Outline

Overview

Australian native vegetation is a unique resource for diversity, ecosystem services and public use. The objective of this unit is to provide a broad understanding of three major plant terrestrial ecosystems that are found across Australia: forests, heathlands and grasslands and how they are managed. While the focus will be on native plant systems in an Australian setting, their importance at a global level will also be discussed. You will develop an understanding of the characteristics of key plant ecosystems, including where they are found and their main ecophysiology features. Each of the ecosystems described has the potential to be affected (positively or negatively) by a range of natural and anthropogenic disturbances. They include fire, climate change (drought and temperature), changes in nutrient flows and more broadly human-induced disturbances such as logging, mining, urban development and agricultural management. The impact of these disturbances along with mitigation via conservation and associated management changes will also be covered. Finally, government policy around conservation/management of these ecosystems will be examined. At the completion of this unit you will have developed an understanding of the environmental and economic importance of forests, heathlands and grasslands, their vulnerability to a range of external factors and the extent that these can be mitigated.

Unit details and rules

Academic unit	Life and Environmental Sciences Academic Operations
Credit points	6
Prerequisites ?	6cp of BIOL2X23 or BIOL2X30 or AGEN2001 or GEOS2X21 or AGEN2005 or BIOL2X09
Corequisites ?	None
Prohibitions ?	ENSY3003 or ENSY3002
Assumed knowledge ?	Students should have a basic understanding of plant biology, plant ecology and/or plant physiology. Some background knowledge in mathematics and chemistry would be beneficial.
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Andrew Merchant, andrew.merchant@sydney.edu.au

Type	Description	Weight	Due	Length
Small test	Quiz 1 Students will be tested on material presented in weeks 1-3.	10%	Week 04	In class, short answer
Outcomes assessed:
Small test	Quiz 2 Students will be tested on material presented in weeks 4-6	10%	Week 06	In class, short answer
Outcomes assessed:
Assignment	Report Report on activities in class	20%	Week 09	2 weeks
Outcomes assessed:
Presentation	Management plan presentation Oral presentation of management plan (group)	10%	Week 12	In class week 12
Outcomes assessed:
Assignment	Individual management plan Development of individual land management plan	15%	Week 12	Ongoing assignment (week 2-12)
Outcomes assessed:
Assignment	Group land management plan Development of group land management plan	35%	Week 12	Ongoing (weeks 2-12)
Outcomes assessed:

Assessment summary

Academic honesty is expected at all times. All reports must be submitted via the LMS or in hard copy as directed. Assessment tasks will not be accepted by email. When assessments are submitted via the LMS they will be subject to checking for originality by Turnitin. This is in accordance with University policies around educational integrity. In accordance with University policy you will receive a grade and timely feedback for each piece of work submitted. This will help you gauge your progress in learning and level of current understanding.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Demonstrates an ability to independantly build knowledge from course material and develop policy and management plans in a multidisciplinary context. Is able to communicate and justify these ideas and perspectives to a high standard.
Distinction	75 - 84	Demonstrates an ability to build knowledge based upon course material and develop future management prescriptions in a multidisciplinary context.
Credit	65 - 74	Describes course material and is able to contextualise infromation to form opinions on future planning and management decisions.
Pass	50 - 64	Is able to describe course material as presented but demonstrates an inability to contextualise information or think independently.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Vegetation classification and distribution	Lecture and tutorial (10 hr)
Week 02	Cave creek field visit	Field trip (8 hr)
Week 04	Analytical measures of vegetation	Lecture and tutorial (8 hr)
Week 07	Vegetation analysis	Field trip (8 hr)
Week 08	Vegetation disturbance	Lecture and tutorial (10 hr)
Week 10	Practical application of vegetation management principles	Lecture and tutorial (4 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Demonstrate sound knowledge of three major vegetation types in Australia – forests, heathlands and grasslands
LO2. Compare and contrast the features of forests, heathlands and grasslands with similar vegetation types worldwide
LO3. Describe the key differences among forests, heathlands and grasslands and identify the role these differences play in ecosystem functioning
LO4. Explain the concept of ecosystem fluxes and how they can be quantified at a range of scales
LO5. Measure and analyse environmental variables and integrate these measures to describe ecosystem functioning
LO6. Examine the interaction of fire with vegetation, soil and humans
LO7. Discuss the implications of climate change on functioning of forest, heathlands and grasslands
LO8. Communicate the importance of nutrient balances on productivity and plant diversity in Australian ecosystems
LO9. Review the range of ways that humans interact both positively and negatively with forests, heathlands and grasslands
LO10. Evaluate the long- and short-term effects of heat and drought on vegetation
LO11. Plan management responses for a given vegetation type subjected to one or more natural and human-induced disturbances
LO12. Combine knowledge of climate and landscapes, the ecology of biota, land use management and social and political constraints to evaluate current land management strategies and outcomes

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Changes to the field component of this course have been made since last year based on both feedback from students and current health guidelines.

Additional information

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

BIOL3004: Terrestrial Plant Ecology

Semester 2, 2021 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect