APP BIOL 1510WT - Foundations of Applied Biology IA
Waite Campus - Semester 1 - 2019
General Course Information
Course Code APP BIOL 1510WT Course Foundations of Applied Biology IA Coordinating Unit School of Agriculture, Food and Wine Term Semester 1 Level Undergraduate Location/s Waite Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange Y Incompatible SCIENCE 1100 and SCIENCE 1200 Restrictions Available to Bachelor of Applied Biology students only Course Description Foundations of Applied Biology IA 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
Course Coordinator: Professor Rachel Burton
The full timetable of all activities for this course can be accessed from Course Planner.
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
3. Collect and analyse information that is relevant to understanding biological phenomena.
4. Present biological concepts and experimental information in a professional manner.
5. 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 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
4,5 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
2,5 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 ModesClasses will be devoted to group and open discussion of what applied biology is and how it works. This will include introducing and developing scientific literacy skills, basic experimental design and presentation skills, consideration of key elements of scientific practice and utilisation of the students’ developing scientific literacy skills. Four sites on the Waite Campus will be used as the basis for the demonstration of applied biology in real world situations, selected from but not limited to The Plant Accelerator, The Hickinbotham Wine Science Laboratories, The Australian Wine Research Institute, Adelaide Glycomics, Australian Genome Research Facility, and the Waite Arboretum.
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 SummaryClasses will be devoted to group and open discussion of what applied biology is and how it works. This will include introducing and developing scientific literacy skills, basic experimental design and presentation skills, consideration of key elements of scientific practice and utilisation of the students’ developing scientific literacy skills. Numerous sites on the Waite Campus will be used as the basis for the demonstration of applied biology in real world situations, selected from but not limited to The Plant Accelerator, The Hickinbotham Wine Science Laboratories, The Australian Wine Research Institute, Adelaide Glycomics, Australian Genome Research Facility, and the Waite Arboretum. Students will be introduced to basic experimental design through practicals.
Specific Course RequirementsTours of Waite campus laboratories and facilities.
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 Learning Outcome Due Major Assignment (part 1: information search) Formative & Summative 5% No Major Assignment (part 2: annotated bibliography) Formative & Summative 15% No Major Assignment (part 3: essay) Formative & Summative 30% Yes Prac online quizzes (x2) Formative & Summative 20% No Poster Formative & Summative 20% No Reflective writing Formative & Summative 10% No
Assessment Related RequirementsA minimum level of performance (50%) is required in the essay in order to achieve a passing grade for the course.
Assessment DetailProvide details of each assessment item, what is being assessed, the aim of the assessment and how/when assessment will occur. Where an assessment task is made up of several smaller items (eg practical reports), these details must also be included. Details that should be included are: timing of submission and feedback, whether group work or peer assessment is involved, and the length or size of the assessment (eg word count if an essay and time if an oral presentation).
Online quizzes (2x10%):
Students will complete a total of 2 online quizzes, worth 10% each, throughout the semester on material covered in the practicals.
Major Assignment (50%):
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 (5%): 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.
(ii) Annotated bibliography (15%): Development of the information search into the primary literature (a minimum of 6 primary peer-reviewed sources is required). Task length – 2000 words (max.).
(iii) Essay (30%): This will address the topic chosen by the student for the assignment and will be developed from the Annotated Bibliography. Task length 1800-2000 words.
A minimum level of performance (50%) is required in order to achieve a passing grade for the course.
In groups, students will prepare an ePoster to compare and contrast the experimental design from a series of pre-determined options based on the Waite site visits.
Reflective writing assignment (10%):
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. Task length 450-500 words.
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.
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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