hearing): Auditory Perception (Part 1) — How does the brain make sense of sound? Tutorial: Yes

Mid-semester break (Weeks 14–15): 14–25 Apr

1. Class 7 (Week 16) — 23 Apr: Auditory Perception (Part 2) — How does the brain make sense of sound? Tutorial: No
2. Class 8 — 30 Apr: Pathologies of the Auditory System — What happens when the ear does not work as intended? Tutorial: No
3. Class 9 (Week 18) — 7 May (Tools & Diagnostics): Audiological Tools — Tools audiologists and hearing scientists use for diagnosis and studying the auditory system. Tutorial: No
4. Class 10 (Week 19) — 14 May (Tools & Diagnostics): Hearing Instruments — Introduction to hearing aids and cochlear implants; benefits and limitations in different listening situations. Tutorial: No
5. Class 11 (Week 20) — 21 May (Balance & Research): Introduction to Balance Assessment — Fundamental components of the balance system and tests of balance function. Tutorial: No
6. Class 12 (Week 21) — 28 May (Balance & Research): Audiology Research + Revision — Research conducted in the broad field of audiology. Tutorial: No
7. Class 13 (Week 22) — 4 June: Tour of Cochlear Ltd and the Australian Hearing Hub. Tutorial: No

Exam week: 10–27 June

In the Faculty of Medicine, Health and Human Sciences, professionalism is a key capability embedded in all our courses.

As part of developing professionalism, students are expected to attend all small group interactive sessions including clinical, practical, laboratory, work-integrated learning (e.g., PACE placements), and team-based learning activities. Some learning activities are recorded (e.g., face-to-face lectures), however you are encouraged to avoid relying upon such material as they do not recreate the whole learning experience and technical issues can and do occur. As an adult learner, we respect your decision to choose how you engage with your learning, but we would remind you that the learning opportunities we create for you have been done so to enable your success, and that by not engaging you may impact your ability to successfully complete this unit. We equally expect that you show respect for the academic staff who have worked hard to develop meaningful activities and prioritise your learning by communicating with them in advance if you are unable to attend a small group interactive session.

Another dimension of professionalism is having respect for your peers. It is the right of every student to learn in an environment that is free of disruption and distraction. Please arrive to all learning activities on time, and if you are unavoidably detained, please join activity as quietly as possible to minimise disruption. Phones and other electronic devices that produce noise and other distractions must be turned off prior to entering class. Where your own device (e.g., laptop) is being used for class-related activities, you are asked to close down all other applications to avoid distraction to you and others. Please treat your fellow students with the utmost respect. If you are uncomfortable participating in any specific activity, please let the relevant academic know.

Social inclusion at Macquarie University is about giving everyone who has the potential to benefit from higher education the opportunity to study at university, participate in campus life and flourish in their chosen field. The University has made significant moves to promote an equitable, diverse and exciting campus community for the benefit of staff and students. It is your responsibility to contribute towards the development of an inclusive culture and practice in the areas of learning and teaching, research, and service orientation and delivery. As a member of the Macquarie University community, you must not discriminate against or harass others based on their sex, gender, race, marital status, carers' responsibilities, disability, sexual orientation, age, political conviction or religious belief. All staff and students are expected to display appropriate behaviour that is conducive to a healthy learning environment for everyone.

Macquarie University recognises that artificial intelligence (AI), especially generative AI, is rapidly reshaping education and the modern workplace. As AI becomes increasingly accessible, the University and your teaching staff are committed to preparing you to use these tools effectively, ethically, and with strong professional judgment. Rather than restricting technology, the emphasis is on helping you understand when and how AI can be used to enhance productivity, support learning, and reflect real-world professional practice. Across your degree, we will support you to develop the critical thinking, adaptability, and values-based decision-making skills required to navigate evolving AI tools responsibly, including acknowledging their use appropriately.  You should always appropriately acknowledge when you have used AI tools within assessment tasks, including which AI tools you have used and how you have used them.

To provide clarity, Macquarie University uses a simple, two-tiered approach to AI in assessment:

AI Open assessments allow you to fully incorporate AI, reflecting authentic tasks where AI would normally be used in professional settings.

Observed with AI Optional assessments involve tasks where you either demonstrate essential knowledge without technology or show how you apply AI under supervision.

Across both categories, the goal is to ensure you build foundational knowledge, exercise sound judgment, and engage with AI in ways that uphold ethical, cultural, and university values.