ENV BIOL 2500 - Botany II
North Terrace Campus - Semester 1 - 2021
General Course Information
Course Code ENV BIOL 2500 Course Botany II Coordinating Unit School of Biological Sciences Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 5 hours per week Available for Study Abroad and Exchange Y Incompatible PLANT SC 2510WT Assumed Knowledge BIOLOGY 1101 or BIOLOGY 1401 or BIOLOGY 1001 Course Description A general introduction to the biology of plants. Lectures and practicals cover plant structure, function, classification, diversity, evolution and responses to environmental stress. Provides a valuable basis for future plant-related courses.
Course Coordinator: Dr John ConranBenham 109Benham 109
Name Role Building/Rm Prof Bob Hill Lecturer Benham GO5a email@example.com Dr John Goodfellow Lecturer Benham 110 firstname.lastname@example.org Dr John Conran Course coordinator Benham 109 email@example.com Prof Andy Lowe Lecturer Braggs 210 firstname.lastname@example.org
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 The structure of terrestrial and aquatic plants 2 The developmental processes involved in growth of plants from seed to flowering 3 The main physiological and biochemical processes that sustain plant life, including the ability to absorb water and nutrients, carry out photosynthesis and respiration, and the role of plant hormones and signalling 4 Generic skills of scientific observation, data recording and be able to write a scientific report 5 The ability to use keys to identify the main groups of plants 6 The ability to interpret visual symptoms of nutrient deficiencies of plants
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)
1-6 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
4-6 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
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
Required ResourcesThere are no compulsory textbooks. Botany II builds upon material that was covered in Level 1 biology courses and therefore the textbook for these courses is a good source for the foundation material.
For the physiology and biochemistry section, the following text is recommended, especially for students intending to take related follow-on courses such as Ecophysiology of Plants III or Terrestrial Ecology III.
- Taiz & Zeiger ‘Plant Physiology’ 5th Edition
A more general text covering most of the material in the course is:
- Raven, Evert & Eichhorn ‘Biology of Plants’ 7th Edition, (approximate cost: $100)
All students are expected to be familiar with the basic biochemical processes taught in Level 1 biology courses (e.g. Biology 1101, Molecules, Genes and Cells). The following chapters in the textbook ‘Biology’ Campbell, Reece and Meyers 8th Edn (or equivalent textbook) should be revised before coming to the relevant lectures:
- Ch 7, Membrane structure and function (in relation to nutrient uptake)
- Ch 9, Respiration;
- Ch 10, Photosynthesis;
- Chs 17 & 18 Gene expression and regulation.
It is recognised that some students will not have done the Level 1 course Biology 1 Organisms and some revision of the relevant material from that course will be provided. However, it is recommended that all students familiarise themselves with the following chapters from ‘Biology’ Campbell, Reece and Meyers 8th Edn (or equivalent textbook):
- Ch 26: Phylogeny
- Chs 29 & 30: Plant diversity
- Ch 35: Plant structure
- Chs 36 – 39: Plant physiology
MyUni: Teaching materials and course documentation will be posted on the MyUni website (http://myuni.adelaide.edu.au/).
Learning & Teaching Activities
Learning & Teaching ModesBotany is a science that lends itself well to hands-on learning. The practical component is therefore of high importance. The course is structured so that the topics taught in lectures are reinforced by practical studies in the same or the following week. Each of the practical classes has some assessment component, and feedback is given within two weeks on how well the topic was understood.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
A student enrolled in a 3 unit course, such as this, should expect to spend, on average 12 hours per week on the studies required. This includes both the formal contact time required to the course (e.g., lectures and practicals), as well as non-contact time (e.g., reading and revision).
Learning Activities SummaryThis course introduces the biology and evolution of plants through lectures including the core components:
1. General principles of plant biology relating to structure and function
2. Systematics,evolution and diversity
3. The physiology of growth and development
4. Floral biology
These general principles of plant biology may also be explored further through a range of case studies on topics such as plant nutrition, symbioses, responses to biotic and abiotic stress and photosynthesis.
Students will also learn to apply scientific approaches in practicals which will expose them to problem solving skills in the areas of plant structure, function and diversity. The aim is to give the students an insight and experience using approaches and techniques
to study plants and to encourage critical thinking on key issues relating to plants and their interactions with the environment.
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 Type of assessment Percentage of total assessment for grading purposes Hurdle (Yes/No) Outcome being assessed/achieved Practical reports Formative/Summative 50% No 1,2,3,4,6 Exam Summative 50% No 1,2,3,6
Week Practical Assessment % 1 Mineral Nutrition Data/question sheet 5 2 Rhizosphere enzymes Formal report 5 3 Transpiration Data/question sheet 5 4 Respiration and photosynthesis Data/question sheet 5 6 Hormones Data question sheet 5 7 Stems: structure and functions assessed in week 8 8 Roots: structure and functions Quiz 4 9 Leaves: structure and functions Quiz
10 Plant ID1 ID of vegetative specimens 4 11 Plant ID2 Plant description and
floral and fruit ID
5 12 Aquatic plants Worksheet 4 Exams Theory exam Short answers 50
Data sheets and quizzes are to be handed up before you leave the lab.
Late submission of assessments
If 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 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 or more late without an approved extension can only receive a maximum of 50% of the mark.
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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This section contains links to relevant assessment-related policies and guidelines - all university policies.
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