PLANT SC 7123WT - Applications of Plant Biotechnology in Production
Waite Campus - Semester 2 - 2016
General Course Information
Course Code PLANT SC 7123WT Course Applications of Plant Biotechnology in Production Coordinating Unit School of Agriculture, Food and Wine Term Semester 2 Level Postgraduate Coursework Location/s Waite Campus Units 3 Contact Up to 8 hours per week for 6 weeks Available for Study Abroad and Exchange Y Assumed Knowledge PLANT SC 7225WT & PLANT SC 7226WT Restrictions Available to Biotechnology (Plant Biotechnology) students only Course Description This course involves teaching sessions that may be attended by both Undergraduate and Postgraduate students.
In addition to the currently commercial applications of plant biotechnology, such as insecticide synthesis and herbicide resistance, there is a large number of other potential applications of plant biotechnology to enhance plant productivity and quality. In this course, a range of potential applications will be investigated, and the implications of the deployment of this powerful technology discussed. The effects of biotechnology on reducing inputs and increasing or altering outputs will be covered. Yield increase and yield maintenance will be compared, and the influence of biotechnology on quality traits will be studied. Students will look at alterations in disease resistance, abiotic stress tolerance, crops for biofuels, and crops as future factories.
Course Coordinator: Professor Rachel BurtonProfessor Rachel Burton
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
Successful students will be able to: 1 Understand the basis and application of genetic modification of plants as it applies to current global problems. 2 Understand and explain the development and application of biotechnology as it relates to many global situations. 3 Evaluate new biotechnological advances. 4 Communicate effectively using written means.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1,2 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
3 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
3,4 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1,2,3 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
2 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Learning & Teaching Activities
Learning & Teaching Modes
This course relies heavily on a traditional lecture format, designed to complement the concurrent unit Techniques in Plant Biotechnology.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
A full-time student should expect to spend, on average, a total of 48 hours per week on their studies. This includes both the formal contact time required to the course (e.g. lectures, tutorials, practicals), as well as non-contact time (e.g. reading and revision).
Learning Activities SummaryIn this course, a range of potential applications will be investigated, and the implications of the deployment of this powerful technology discussed. The effects of biotechnology on reducing inputs and increasing or altering outputs will be covered. Yield increase and yield maintenance will be compared, and the influence of biotechnology on quality traits will be studied. Students will look at alterations in disease resistance, abiotic stress tolerance, crops for biofuels, and crops as future factories.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Due Weighting Learning Outcome Assignment 1 Summative
20% 1 and 4 Assignment 2 Summative Week 7 40% 2 and 4 Final Exam Summative Week 7 40% 1,2,3 and 4
Assessment Related RequirementsAssignment 1.
Set question. 20% of course mark.
Students have a choice- you should answer ONE of the following
questions. A TEN page limit applies, excluding references. 40% of course
40% of course mark.
Assessment DetailAssignment 1. Set question. 20% of course mark.
All students are expected to complete this assignment. A FOUR page limit applies.
“Describe the development of genetically engineered virus resistant papaya. What are the current obstacles impeding the widespread adoption of this GM crop?”
Assignment 2. Students have a choice- you should answer ONE of the following questions. A TEN page limit applies, excluding references. 40% of course mark.
“For what purposes are bananas currently being genetically modified? What factors might limit both the success of these experiments and the widespread use of the modified products?
“How and why is BarleyMAX grain that is used to make breakfast cereal different from wild type barley? How do the changes in this grain benefit human health?”
“Describe the advantages and disadvantages of using algae to make biofuels. In your opinion, do they have a future as a biofuel feedstock?”
“What is the difference between a probiotic and a prebiotic? Describe how prebiotics may be used to improve human health.”
Written examination. 40% of course mark.
This will be held in the last week of the course. It is NOT an open book examination. Students MUST pass the exam to pass the course.
SubmissionIf an extension is not applied for, or not granted then a penalty for late submission will apply. A penalty of 10% of the value of the assignment for each calendar day that the assignment is late (i.e. weekends count as 2 days), up to a maximum of 50% of the available marks will be applied. This means that an assignment that is 5 days late or more without an approved extension can only receive a maximum of 50% of the marks available for that assignment.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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