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Unit outline_

BIOL3019: Plant Protection

Semester 1, 2021 [Normal day] - Remote

Plants are fundamentally important to human food, fibre and energy requirements, but global productivity is reduced by an estimated 40% by pest (disease, insect and weed) pressures. The impact of these production losses is increasing as demand grows for greater food, fibre and energy production. This unit on Plant Protection focuses on the development and adoption of integrated crop management processes to control plant pathogens, insects and weeds. The advantages and disadvantages of biological, cultural, physical and chemical control methods are explored using examples from agro-ecosystems. You will develop a comparative case study of integrated pest management (IPM) for a particular crop that considers all three pest groups and present a seminar about this case study. You will learn the principles of healthy plant production, the ecology of diseases, insects and weeds and integrated approaches to manage these pests. Completing this unit of study will provide you with the skills required to identify important pest management issues and critically assess requirements for optimum intervention plans.

Unit details and rules

Academic unit Life and Environmental Sciences Academic Operations
Credit points 6
Prerequisites
? 
6cp of BIOL2X23 or BIOL2X30 or BIOL2X31 or AGEN2001 or AGEN2005
Corequisites
? 
None
Prohibitions
? 
PPAT3003
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator David Guest, david.guest@sydney.edu.au
Lecturer(s) Tanya Latty, tanya.latty@sydney.edu.au
David Guest, david.guest@sydney.edu.au
Michael Walsh, m.j.walsh@sydney.edu.au
Type Description Weight Due Length
Assignment Pest management case study report
Report on weed, insect and disease management for a specific crop of choice
60% Multiple weeks 2000 to 3000 words.
Outcomes assessed: LO3 LO6 LO5
Tutorial quiz Disease quiz
Completed in Canvas
10% Week 05 30 minutes
Outcomes assessed: LO1 LO5 LO4 LO3 LO2
Tutorial quiz Weeds quiz
Completed in Canvas
10% Week 09 30 minutes
Outcomes assessed: LO1 LO5 LO4 LO3 LO2
Tutorial quiz Insects quiz
Completed in Canvas
10% Week 13 30 minutes
Outcomes assessed: LO1 LO5 LO4 LO3 LO2
Presentation Pest management case study presentation
Online Oral presentation
10% Week 13 10 minutes
Outcomes assessed: LO2 LO6 LO5

Assessment summary

  • Canvas quizzes on the disease, weed and insect pest sections (30% total).
  • Pest management case study report: Students are required to submit a report on weed, insect and disease management for a specific crop of choice in Australia. Submitted in disease (week 4), weed (week 8) and a final insect and integrated management section (week 13) (60% total).
  • Online pest managemt case study presentation (10% total).

More information for each assessment can be found on Canvas.

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

At HD level, a student demonstrates a flair for the subject as well as a detailed and comprehensive understanding of the unit material. A ‘High Distinction’ reflects exceptional achievement and is awarded to a student who demonstrates the ability to apply their subject knowledge and understanding to produce original solutions for novel or highly complex problems and/or comprehensive critical discussions of theoretical concepts.

Distinction

75 - 84

At DI level, a student demonstrates an aptitude for the subject and a well-developed understanding of the unit material. A ‘Distinction’ reflects excellent achievement and is awarded to a student who demonstrates an ability to apply their subject knowledge and understanding of the subject to produce good solutions for challenging problems and/or a reasonably well-developed critical analysis of theoretical concepts.

Credit

65 - 74

At CR level, a student demonstrates a good command and knowledge of the unit material. A ‘Credit’ reflects solid achievement and is awarded to a student who has a broad general understanding of the unit material and can solve routine problems and/or identify and superficially discuss theoretical concepts.

Pass

50 - 64

At PS level, a student demonstrates proficiency in the unit material. A ‘Pass’ reflects satisfactory achievement and is awarded to a student who has threshold knowledge.

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.

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.

WK Topic Learning activity Learning outcomes
Week 01 Introduction to Plant Protection and Disease impacts Lecture (2 hr) LO1 LO2
Foliar diseases Practical (2 hr) LO2 LO3
Week 02 Disease symptoms Lecture (2 hr) LO3 LO4
Soiborne diseases 1 Practical (2 hr) LO2 LO3
Week 03 Disease epidemiology and disease management Lecture (2 hr) LO3 LO4
Soilborne diseases 2 Practical (2 hr) LO3 LO4
Week 04 Plant disease resistance Lecture (2 hr) LO5 LO6
Infection structures and plant responses Practical (2 hr) LO5 LO6
Week 05 Weed biology and ecology Lecture (2 hr) LO1 LO2 LO3
Weeds in the environment Practical (2 hr) LO1 LO2 LO3
Week 06 Excursion to weeds experiment site Cobbitty Practical (4 hr) LO2 LO4
Week 07 Weed control: biological, physical and cultural Lecture (2 hr) LO4 LO5 LO6
Crop-weed competition experiment data analysis Practical (2 hr) LO4 LO5 LO6
Week 08 Herbicides, herbicide resistance and alternate weed control technologies Lecture (2 hr) LO4 LO5 LO6
Developing an IWM program Practical (2 hr) LO4 LO5 LO6
Week 09 Insects and IPM Lecture (2 hr) LO1 LO2 LO3 LO4
Insect identification workshop Practical (2 hr) LO3
Week 10 Insecticides Lecture (2 hr) LO1 LO2 LO3 LO4
Pic your poison: insecticide activity Practical (2 hr) LO3 LO4
Week 11 Beyond insecticides Lecture (2 hr) LO3 LO4 LO5
Insect sampling techniques Practical (2 hr) LO3 LO4
Week 12 Hot topics in insect IPM Lecture (2 hr) LO5 LO6
Mini case-studies Practical (2 hr) LO2 LO3 LO4 LO5
Week 13 Student talks on IPM Lecture and tutorial (5 hr) LO5 LO6

Attendance and class requirements

Due to the exceptional circumstances caused by the COVID-19 pandemic, attendance requirements for this unit of study have been amended. Where online tutorials/workshops/virtual laboratories have been scheduled, students should make every effort to attend and participate at the scheduled time. Penalties will not be applied if technical issues, etc. prevent attendance at a specific online class. In that case, students should discuss the problem with the coordinator, and attend another session, if available.

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.

Required readings

Resources will be supplied and relevant reference materials suggested on the Canvas site as the course progresses.  General textbooks for the unit are:

Pedigo LP & Rice ME. 2009. Entomology and Pest Management. 6th edition, Pearson Prentice Hall, New Jersey. 

Schumann GL & Darcy CJ. 2010. Essential Plant Pathology (2nd ed.). APS Press, St Paul, Minn., USA.

Sindel BM (Ed) 2000. Australian Weed Management Systems. R.G. and F.J. Richardson, Melbourne.

 

 

 

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.

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

  • LO1. explain the rationale for, and key concepts in, plant protection
  • LO2. assess the cost, and extent, of pest, disease and weed impact on plant production
  • LO3. identify key weed, disease and pest agents
  • LO4. analyse the developmental pathways for weed, disease and pest agents
  • LO5. assess the importance of integrated methodologies for weed, disease and pest management in cropping systems
  • LO6. develop and articulate weed, disease and pest management options that will minimise impact on plant productivity and production profit

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

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

This is the first time this unit has been offered

Work, health and safety

We are governed by the Work Health and Safety Act 2011, Work Health and Safety Regulation 2011 and Codes of Practice. Penalties for non-compliance have increased. Everyone has a responsibility for health and safety at work. The University’s Work Health and Safety policy explains the responsibilities and expectations of workers and others, and the procedures for managing WHS risks associated with University activities. 4

General laboratory safety rules

  • No eating or drinking is allowed in any laboratory under any circumstances 
  • A laboratory coat and closed-toe shoes are mandatory 
  • Follow safety instructions in your manual and posted in laboratories 
  • In case of fire, follow instructions posted outside the laboratory door 
  • First aid kits, eye wash and fire extinguishers are located in or immediately outside each laboratory 

As a precautionary measure, it is recommended that you have a current tetanus immunisation. This can be obtained from University Health Service: unihealth.usyd.edu.au/ 

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.