PLANT EVOLUTION, ECOLOGY AND CONSERVATION

BOT3EEC

2015

Credit points: 30

Subject outline

This subject is concerned with advanced aspects of plant evolution and ecology, with an emphasis on how theory can be applied to practical conservation outcomes. In the component on plant ecology, the broad topics of fire ecology, habitat fragmentation, climate change and ecosystem resilience are introduced. These themes are connected by a focus on plant functional trait ecology. In the component on plant evolution, students are introduced to phylogenies and conservation genetics. There is a focus on the processes that drive plant evolution and the use of modern molecular approaches.

SchoolSchool of Life Sciences

Credit points30

Subject Co-ordinatorJohn Morgan

Available to Study Abroad StudentsYes

Subject year levelYear Level 3 - UG

Exchange StudentsYes

Subject particulars

Subject rules

Prerequisites BIO2POS, and either of BOT2AES or BOT2PDE

Co-requisitesN/A

Incompatible subjects BOT3ESE

Equivalent subjectsN/A

Special conditionsN/A

Graduate capabilities & intended learning outcomes

01. Write a multi-authored literature review that fully describes and discusses the background literature relevant to the research question being addressed (as a group of 4-5 students) during the field trip

Activities:
Before the field trip, students are instructed on the purpose of a Literature Review, how to collate material for the review, and on scientific writing. Lectures provide background theory
Related graduate capabilities and elements:
Teamwork (Teamwork)
Inquiry/ Research (Inquiry/ Research)
Discipline-specific GCs (Discipline-specific GCs)
Writing (Writing)
Critical Thinking (Critical Thinking)

02. Present a multi-authored Powerpoint Oral Presentation that fully describes the background information, research question, hypotheses and experimental design being addressed (as a group of 4-5 students) during the field trip research project.

Activities:
During the field trip, students are instructed on hypothesis testing, field sampling methods/techniques and data analysis, and are given structured feedback on their group's study design. Lectures provide background theory. During laboratory classes, students receive instruction in the ethics of plant collection and conducting research on public land
Related graduate capabilities and elements:
Ethical Awareness (Ethical Awareness)
Creative Problem-solving (Creative Problem-solving)
Inquiry/ Research (Inquiry/ Research)
Discipline-specific GCs (Discipline-specific GCs)
Speaking (Speaking)
Critical Thinking (Critical Thinking)
Teamwork (Teamwork)

03. Incorporate relevant research findings from the scientific literature to support statements in the reporting of the field trip research.

Activities:
Lectures use examples from the scientific literature and students are instructed on citations and referencing.
Related graduate capabilities and elements:
Critical Thinking (Critical Thinking)
Inquiry/ Research (Inquiry/ Research)

04. Communicate scientific information about plants and botanical sampling techniques in written reports and fact sheets to different audiences

Activities:
During laboratory classes, students are given instruction on science communication to non-specialist audiences Preparation of a Plant Fact Sheet (FS). Students are provided with examples of Plant FSs and are instructed on botanical standards of nomenclature, where to find relevant information, as well as citations and referencing. Peer review of Plant FS, providing formative feedback to FS author. ALLU to provide a workshop on editting.
Related graduate capabilities and elements:
Writing (Writing)
Critical Thinking (Critical Thinking)
Discipline-specific GCs (Discipline-specific GCs)
Quantitative Literacy/ Numeracy (Quantitative Literacy/ Numeracy)
Inquiry/ Research (Inquiry/ Research)
Ethical Awareness (Ethical Awareness)

05. Generate and interpret simple molecular phylogenies

Activities:
Guided bioinformatic laboratory sessions.
Related graduate capabilities and elements:
Discipline-specific GCs (Discipline-specific GCs)
Quantitative Literacy/ Numeracy (Quantitative Literacy/ Numeracy)
Inquiry/ Research (Inquiry/ Research)
Critical Thinking (Critical Thinking)

06. Describe and explain various aspects of plant evolution, ecology and conservation, including the use of logical arguement

Activities:
Field trip oral presentation presentation Field trip Literature Review Essay questions in the theory exam
Related graduate capabilities and elements:
Critical Thinking (Critical Thinking)
Discipline-specific GCs (Discipline-specific GCs)

07. Critically analyse mock datasets and create solutions for evolutionary, ecological or conservation problems

Activities:
Computer-based laboratory sessions Assessment in theory exam
Related graduate capabilities and elements:
Critical Thinking (Critical Thinking)
Discipline-specific GCs (Discipline-specific GCs)
Creative Problem-solving (Creative Problem-solving)

Subject options

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Start date between: and    Key dates

Melbourne, 2015, Semester 2, Day

Overview

Online enrolmentYes

Maximum enrolment size60

Enrolment information Availability of accommodation for field trip, capacity of bus for field trip transportation, 3rd Year lab currently unable to support more than this number of students. Academic merit

Subject Instance Co-ordinatorJohn Morgan

Class requirements

Laboratory Class Week: 31 - 43
One 4.0 hours laboratory class per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

Lecture Week: 31 - 43
Four 1.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

Assessments

Assessment elementComments% ILO*
Practical assignments and field trip reports50 01, 02, 03, 04, 05, 06, 07
Two 2-hour examinations50 04, 07