APP BIOL 1510WT - Foundations of Applied Biology I

Waite Campus - Semester 1 - 2018

Foundations of Applied Biology I provides students enrolled into the B Applied Biology with an introduction to the context of 'Applied Biology'. An overarching theme of defining Applied Biology will be developed by students as they progress through the five core courses within the program, of which this is the first. Foundations of Applied Biology I introduces students to many of the ways in which biological knowledge is developed and applied in the modern world. Students will undertake a series of modules aimed at giving insight into biology as it is applied to research in various areas, including agricultural, food and medical technologies.

  • General Course Information
    Course Details
    Course Code APP BIOL 1510WT
    Course Foundations of Applied Biology I
    Coordinating Unit School of Agriculture, Food and Wine
    Term Semester 1
    Level Undergraduate
    Location/s Waite Campus
    Units 3
    Contact 4 hours per week
    Available for Study Abroad and Exchange Y
    Restrictions Available to B. Applied Biology students only
    Course Description Foundations of Applied Biology I provides students enrolled into the B Applied
    Biology with an introduction to the context of 'Applied Biology'. An overarching
    theme of defining Applied Biology will be developed by students as they
    progress through the five core courses within the program, of which this is the
    first. Foundations of Applied Biology I introduces students to many of the ways
    in which biological knowledge is developed and applied in the modern world.
    Students will undertake a series of modules aimed at giving insight into biology
    as it is applied to research in various areas, including agricultural, food and
    medical technologies.
    Course Staff

    Course Coordinator: Professor Rachel Burton

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes

    On successful completion of this course students should be able to:

    1.    Explain how biological knowledge is obtained by curiosity and creativity.

    2.    Demonstrate an understanding of what is meant by ‘applied biology’ through an exploration of the roles of biology in modern
           society.

    3.    Collect and analyse information that is relevant to understanding biological phenomena.

    4.    Explore the design of simple field or laboratory based biological experiments.

    5.    Present biological concepts and experimental information in a professional manner.

    6.    Demonstrate accountability for their own learning through self-directed learning.


    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
    3,4
    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
    3,5,6
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    5,6
    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
    2,6
    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
    5,6
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.

    Workload

    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 Summary
    The course will cover topics including an overview of how biological knowledge is generated and exploited for the benefit of humankind, collecting and analysing information, the exploration of experimental design, and the accurate presentation of biological concepts through a range of formats.
    Specific Course Requirements
    Tours of Waite campus laboratories and facilities.
    Small Group Discovery Experience
    The Small Group Discovery Experience will take the form of meeting and interviewing an active biological scientist within the School of Agriculture, Food and Wine, or an approved research organisation or government agency on the Waite Campus about their development as a biological scientist and the research or similar activity that they are currently engaged in. Students will present a video assignment profiling their chosen researcher.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary

    No information currently available.

    Assessment Related Requirements
    A minimum level of performance (50%) is required in the essay in order to achieve a passing grade for the course.
    Assessment Detail

    1.  Researcher Profile: 
    Each group of students (3 students per group) will interview a University of
    Adelaide researcher (academic staff or affiliate in the School of AFW)
    focussing on the researcher’s views on science, the science the researcher
    engages in and the development of the researcher as a scientist. Results of the
    interview will be presented as a short video profile. Summative (20%) – 5
    minutes (max.) presentation.

    2.  Major Assignment:
    This will be on a broad topic in science chosen and developed by each student.
    The task will consist of three components.

    (i) Information search:
    This will be the starting point for collection of sources to construct an
    evidence base in order to address the chosen topic. The intention is to focus
    on primary peer-reviewed sources. Formative & Summative (5%).

    (ii) Annotated bibliography: 
    Development of the information search into the primary literature (a minimum of
    6 primary peer-reviewed sources is required). Formative & Summative (15%);
    task length – 2000 words (max.).

    (iii) Essay: 
    This will address the chosen topic and will be developed from the Annotated
    Bibliography. Summative (30%) – task length 1800-2000 words. 
    A minimum level of performance (50%) is required in order to achieve a passing
    grade for the course.

    3.  ePoster:
    Each student will prepare an ePoster on a method used in one of the facilities visited on
    the campus. This will be presented to the class. Formative & Summative (20%).

    4.  Reflective writing assignment:
    For effective learning, new experiences need to be interesting, readily
    understood, believable and useful to the student. People often learn best when
    they can identify how new experiences alter their existing knowledge, skills
    and emotions. Describing and elaborating upon these experiences is an effective
    way to promote learning and professional development. This task will capture
    the ways in which students react to, or are affected by, their experiences in
    this course. Formative & Summative (10%); task length 450-500 words.



    Submission

    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 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.



    Course Grading

    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.

  • Student Feedback

    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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.