PLANT SC 2510WT - Foundations in Plant Science
Waite Campus - Semester 1 - 2015
General Course Information
Course Code PLANT SC 2510WT Course Foundations in Plant Science Coordinating Unit School of Agriculture, Food and Wine Term Semester 1 Level Undergraduate Location/s Waite Campus Units 3 Contact Up to 6 hours per week Available for Study Abroad and Exchange Y Prerequisites BIOLOGY 1101 or BIOLOGY 1202 Incompatible ENV BIOL 2500 Course Description This course provides an introduction to the structure and function of plants with a specific focus on plants of agricultural and horticultural importance, but may also include native species when appropriate. Attention will be given to how plants respond and adapt to their environment and the consequences of these interactions to productivity and quality. The link between an understanding of plant science and the management of plants will be highlighted.
Course Coordinator: Dr Beth LoveysLecturing and Support Staff
Assoc.Prof. Amanda Able
Location: Room GN12, Waite Building
Telephone: 8313 7245
Dr Matthew Gilliham
Location: Room 2-30 Plant Research Centre
Telephone: 8313 8145
Prof. Steve Tyerman
Location: Room 2- 24 Plant Research Centre
Telephone: 8313 6663
Ms. Helen Brown
Location: Charles Hawker Building G03
Telephone: 8313 7305
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Describe the photosynthetic pathway and explain the role of environmental controls on photosynthetic rates 2 Discuss the factors that determine water use efficiency 3 Explain how plants acquire, transport and use mineral nutrients 4 Describe and identify characteristics of important nutrient disorders 5 Describe the life cycle of plants and of some of the important environmental controls of growth and development 6 Demonstrate the role of plant hormones in growth and development 7 Identify the basic anatomy of plants as it relates to the physiology of water and nutrient transport and photosnthesis 8 Explain the physiological responses to mycorrhizal infection and rhizobium symbiosis 9 Design and manage experimentation, develop and test an hypothesis and to analyse and present the data clearly
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) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1-9 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 9 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 9 Skills of a high order in interpersonal understanding, teamwork and communication. 9 A proficiency in the appropriate use of contemporary technologies. 1-9
Required ResourcesThere is no single textbook that is used for the course but the ones listed below are useful reference books:
Taiz L, Zeiger E (2010) Plant physiology. (Sinauer Associates Inc.: Sunderland, Massachusetts). [additional on-line material is found at http://5e.plantphys.net]
Atwell B Kriedemann P, Turnbull C (1999) Plant in Action: Adaptation in Nature; Performance in Cultivation (MacMillan Education Australia: Melbourne) [available online at: http://plantsinaction.science.uq.edu.au/edition1/]
Lambers H, Pons TL, Chapin FS (2008). Plant Physiological Ecology (Springer: New York) [available as an e-book through the library catalogue]
Marschner H (1995) (2nd edition) Mineral nutrition of plants. Academic Press; London.
A useful website on abiotic stress (salt, drought, heat, frost, mineral nutrient stress) is: Plant stress: www.plantstress.com
You may also find the following website useful for preliminary information on some aspects of plant science: http://www.plantcell.org/teachingtools/teaching.dtl
A useful iPad App that will help you to study for the plant anatomy pracs is ‘Plant Histology’ ($4.99 from iTunes).
Communication and report writing
Cargill M and Bellotti M (2004) Written Communication in the Agricultural and Natural Resource Sciences, The University of Adelaide. http://www.agwine.adelaide.edu.au/students/external/carwripg1.pdf
Visit http://www.usyd.edu.au/learningcentre/wrise/ to see how to write reports
Online LearningFoundations in Plant Sciences uses MyUni as the primary route of commumication with students. Announcements will be posted to alert students of any changes to course timetable and information about assessment items. TURNITIN is also used for the submission of assignments.
Online tests within MyUni are also used to assess students knowledge after practical classes.
Articulate Storyline activities are used for pre-practical engagement. These can be accessed via the My Uni course.
Learning & Teaching Activities
Learning & Teaching ModesThe course is delivered using lectures, practials and tutorials.
Lectures: 2 hours per week for 12 weeks
Practicals: 2 hours per week for 9 weeks
Tutorials: 2 hour per week for 12 weeks
A Small Group Discovery Experience (SGDE) is also provided for our students. The students will undertake an independent group research project guided by an academic mentor. Both tutorial and practical time slots are used for the SGDE
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The contact time for Foundations in Plant Science is 6 hours per week. It is expected that a student will spend a further 6 hours outside of this contact time preparing for the next weeks classes, revising the previous weeks material and preparing reports for assessment.
Learning Activities SummaryThe course is made up of lectures, tutorials, practicals and a small group discovery experience in the form of a research project.
Tutorials are timetabled to either prepare students for project work or revise material covered in previous practical classes.
The four set practicals through the semester give students the opportunity to learn new laboratory skills and gain exposure to the types of measurements commonly performed in plant science research. The skills learnt in the set practicals can then be used by the students in their research projects.
Students gain experience in presenting their work in the form of reports, laboratory note books, online wiki and oral presentation.
Lecture schedule Week 1 Productivity and photosynthesis Week 2 Adelaide cup Holiday Week 3 Photosynthesis Week 4 Water use Week 5 Nutrient uptake and use efficiency Week 6 Easter Monday Holiday Week 7 Nutrient uptake and use efficiency Week 8 Drought and salinty case studies Week 9 Plant development and phenology Week 10 Plant development and phenology Week 11 Biotic interactions Week 12 Case studies Practical schedule Week 1 Plant anatomy Week 2 Adelaide Cup holiday Week 3 Effect of herbicides Week 4 Plant water status Week 5 Potassium uptake mechanisms Week 6 Project set up Week 7 Project data collection Week 8 Project data collection Week 9 Project data collection Week 10 Project data collection Week 11 Project data analysis Week 12 Group presentations
Small Group Discovery ExperienceThe Small Group Discovery Experience in Foundation in Plant Science takes the form of a group research project. Groups of 5-6 students are asked to select a research area from a variety of options. The project topics varies from year to year depending on the availablity and research areas of staff involved. Topics offered may be:
Plant hormones, growth and development
Legume nitrogen fixation
Water logging tolerance
Extreme soil pH and aluminium toxicity
Students work together with a mentor to design a novel research question. They are then given time to develop an experimental design to help answer their research question. Feedback from their mentor will help to refine their experimenal plan and design. The students are provided with plant material and equiment to undertake their experiment over a four week period. A scientific report is generated collaboratively by way of a Wiki on MyUni. At the conclusion of their experiment the students must analyse their data and present it to the rest of class by way of a seminar.
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 Practical report on potassium uptake mechanisms Formative and Summative
15% 3 Practical exams Formative and Summative throughout semester 15% 1,2,3,7 Laboratory notebook Formative and Summative week 12 5% 1,2,3,7,9 Group research project Formative and Summative throughout semester 20% 9 Final examination Summative TBA 45% 1-8
Assessment Task Task Type Due Weighting Practical report on potassium uptake mechanisms Formative and Summative
15% Practical exams Formative and Summative throughout semester 15% Laboratory notebook Formative and Summative week 12 5% Group research project Formative and Summative throughout semester 20% Final examination Summative TBA 45%
SubmissionPractical reports will be submitted via Turnitin through MyUni.
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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