NOTE 1 : The field work will require a 15 minute walk into a reserve and working in uneven terrain. Any students with medical issues or requiring assistance should indicate this on their fieldwork participation form. All students must submit this form otherwise they cannot participate in the fieldwork. Please submit this form, via iLearn, by the due date advertised closer to the time.

Neither insect carries disease but they are certainly a nuisance. To minimize chances of problems you need to wear suitable clothing as described above.

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We suggest tucking your pants into your socks, shirts into pants, etc, and liberally applying insect repellent to your shoes, clothes and exposed skin. There is no set textbook for this subject. Recommended books all available from the library that, between them, cover many of the topics dealt with in lectures include:. Most or all lectures will include a list of key readings journal articles, book chapters etc. Where possible we will make these available, whether through the Library Reserve or through the unit iLearn page.

You are expected to use iLearn for:. Students will be required to use appropriate software, particularly Excel and Minitab or R , if you like , for data analysis and graphing. A full lecture schedule will be provided at the beginning of semester. Students will enrol in one of two tute classes, either Mondays from am, or Wednesdays from pm. This block practical is compulsory for all students.

You are required to arrive well in time for a 9. Expect to finish around 5. Unless otherwise specified we will meet at the beginning of each day at the E8C level 1 teaching labs. Access to the labs is via the Biology courtyard. Students should be aware of the following policies in particular with regard to Learning and Teaching:. It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

Results published on platform other than eStudent , eg. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask. Macquarie University provides a range of support services for students. Learning Skills mq. For all student enquiries, visit Student Connect at ask. The policy applies to all who connect to the MQ network including students. Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession.

They will be able to demonstrate, where relevant, professional technical competence and meet professional standards.

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They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems. Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.

We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate. We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world.

We want them to have a level of scientific and information technology literacy. Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking. As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas.

We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society. We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation.

Our graduates should be informed and active participants in moving society towards sustainability.

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In response to student feedback a number of changes have been made for the offering. The core lecture material will be the same as in , but several guest lectures will be on new topics, by new lecturers outstanding researchers working in the Sydney region. This unit draws together elements of plant ecology, evolution and ecophysiology, and will be useful for students with interests at many scales, including plant conservation, ecology, and environmental science. Topics will include: An overview of Australian and global plant communities; Methods for describing and sampling vegetation; Plant functional traits and ecological strategies; Basic physiology of photosynthesis, respiration, nutrient uptake and plant water use; Plant functions and fluxes at landscape-scale; Impact of climate change on plants and communities.

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Experimental work in glasshouses and fieldwork are important components of the unit. Students will gain experience in data analysis, for which a basic understanding of statistics is mandatory. Students also gain experience in plant identification. Learning Outcomes Explain the factors underpinning major patterns of plant distribution globally and within Australia Recognise and describe features of major Australian plant families Summarise major features of photosynthesis, respiration, plant water use and nutrient use, both at physiological and ecosystem scales Outline plant morphological and physiological adaptations to major environmental factors and limitations Demonstrate understanding of the role of plant functional traits in plant ecological strategies Collect, analyse, present and interpret ecophysiological data.

Quizzes on lecture material Multiple choice quizzes will be provided to incentivise staying up to date with lecture material. Seminar on a journal article Oral communication is a key part of science. Please use the following list to check your assignment before electronic submission: Text is the required length Text has been proof-read and spell-checked References are reputable sources, and are cited at appropriate points within the text Formatting of references in the text and in the reference list follows the style of Austral Ecology journal.

Assignment is your own work - not copied verbatim from reference sources or other students. Plagiarism Students are required to submit written reports via the plagiarism detection software, Turnitin.

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Final examination The final exam will be closed book and three hours duration and held in the official university examination period at the end of the session. This Assessment Task relates to the following Learning Outcomes: Explain the factors underpinning major patterns of plant distribution globally and within Australia Recognise and describe features of major Australian plant families Summarise major features of photosynthesis, respiration, plant water use and nutrient use, both at physiological and ecosystem scales Outline plant morphological and physiological adaptations to major environmental factors and limitations Demonstrate understanding of the role of plant functional traits in plant ecological strategies.

Include in your talk: The question being addressed in the article and why it is important A description of the methods A critical analysis of the results An evaluation of the wider implications of their findings. This Assessment Task relates to the following Learning Outcomes: Outline plant morphological and physiological adaptations to major environmental factors and limitations Demonstrate understanding of the role of plant functional traits in plant ecological strategies.

This Assessment Task relates to the following Learning Outcomes: Explain the factors underpinning major patterns of plant distribution globally and within Australia Recognise and describe features of major Australian plant families Summarise major features of photosynthesis, respiration, plant water use and nutrient use, both at physiological and ecosystem scales Outline plant morphological and physiological adaptations to major environmental factors and limitations Demonstrate understanding of the role of plant functional traits in plant ecological strategies Collect, analyse, present and interpret ecophysiological data.

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Requirements for Practical classes The work carried out during practical classes is an important and integral part of the course. Recommended Reading There is no set textbook for this subject. Ecology : An Australian Perspective. MacMillan Education Australia, Melbourne. How to update android version on samsung galaxy s duos s Android thread stop unsupportedoperationexception.

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