Subject - Faculty of Science, Technology and Engineering

Click on the subject title below to read how we have responded to your questionnaire responses.

2006:

BIO12AD - Animal Diversity, Ecology and Behaviour (2006)

Unit outline
This is an introductory subject for students wishing to pursue advanced studies in biology subjects in subsequent years. It may also serve as a one-semester terminal subject. It consists of an introduction to animal diversity, ecology and behaviour. The unit provides an introduction to the biology of animals, including the origin of the first animals and an evolutionary approach to the study of the protozoa, sponges, cnidarians, flatworms and nematodes, as well as the two major lines of coelomate animals, the annelid-arthropod-mollusc line and the echinoderm-chordate line, including a treatment of the origin of our own phylum, the Chordata and of the vertebrate classes; and concepts in animal ecology, such as the ecosystem, community, food web, energy flow, predation, parasitism and competition. The study of animal behaviour covers instinctive behaviour, learning and memory, social behaviour and the development of behaviour in an individual.

Feedback to students
23 of the 55 students enrolled completed the questionnaire. Overall, the subject and delivery were rated 'good.' Many people felt that the aims and expectations need to be made more clear, abd that more learning support and advise are needed. There was concern expressed for the amount of material included in the subject and a desire for more advice on how to process it all effectively. Those students who use the textbook found it a big help, and the practical sessions were rated highly.

BIO12PS - Plant Science (2006)

Unit outline
In this unit students will be introduced to the biology of plants, their role in natural landscapes and their use by human societies, with particular emphasis on the distribution and adaptation of vegetation, especially desert vegetation, grasslands and tropical rainforests; the origin and adaptation of the unique Australian flora; the structure and functioning of plants in the Australian environment and in agriculture; and the diversity, evolution and ecological importance of bacteria, fungi, algae and land plants. Two case studies are used to introduce students to plant biotechnology. Students are introduced to the diversity of plants through visits to the wildlife reserves of the university and the Botanic Gardens and the observation and experimental study of plants in practical classes.

Feedback to students
See BIO12PS entry, Department of Botany, School of Life Sciences

GEO12ERS - Earth environments and resources (2006)

Unit outline
The first part of this unit covers the large-scale processes that deform the Earth's crust and cause earthquakes (plate tectonics), the faulting and folding that result, and the resources of the Earth (ore deposits, fossil fuels and groundwater) including their occurrence and formation. The following section describes the concept of geological time and the history of life on Earth, from microbes to humans, and the factors that have affected the evolution of plants and animals, including climate change and catastrophes like meteorite impacts. The practicals focus on the interpretation of geological maps and the study of fossils.

Feedback to students
A well motivated group of 18 students completed this course in 2006. They were well satisfied with the interest value the content provided and the level of support received from staff. Students were enthusiastic in the mapping and palaeontologic parts of the practical course, particularly in the application of mapping skills on field excursions.
A restructure of this course will be implemented in 2007 aimed at enhancing the interest value of the course for Environmental Science students and to improve the quality of lecture and practical materials.

CHE12APL - Applications of Chemistry (2006)

Unit outline
Subjects studied include chemistry of solutions, equilibrium, entropy and free energy, acid-base equilibria, electrochemistry and chemical kinetics. The unit also examines chemicals in our environment, such as soaps, detergents, cleaning agents, water treatment to remove hardness and bacteria, pesticides and their analysis using chromatography. Chemistry of life: acid derivatives; food chemistry, amino acids and proteins, carbohydrates and synthetic polymers are also covered, along with metals in our environment, coordination compounds and the analysis of the metallic elements using spectroscopy.

Feedback to students
Twenty four students completed this unit in 2006. The course covers topics that include the organic chemistry of living things, organic chemicals and metals in the environment, physical and electrochemistry as well as thermodynamics. Students expressed interest in the subject matter and particularly enjoyed practical work. They also appreciated the assistance of lecturers and staff but found the workload challenging.

PHY12PAB - Physical Aspects of the environment B (2006)

Unit outline
This unit is a natural sequel to PHY11PAA, but may be taken independently. Fundamental concepts and techniques in the broad range of topics appropriate for a proper study of the physical environment are introduced. Application of these ideas to systems of biological interest is emphasised. Topics include mechanics, properties of matter, heat and thermodynamics, electric circuits and introductory electronics, atomic physics and radioactivity, fluids and flow, atmospheric physics, light and sound and soil physics. On completion, students should have a basic understanding of measurement techniques as well as familiarity with the fundamental principles in the above topics. No previous study of physics is assumed and mathematical methods are limited to basic algebra.

Feedback to students
The response of students was positive. Not many students filled out a formal survey due to the timing of the survey; subject response was based on verbal input as well as formal questionnaire responses. The students found the course relevant with a trip to see Al Gores ‘An Inconvenient Truth’ a highlight. Climate Change became topical during the semester with the raised political awareness and media coverage. The lecture material was taught using PowerPoint slides, these are being refined to assist student learning. The students liked the way the subject related to environmental issues and the use of website links during lectures. Students with no mathematical background found some areas of physics a bit difficult. All the students who attended Semester 2 passed physics. The students requested more comprehensive practical notes. Both the lectures and the practical content of the course is being aligned and improved. The course content is constantly being updated to provide knowledge to students on Environmental Physics and Climate Change. The student evaluation and student feedback is being used to provide continued course improvements.

STA12LS - Statistics for Life Sciences (2006)

Unit outline
In this unit students will be introduced to the basic statistical methods that would be very useful, to some extent essential, for students in biological sciences, medical sciences, agricultural sciences, nutrition, and health sciences. For example, this unit will be essential for students to analyse data from experiments and write reports. It is specifically designed for students who do not have a strong background in mathematics, and further, it does not assume any previous training in statistics or probability. The unit covers descriptive statistics, estimation, hypothesis testing, test for proportions and means, analysis of variance, regression analysis, and analysis of cross-classified data. The use of statistical software is an integral part of this unit. Successful completion with a minimum of C grade qualifies students for most of the second-year level units in statistics, including STA12SS, STA21AS, STA21MAS, and STA22BS

Feedback to students
The unit rated above average on all aspects of learning and teaching: from being clear about the aims, expectations, and assessment requirements, to the value of lectures, practicals, and notes, the support from teaching staff, and overall satisfaction.

The predominant concern of students was that lectures and tutorials were sometimes out of sync. This will be remedied with more frequent communication between lecturer and tutor.

STA12PSY - Statistics for Pyschology (2006)

Unit outline
This unit is designed to introduce students undertaking the major stream of psychology to a range of statistical methods used in contemporary psychological research. Topics include: descriptive statistics, data entry and manipulation; exploratory data analysis, basic probability models and sampling, estimation and confidence intervals, hypothesis testing and its relation to confidence intervals; the power of a test and its relation to sample size; effect sizes and an introduction to meta-analysis; analysis of single and two group designs; correlation and simple linear regression; analysis of categorical data; non-parametric statistical methods; multiple regression and related methods. The statistical computing package SPSS is an integral part of this unit with weekly tutorials held in a computing laboratory.

ECO12IBS - Introduction to Business Statistics (2006)

Unit outline
This unit introduces students to statistical techniques as an aid to effective decision-making in the business environment. It has been specifically designed for the Bachelor of Business degrees, with an emphasis on practical applications of statistical techniques in business and the ability to express findings in non-technical language. Topics covered include descriptive statistics, probability concepts and distributions, sampling theory and statistical inference, linear regression and correlation and statistical process control. The statistics package SPSS, will be used for analysis.

The predominant suggestion for improvement related to the time slot for tutorials: some students would prefer daytime classes, and we will endeavour to have the timetable changed. Also, while there is a majority of business-related examples and problems in tutorials and assignments, some students would like to see more problems related directly to the hospitality industry; on this matter I will seek advice from Hospitality lecturers.

WEM22EGE - Ecological Genetics and Evolutionary Ecology (2006)

Unit outline
The aim of this unit is to provide an understanding of ecology, ecological genetics and evolutionary ecology by consideration of the following topics: the maintenance and distribution of genetic variation, the measurement of inbreeding, the impact of natural selection, the evolutionary history of species' distributions, co-evolutionary processes, speciation and extinction.

Feedback to students
Ecological Genetics and Evolutionary Ecology (WEM22EGE) continues to be a popular subject among second year students. The content is interesting, the practicals relevant, the tutorials challenging but informative, and students who find genetics difficult usually enjoy the taxonomic project.

WEM22EPB - Water and air quality (2006)

Unit outline
The aim of this unit is to provide an understanding of the chemical and physical aspects of pollution control in aquatic and atmospheric environments. Subjects covered will include; the hydrology of inland streams and lakes, water quality parameters, analytical methods, chemical speciation (complexation, precipitation and adsorption), redox processes, natural organic matter (NOM), biogeochemistry, as well as the physical and chemical aspects of atmospheric processes. Other topics covered are the impacts and management of point and diffuse source pollution, eutrophication, river and ocean discharges, stormwater management, air pollution, and water treatment engineering.

Feedback to students
The Water and Air Quality course in 2006 had a total of 15 students, of which 13 passed. The students were given a challenging program focusing on the chemical and physical aspects of water quality, with a generally high level of achievement. The practical and field exercise components continued to be popular aspects of this course, and in 2006 included an all-day field trip in the Yackandandah Creek catchment. The theoretical and practical aspects of the course will be more closely integrated in 2007 to allow more of the material to be learned through practical experiences.

WEM22OEB - Origin and Evolution of Australian Biota (2006)

Unit outline
This unit introduces the student to the Australian environment and its biota. The continent's history as part of Gondwana; its geological structure, climate, soils and biogeography are studied to explain the development and distribution of Australian biota and ecosystems. Several framework areas will be reviewed, including geology and biogeography, major features of the Australian landscape, their origin and history, the climatological determinants and distribution of weather patterns, soil science and origins, properties of soils, hydrological variables within aquatic systems and catchment theory. This framework is used to examine selected plant and animal groups that contribute significantly to the past or present biota of Australia and to review the distribution and evolution of biological communities, fire and human impacts.

Feedback to students
In 2006 most students rated the subject very well overall (mean score of 4.4 out of possible 5) and that the quality of the teaching was considered high most or all of the time (mean score of 4.5 out of 5). Mean scores for each of the other 12 standard assessment items which had a maximum possible score of 5.0 were all above 4.0. The question which asked students to rate the lectures yielded a mean score of 5.8 out of 7. Eight of the ten student respondents listed the field trips (sometimes specifically the ‘Healesville trip’) as the best thing and six of them also listed the practicals more generally. Only two students had suggestions for improvements; one indicated that he/she would like to have notes given out at the beginning of each lecture so that he/she didn’t have to take notes while listening and viewing Powerpoints while the other thought another field trip would be good if time allowed it.

WEM32WMB - Environmental Assessment (2006)

Unit outline
The aims of this unit are to provide an understanding of the principles and practices of environmental impact assessment, toxicology, risk assessment and environmental audits. Topics considered include concepts and principles of toxicology, risk analysis, hazard analysis, Geographical Information System (GIS), environmental audits and impact assessment including policy, legislation and administration at national, state and local level, and case studies of environmental audits and impact assessment studies. A ten week industrial workplacement is a compulsory component of this unit.

Feedback to students
Student satisfaction was high with over 95% of students rating the subject and its delivery between good and very good. The workplacement component was again rated as one of the best aspects of the subject as it provided practical experience in natural resource management. There was also positive feedback on the delivery and resources provided throughout the semester.

Suggested improvements included additional practical work in addition to the 160 hours of placement. This would be at the expense of lectures, and would be during lecture time. The practicality of achieving the same learning outcomes using a more practical approach will be considered for the delivery in 2007.

WEM32RMB - Conservation biology and environmental law (2006)

Unit outlines
This unit aims to provide an understanding of natural resource management within an ecological context, by consideration of the following topics. Conservation biology identification and restoration of threatened ecosystems, management of invading or pest species, design of ecosystem reserves, single species and whole community conservation, managing community change and succession, environmental policy and legislation, the structure of environmental law in Australia and the management of renewable and non- renewable resources.

Feedback to students
This unit aims to provide an understanding of natural resource management within an ecological context, by consideration of the following topics. Conservation biology identification and restoration of threatened ecosystems, management of invading or pest species, design of ecosystem reserves, single species and whole community conservation, managing community change and succession, environmental policy and legislation, the structure of environmental law in Australia and the management of renewable and non- renewable resources.

2006

ECO11IBS - Introduction to Business Statistics (2006)

Feedback to students
Introduction to Business Statistics introduces students to statistical techniques as an aid to effective decision-making in the business environment. Laboratory sessions and assignments give students the opportunity to apply what they learn using the SPSS statistics package.
Student satisfaction was generally high, with 64% of students rating the unit as good to very good; however, some students felt that the aims of the unit, the expectations of students, and the reasons for teaching particular topics were not explained as well as they could have been. While it is fair to say that these messages are already communicated in lectures, notes, and the unit outline, we will emphasis them again in tutorials (for those that miss lectures).

PHY11PAA - Physics (2006)

Unit outline
The generation of sufficient energy to meet the massive demands of a modern technological society, without impacting adversely on the environment, is an important issue. While the problems of environmental pollution, resource depletion, greenhouse effect, ozone hole etc, are well known, they are not necessarily well understood. It is important that discussion of these issues be well informed. The physical principles central to the range of conventional and alternative energy technologies is discussed, and on completion, students should understand the advantages and disadvantages of the various technologies and some of the techniques used to monitor and analyse any hazardous effects. This is an introductory course with minimal mathematical content and no specific science background or previous experience of the above topics is assumed. The unit may be taken independently or in conjunction with PHY12PAB.

Feedback to students
The overall response of students was positive. The lecture material was taught using PowerPoint slides, these are being refined to assist student learning. The response of students was to reduce course content and do more worked examples to prepare them for the exam, this has been mentioned in past years and will addressed for 2007. The students liked the way the subject related to environmental issues and the use of website links during lectures. Students with no mathematics background found some areas of physics a bit difficult. One student did not sit the exam all others enrolled in the subject passed with two exceptional results. The student evaluation is being used to provide course improvements.

BIO11OF - Organisation and Function of Cells and Organisms (2006)

Unit outline
This unit comprises a study of cells and their molecular organisation, including methods for studying cells, cell structure, structure and function of sub-cellular organelles and components, features of prokaryotic and eukaryotic cells, the activities of cells, including production of energy, cell cycle, the role of proteins in cells, the role of DNA and RNA in the synthesis of proteins, and gene control in prokaryotes and eukaryotes. Also studied is the structure and function of various systems and their co-ordination in animals, from cells to multicellular organisms, basic concepts underlying animal design and the interaction of animals with their environment.

Feedback to students
The Quality Assurance Questionnaires for the subject in 2006 indicated that most students rated the unit subject well overall and considered the quality of teaching to be high most of the time. Most students indicated that the practicals provided a useful learning experience. The lecturer was considered to have performed moderately well; although some students reported that they perceived a lack of enthusiasm of the main lecturer in some topics. Several students indicated by their comments that they considered the content of the course excessive. On the other hand, a number of students commented that they found the abbreviated lecture notes very useful. Because the content of this course is essentially set by Bundoora staff and because a similar amount of material seems to be covered in other first-year biology courses around the country, the amount of material covered in BIO11OF (W) in 2007 is unlikely to be altered. However, small changes will be made to some lectures in an effort to make them more engaging to students.

MAT11CFN - Calculus and Functions & Number Systems (2006)

Unit outline
Mathematics 11CFN provides the mathematical foundation for all studies requiring a knowledge of calculus. The main focus is on the concepts and techniques of differentiation and integration. In addition there is a segment on number systems, covering properties of both real and complex numbers. Topics studied include functions, limits, curve sketching and techniques of differentiation and integration. The teaching emphasis is on active student engagement in solving mathematical problems.

CHE11BAS - Basic Chemistry (2006)

Unit outline
Students study the chemistry of atoms and molecules, atoms, molecules and ions, quantum theory and the electronic structure of the atom, periodic relationships among the elements, chemical bonding and molecular geometry. Also studied is the chemistry of carbon compounds, hydrocarbons, delocalised bonding and aromatics, alkyl halides, hydroxyl compounds, aldehydes and ketones and acids. In addition, gases and liquids, the properties of gases, thermochemistry, intermolecular forces, physical properties of solutions and acids and bases.The laboratory course is compulsory and an attendance requirement applies.

Feedback to students
Students in Basic Chemistry have limited background in chemistry before commencing this course. These students are first introduced to foundation ideas and knowledge in chemistry then continue with work in general chemistry. In semester 1, 2006 the average result for Basic Chemistry students for the overall course was 63%. In the QA survey students indicated that the pace and depth of the course was challenging. They also appreciated the concern shown towards their efforts by DEME staff and the assistance afforded to them to keep up with the workload and to revise for examinations in extra tutorials and workshops.

CHE11GEN - General Chemistry (2006)

Feedback to students
This unit intends to reinforce the foundations of chemical knowledge and understanding and start extending this base into a range of extension studies. In semester 1, 2006, students achieved a high level overall with an average result of 74%. Students indicated that they appreciated the support shown them by DEME staff and that they found both the theory and practical work kept them interested. Students were encouraged to see the relevance of chemistry within other fields of study and to seek to further explore the applications of chemistry in future studies.

GEO11PRO - Processes that shape the earth (2006)

Unit outline
In this unit students are introduced to the study of planet Earth, its origin and evolution, its composition and the processes that have shaped it. After describing the planets of the solar system, the structure of the Earth, metamorphism and the composition of the Earth's crust are covered, particularly the different types of minerals and rocks that are present. Then the surface processes of volcanism, erosion and deposition that shape the landscape are described, including the landforms and sediments produced in the various environments across the Earth's surface. The practical course focuses on mineral and rock identification.

Feedback to students
The subject provides a sound foundation in geology theory and practical experience. Students in semester 1, 2006, have responded most positively to the unit especially to the melding of practical and theory. The success rate of students shown by the end of semester results was high.

BIO11GEN - Genetics, Human Biology and Evolution (2006)

Unit outline This is an introduction to general genetics and human biology suitable for students intending to pursue further studies in these areas or as a one-semester terminal subject. Included is the history and importance of genetics in understanding human nature and in improving quality of life. Topics include the nature and functioning of the genetic message, the mechanics of inheritance, developmental and quantitative genetics, genes in populations, conservation and ecological genetics, human behavioural genetics and the significance of human genetic variation, genetics in larger evolutionary patterns, the origin of life, speciation, macro-evolution and the origins of modern humans.

Feedback to students
This unit continues to be a popular subject among first year students. The content is interesting and relevant to most students, focusing as it does on Human Biology. The practicals include a major breeding experiment using fruit flies, providing hands on experience for students.

WEM21TAE - Theoretical & Applied Ecology (2006)

Unit outline
This unit provides an understanding of ecology through studies of population ecology, community ecology and applied ecology. The topics considered include population ecology, types of competition, dynamics of simple competition systems, competition models and real systems, types of predation, dynamics of simple predator-prey systems, predator-prey models and real systems, decomposers, parasitism and mutualism. Other topics include community ecology, transfer of energy and materials within communities, abiotic and biotic determinants of community structure, food web stability and complexity, applied ecology principles and dynamics of biological control, application of island biogeography and dynamics of agricultural and managed forest ecosystems.

TAE is an introductory subject in ecology, with the content balanced between theoretical and applied aspects of the discipline. Population and community ecology are the two general areas of emphasis, using Australian examples and research results wherever possible. This unit helps to familiarise environmental management students with the major topics included in ecological research and how ecologists approach scientific research generally.

Student satisfaction with this unit was reasonable, with over half rating the lectures from 5 - 7 on a 7 point scale. The most positive comments were associated with the field work components.

Suggested improvements included clarifying the relevance of particular lecture and practical material, improving presentation of lecture material (changing to power point presentations?) and providing details of marking guidelines. Updating to powerpoint will be done in stages and the currency of some of the examples used in lectures will be continued.

STA21BS - Biostatistics (2006)

Unit outline
In this unit students practice with the techniques commonly used in biostatistics chosen from: chi-squared tests, regression methods, one and two-way analysis of variance and bio-assay. Students are introduced to the important experiment design principles of randomisation and blocking. Extensive experience with a major statistical package is gained, with some of the data sets being provided by biological science staff.

Feedback to students
Biostatistics, or biometrics, is concerned with the design and analysis of studies of biological systems. STA21BS aims to build upon the statistical foundations taught in STA12LS: it covers the basics of statistical design, and it expands on the theory and methods of analysis taught in first-year. Laboratory sessions and assignments give students the opportunity to apply what they learn using the SPSS statistics package.

Student satisfaction was high, with 73% of students rating the unit as good to very good. The unit was also rated highly on all aspects of learning and teaching: from being clear about the aims, expectations, and assessment requirements, to the manageability of the workload, the level of support received, and the value of lectures, practicals, and explanations.

WEM21EPA - Environmental Pollution Control A (2006)

Unit outline
The aim of this subject is to provide an understanding of environmental pollution and its control, via examination of physical, chemical and biological processes within the atmospheric, terrestrial and aquatic environment. The fundamental concepts of nutrient cycling (carbon, nitrogen and phosphorus) in the environment are discussed together with the sub-cycles of these macro-nutrients in the hydrosphere and the lithosphere. Water quality is discussed with particular reference to river health, and soil quality with special reference to agricultural production. Individual pollutants are discussed in terms of the consequential perturbation effects on the nutrient dynamics prevalent in the hydrosphere and lithosphere. The basis tenets of environmental pollution and control within the aquatic environment are explored via a review of the principal organisms affected, and their use in environmental assessment and monitoring. The subject overall emphasises sustainable environmental management.

Feedback to students
Student satisfaction in 2006 was high. Two different scales were used in the satisfaction assessment this year, with the overall student rating for the lectures being 6.1 on a scale of 1-7, and the overall rating of the subject itself being 4.8 on a scale of 1-5. The comprehensive nature of the subject was highlighted as one of its most favoured aspects, together with an appreciation by the students of the particular relevance of the subject matter to their chosen environmental management and ecology career.

WEM31RMA - Sustainable Resource Management (2006)

Unit outline
In this unit students are provided with an understanding of natural resource management within an ecological context. Three major areas are reviewed including the following topics; water resources descriptive and quantitative hydrology, availability and utilisation of Australia's water resources, planning and technology of water resource development projects, forest and agricultural resources, Australia's native and softwood forest resources and their management, factors influencing agricultural production and sustainable farm management practices.

Feedback to students
Overall, student satisfaction ranged between satisfactory and good. The field trips rated as one of the best aspects of the unit for most students, but at the same time, a rare few thought that they were irrelevant to the subject and therefore not worth doing.

Comment was also made that there was insufficient time to complete some of the assignments. This should not have been an issue as the assignment work was given to students early in the semester and they were encouraged to start their assignment work as soon as they had material to work with. Few of them did this and consequently, there was a lot of pressure as the due date approached. Perhaps this indicates a need to incorporate some time management training as students progress through their degree.

WEM31WMA - Waste Management & Treatment (2006)

Unit outline
The aim of this unit is to provide an understanding of the principles and practice of waste management and pollution control relating to wastewater and solid wastes, with an emphasis on the recovery of water, nutrients, resources and energy. Topics covered in wastewater management include; the characteristics of municipal and industrial wastewaters, unit processes in wastewater treatment plants, design and modelling of wastewater treatment systems, constructed wetlands, remote wastewater systems, and wastewater disposal /reuse. Solid waste management topics include; solid waste collection systems, recycling, composting, energy recovery (incineration), and the design and operation of sanitary landfills. Also covered are some aspects of environmental management systems, cleaner production methods and industrial ecology.

Feedback to students
The Waste Management and Treatment course in 2006 had a total of 14 students, with a 100% pass rate. Generally high grades were achieved, reflecting the enthusiasm of many of the students for the material. Several students have undertaken work placement in second semester in the wastewater treatment or solid waste management industries, with several likely to pursue careers in this direction.

Content Approved by: Head of Department
Page maintained by: Administrative Officer
Last Updated: September 30, 2009

Science, Technology and Engineering

School of Life Sciences

Department of Environmental Management & Ecology

Quality Assurance Survey Feedback to students