Outline

Overview

The diverse Australian biota presents a compelling story of how history and environmental processes have shaped its evolution and the distribution of species over the landscape. For example, the high level of endemism, and the dominance of eucalypts and wattles are distinctive, along with the complex interactions among species, including humans. This unit of study will consider the historical and contemporary processes of change that have led to, and currently influence, the biological diversity of Australia across a range of temporal and spatial scales. You will examine the timing and tempo of the evolution of major groups of plants and animals of Australia, and how these have been influenced by, and continue to interact with, significant earth history events and other organisms. By understanding the past, and the spatial distributions of species, you will be equipped to inform management and conservation decisions about the future of ecosystems and the plants and animals that comprise them. By doing this unit you will develop a deep understanding of the origin and diversity of the plants and animals of Australia. You will become proficient at the techniques and concepts used to infer past events, map current species distributions and to anticipate future changes in biological diversity.

Unit details and rules

Academic unit	Life and Environmental Sciences Academic Operations
Credit points	6
Prerequisites ?	(12cp of BIOL2XXX) or [6cp of BIOL2XXX and (MBLG2X72 or GEGE2X01 or GENE2002)]
Corequisites ?	None
Prohibitions ?	BIOL3044 or BIOL3944 or BIOL3025 or BIOL3925 or PLNT3003 or PLNT3903
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Murray Henwood, murray.henwood@sydney.edu.au
Lecturer(s)	Glenda Wardle, glenda.wardle@sydney.edu.au
	Mark de Bruyn, mark.debruyn@sydney.edu.au
	Ros Gloag, ros.gloag@sydney.edu.au
	Murray Henwood, murray.henwood@sydney.edu.au
	Christopher Dickman, chris.dickman@sydney.edu.au
	Dieter Hochuli, dieter.hochuli@sydney.edu.au

Type	Description	Weight	Due	Length
Final exam (Take-home short release)	Final Exam Extended response questions	40%	Formal exam period	1.5 hours
Outcomes assessed:
Assignment	Project outline Oral presentation (with visual aids) of proposed project.	10%	Week 06	5 minutes
Outcomes assessed:
Assignment	Project results Written submission of analysed project data.	20%	Week 10	n/a
Outcomes assessed:
Presentation	Final Project presentation Oral presentation (and visual aids) of project data and results.	30%	Week 13	10 minutes
Outcomes assessed:
= Type D final exam ?

Assessment summary

Detailed information about each assessment task 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 D 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 P level, a student demonstrates proficiency in the unit material. A ‘Pass’ reflects satisfactory achievement and is awarded to a student who has threshold knowledge of the subject and can solve simple problems and can accurately identify key theoretical concepts.
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	1. Unit introduction; 2. Historical biogeography: evolution of ideas; 3. Evolution of the Australian flora	Lecture and tutorial (2 hr)
Week 01	EcoED: gathering and analysing data	Practical (3 hr)
Week 02	Field trip to Royal National Park	Field trip (6 hr)
Week 03	Evolution of the Australian flora and fauna	Workshop (2 hr)
Week 03	1. Analysing RNP data; 2. Identifying Australian biota	Practical (3 hr)
Week 04	Understanding phylogenetic trees, what are these things called species?	Lecture and tutorial (2 hr)
Week 04	Project proposals, building and interpreting phylogenetic trees	Lecture (3 hr)
Week 05	1. Humans arrive; 2. Megafauna extinction	Lecture and tutorial (2 hr)
Week 05	Project work	Individual study (3 hr)
Week 06	1. Sahul from the late pleistocene to today; 2. The formation of The Great Barrier Reef and Australia's offshore islands	Lecture and tutorial (2 hr)
Week 06	Project work	Individual study (3 hr)
Week 07	1. The past 250 years: new invaders; 2. The past 250 years: new environments	Lecture and tutorial (2 hr)
Week 07	Project work	Individual study (3 hr)
Week 08	Is evolution predictable?	Lecture and tutorial (2 hr)
Week 08	Invasive species forum	Workshop (3 hr)
Week 09	Consultation for project	Workshop (3 hr)
Week 10	Next generation global biomonitoring	Workshop (2 hr)
Week 10	EcoED: analysing big data - genomic microbial diversity partitions by soil type	Practical (3 hr)
Week 11	1. Predicting Australia's future; 2. Policy and controversy in Australia's future	Workshop (2 hr)
Week 11	EcoED: ecosystem forecasting	Practical (3 hr)
Week 12	Planetary health, re-wilding and restoration	Workshop (2 hr)
Week 12	Planetary health forum	Workshop (3 hr)
Week 13	Final project presentation	Lecture (5 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 an understanding of key concepts and techniques in phylogenetic inference
LO2. apply concepts to solve qualitative and quantitative problems using appropriate data and computing techniques as necessary
LO3. demonstrate an understanding of key concepts and events in the evolution, and the current and future diversity of a broad range of Australian organisms
LO4. apply concepts to the design and execution of appropriate research programs using appropriate data and computing techniques as necessary
LO5. communicate scientific information about the past, current, and future diversity of the Australian biota appropriately; both orally and through written work
LO6. engage in individual and group work for scientific investigations and for the process of learning
LO7. demonstrate a sense of responsibility, ethical behaviour, and independence as a learner and as a scientist
LO8. develop high level of skills in computer-based analysis, field collection, and data management
LO9. integrate diverse data sources and analytical techniques to address well formulated research problems concerning the past, current, and future diversity of the Australian biota
LO10. demonstrate proficiency in the manipulation and analysis of digital data.

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.

We agree that individual projects might not suite everyone, and so for 2020 we are thinking of forming students into tutorial groups mentored by a staff member. These tutorial groups will discuss aspects of the individual projects, and will provide peer support for those who feel that they need it. They will also enable the staff to provide a more coordinated means of delivering consistent information about the scope and direction of the projects.

Additional information

Work, health and safety

The University provides information, advice and support to help you manage the health and safety risks associated with University activities. Look on the website for policies, forms, guidelines and other online resources.Completion of the Canvas module “Zoonosis Awareness” is compulsory.

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.

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.

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

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

BIOL3034: Evolution of the Australian Biota

Semester 1, 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

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect