ENV BIOL 2503 - Zoology II
North Terrace Campus - Semester 1 - 2019
General Course Information
Course Code ENV BIOL 2503 Course Zoology II Coordinating Unit School of Biological Sciences Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 6 hours per week Available for Study Abroad and Exchange Y Incompatible ENV BIOL 2530 Assumed Knowledge BIOLOGY 1101 or BIOLOGY 1401 & BIOLOGY 1201 or BIOLOGY 1202 or BIOLOGY 1001 Course Description The course begins with the relationship between structure and function. Concepts of phylogeny will be introduced and the enormous diversity of animals will be examined in a phylogenetic framework. The major event in animal evolution as demonstrated by adaptations to parasitism, the marine environment and life on land will be provided. The section on invertebrate diversity will be concluded with a state-of-the-art lecture on the extraordinary discoveries that are currently being made of new species and even new groups and how scientists determine where they fit in the tree of life. The biology of the vertebrates will follow groups from fishes to terrestrial vertebrates, including the amphibians, reptiles, birds and mammals. We will flavour these with interesting lectures on animal adaptations and some of the major evolutionary hurdles in vertebrate evolution. Topics in animal physiology relevant to both vertebrates and invertebrates will include the flow of energy through organisms, the process of respiration and the function of the nervous and sensory systems as well as muscle function.
Course Coordinator: Associate Professor Jeremy Austin
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
A successful student in this course should be able to: 1 Understand the diversity and evolutionary relationships among animals 2 Explain the basic structure and function of different groups of invertebrates and vertebrates 3 Identify common organisms to broad groups (e.g. Phyla) 4 Explain the mechanical function of the skeleton 5 Describe principles of gas exchange and energetics of animals 6 Synthesise and evaluate information from readings to write an essay
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
1-6 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
Text book: Hickman CP, LS Roberts, SL Keen, A Larson, DJ Eisenhour. 2012. Animal Diversity. 6th ed. McGraw-Hill. (Editions 4 and 5 may be available second hand)
Recommended ResourcesLaboratory coats and closed shoes are compulsory in practical sessions.
Online LearningAdditional resources (e.g. further reading material) will be provided in lectures and on MyUni. The Discussion Board (in My Uni) will be used for general questions and interaction.
Learning & Teaching Activities
Learning & Teaching ModesThis course consists of:
- 3 X 1-hour lectures per week (31 in total)
- 1 X 3-hour practicals for 5 weeks
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 for the course (e.g., lectures and practicals), as well as non-contact time (e.g., reading and revision; self-directed learning exercises and essay).
Learning Activities Summary
Schedule Week Lecture Lab Class Week 1 1-3. Diversity, life histories, body plans; Cnidarians & Molluscs Practical 1. Introduction to Microscopy & Scientific Illustration Week 2 4-6. Colony forming organisms: Cnidarians & mollsucs continued. Form and function in animals Practical 2. Molluscs: squid dissection Week 3 7-9. Worms; essay topic & essay writing; Arthropods, crustaceans No practical Week 4 10-11. Chelicerates & Myriapods; No lecture Friday No practical Week 5 12-14. Insects; Annelids No practical Week 6 15-17. Echinoderms, Chordates, Diversity of fishes Practical 3. Insect adaptive radiation & diversity Week 7 18-20. Origins of tetrapods, amphibians, amniote origins, origins of birds & mammals No practical Week 8 21-23. Origins of birds and mammals continuted; bird diversity, mammal diversity Practical 4. Vertebrate evolution Week 9 24-26. Mammal diversity continued; vertebrate research workshop, locomotion in vertebrates No practical Week 10 27-28. Bioenergetics and homeostasis in vertebrates; animal nutrition, circulation & gas exchange; No lecture Friday Practical 5. Functional Morphology of Vertebrates Week 11 29-30. Feeding & digestion in vertebrates; Australian birds and mammals. No lecture Friday No practical Week 12 31. Essay feedback & exam information; No lecture Wednesday or Friday No practical
Specific Course RequirementsThis may include specific requirements such as field trips. All requirements must comply with the relevant policies.
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 assessed/achieved Approximate Timing of Assessment Mollusc Practical Formative/Summative 5% No 1-3 Week 2 Functional morphology of vertebrates prac Formative/Summative 10% No 2, 4, 5 Week 10 Self-directed field exercise: rocky reef marine
invertebrates & arthropods in your backyard
Formative/Summative 20% No 1-3 Weeks 6, 7 Essay Formative/Summative 25% No 1, 2, 3, 6 Week 9 Theory Exam Summative 40% No 1-5 Exam Period
Assessment Related RequirementsStudents will be required to submit their work for the practicals which are formally assessed at the completion of the practical, e.g. Mollusca and Functional Morphology, or show their work to either the academic in charge of the practical or the demonstrator and have them sign off that it has been satisfactorily completed (e.g. Microscopy, Insects, Vertebrate evolution).
Practical reports (total of 15% of course grades)
Two practical reports are to be handed up for assessment: the mollusc practical (5%) at the end of each practical; and the functional morphology prac (10%) which should also be handed up at the end of the practical.
Self-directed field exercises (total of 20% of course grades)
There are two self-directed field exercises each worth 10% each that students should complete in their own time. One is related to rocky reef invertebrates and the other to backyard arthropods. Both will expose students to a diversity of organisms, allow them to use a variety of methods for observing/collecting organisms and help them to collate observations and information related to different organisms. The rocky reef invertebrates one may be completed in groups of up to 4 people - it should be submitted electronically through the My Uni groups function. The backyard arthropods one should be completed individually and handed into the UG teaching lab staff.
Essay (total of 25% of course grades)
A 1500-2000 word essay forms part of the assessment. Further details on the essay topic and guidelines for writing essays including information on the format and style will be provided in the tutorial. The essay should be submitted electronically through TURNITIN.
Requirements for the essay should be guided by Margaret Cargill & Patrick O'Connor (2009) Writing Scientific Research Articles: Strategy and Steps. Wiley-Blackwell.
Exam (total of 40% of course grades)
The final assessment component involves a two-hour exam (40% weight) drawing on lectures, the textbook and practical work. Further details on the format of the exam and types of questions will be provided in the final lecture.
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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