APP BIOL 4060AWT - Honours Applied Biology Project Pt 1
Waite Campus - Semester 1 - 2022
General Course Information
Course Code APP BIOL 4060AWT Course Honours Applied Biology Project Pt 1 Coordinating Unit School of Agriculture, Food and Wine Term Semester 1 Level Undergraduate Location/s Waite Campus Contact By Supervision Available for Study Abroad and Exchange N Restrictions Available only to students admitted to the relevant Honours program Course Description This research project is selected at the start of the Honours year following consultation with the Honours Coordinator and depends on availability of research supervisors in any particular year.
Course Coordinator: Dr Richard Muhlack
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course students
should be able to:
1 Demonstrate an original and critical approach in the assimilation of the current state of knowledge in a particular area of
research related to Applied Biology.
2 Identify current gaps in our understanding and the future areas for experimental investigation in a particular area of
research related to Applied Biology.
3 Demonstrate mastery of the basic techniques required for the experimental study of a research question related to Applied Biology. 4 Develop a rigorous and methodical approach to the maintenance of laboratory records and the collection, storage and analysis
of experimental data.
5 Identify and evaluate a problem and define the important elements required for its solution (appreciating the risks and
benefits of alternate approaches).
6 Communicate scientific information clearly and concisely in written and spoken English.
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)
Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
Learning & Teaching Activities
Learning & Teaching ModesThe Honours Research Project provides students professional training in a chosen area of specialisation and experience in scientific research. Students will learn new research techniques and broaden their skill base.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.A student enrolled in a 18 unit, full year course, such as this, should expect to spend, on average 36 hours per week on the studies required.
Learning Activities SummaryThe research project will enable students to develop the skills required for the practice of independent scientific research and an appreciation of the scientific method and the application of problem solving strategies in science. Additionally, students will participate in a series of professional development workshops on: Project Development and Management; Experimental Design and Data Analysis; Endnote and Word Skills; Communication Skills; Presentation Skills; and Mentoring and Careers.
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 Research Plan Seminar Formative March 0% 1,2,6 Final Seminar Formative and Summative November 15% 4-6 Thesis Summative October 70% 1-6 Thesis Defence Summative November 10% 1-6 Supervisor Mark Formative & Summative November 5% 1-6
Assessment DetailResearch Plan Seminar (0%)
Students will give 10-12 minute individual presentations providing insight into the research question that is the focus of their Honours year. This will include coverage of the background information underlying this question, clear aims or hypotheses, the experimental design and a description of the methods to be employed. Students should endeavour to address current controversies in their area, and to give the audience some insight into the main schools of thought, as presented in the literature. 15 minutes are allocated for the first seminar, comprising of a 10-12 minute talk and 3-5 minutes for questions. Although no formal mark is recorded, presentations will be evaluated and feedback given to students .
Final Seminar (15%)
Students will give 20 minute individual presentations presenting the results of their research project, to indicate how their work has contributed to a greater understanding of their research area. Presentations should cover the background and aims of the project, experimental design and techniques, the analysis, presentation and interpretation of results, and the discussion and summary of key findings. Presentation skills also form a component of the assessment.
Students will prepare a maximum 5000 word thesis in the form of a manuscript to be submitted to a scientific journal and comprising the background and aims of the project, experimental design and techniques, the analysis, presentation and interpretation of results, and the discussion and summary of key findings. Communication skills and the ability to analyse and interpret experimental data will be assessed.
Thesis Defence (10%)
The thesis defence will follow directly after your final seminar presentation and take approximately 20-30 minutes. Your examiners and the honours coordinators will ask you questions to explore your understanding of the project. The questions that can be asked are wide and varying, and are likely to include your understanding of key background literature, the techniques you used, how you interpreted your results, strengths and weaknesses of your work and what future research should be done in the area.
Supervisor Mark (5%)
Students’ laboratory and/or field skills will be assessed by their supervisor(s) and a grade awarded based on each student’s understanding of their subject area, skills in scientific research and degree of initiative and originality.
No information currently available.
Grades for your performance in this course will be awarded in accordance with the following scheme:
NOG (No Grade Associated) Grade Description CN Continuing
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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