ENV BIOL 2500 - Botany II | Course Outlines

ENV BIOL 2500 - Botany II

North Terrace Campus - Semester 1 - 2018

A general introduction to the biology of plants. Lectures and practicals cover plant structure, function, classification, diversity, evolution and responses to environmental stress. Provides a valuable basis for future plant-related courses.

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Course Details

Course Code	ENV BIOL 2500
Course	Botany II
Coordinating Unit	School of Biological Sciences
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 5 hours per week
Available for Study Abroad and Exchange	Y
Incompatible	PLANT SC 2510WT
Assumed Knowledge	BIOLOGY 1101 or BIOLOGY 1401
Assessment	Exam, practical reports & assignments

Course Staff

Course Coordinator: Professor Robert Reid

Name	Role	Building/Rm	Email
Prof Rob Reid	Course coordinator	Benham 112b	robert.reid@adelaide.edu.au
Dr John Goodfellow	Lecturer	Benham 110	john.goodfellow@adelaide.edu.au
Dr John Conran	Lecturer	Benham 109	john.conran@adelaide.edu.au
Prof Michelle Waycott	Lecturer	Herbarium	michelle.waycott@adelaide.edu.au

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

1	The structure of terrestrial and aquatic plants
2	The developmental processes involved in growth of plants from seed to flowering
3	The main physiological and biochemical processes that sustain plant life, including the ability to absorb water and nutrients, carry out photosynthesis and respiration, and the role of plant hormones and signalling
4	Generic skills of scientific observation, data recording and be able to write a scientific report
5	The ability to use keys to identify the main groups of plants
6	The ability to interpret visual symptoms of nutrient deficiencies of plants

最新糖心Vlog Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

最新糖心Vlog Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1-6
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	4-6
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	4
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	4

Learning Resources
Required Resources

There are no compulsory textbooks. Botany II builds upon material that was covered in Level 1 biology courses and therefore the textbook for these courses is a good source for the foundation material.

Recommended Resources
For the physiology and biochemistry section, the following text is recommended, especially for students intending to take related follow-on courses such as Ecophysiology of Plants III or Terrestrial Ecology III.
- Taiz & Zeiger ‘Plant Physiology’ 5th Edition
A more general text covering most of the material in the course is:
- Raven, Evert & Eichhorn ‘Biology of Plants’ 7th Edition, (approximate cost: $100)
All students are expected to be familiar with the basic biochemical processes taught in Level 1 biology courses (e.g. Biology 1101, Molecules, Genes and Cells). The following chapters in the textbook ‘Biology’ Campbell, Reece and Meyers 8th Edn (or equivalent textbook) should be revised before coming to the relevant lectures:
- Ch 7, Membrane structure and function (in relation to nutrient uptake)
- Ch 9, Respiration;
- Ch 10, Photosynthesis;
- Chs 17 & 18 Gene expression and regulation.
It is recognised that some students will not have done the Level 1 course Biology 1 Organisms and some revision of the relevant material from that course will be provided. However, it is recommended that all students familiarise themselves with the following chapters from ‘Biology’ Campbell, Reece and Meyers 8th Edn (or equivalent textbook):
- Ch 26: Phylogeny
- Chs 29 & 30: Plant diversity
- Ch 35: Plant structure
- Chs 36 – 39: Plant physiology
Online Learning

MyUni: Teaching materials and course documentation will be posted on the MyUni website ().

Learning & Teaching Modes

Botany is a science that lends itself well to hands-on learning. The practical component is therefore of high importance. The course is structured so that the topics taught in lectures are reinforced by practical studies in the same or the following week. Each of the practical classes has some assessment component, and feedback is given within two weeks on how well the topic was understood.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

A student enrolled in a 3 unit course, such as this, should expect to spend, on average 12 hours per week on the studies required. This includes both the formal contact time required to the course (e.g., lectures and practicals), as well as non-contact time (e.g., reading and revision).

Learning Activities Summary

		Lectures: Thurs 12 - 2 Napier LG29
		Pracs: Thurs 2-5, Fri 9-12 The Braggs 440

Week starting	Lecturer	Topic		Practical
27 Feb	R Reid	Uptake of nutrients		Mineral nutrition
Week 1	R Reid	Mineral nutrition		Mineral nutrition

6 Mar	R Reid	Assimilation of mineral nutrients		Rhizosphere enzymes
Week 2	R Reid	Acquisition of nutrients by symbioses		Rhizosphere enzymes

13-Mar	R Reid	Water and plant cells		Transpiration
Week 3	R Reid	Water movement and balance		Transpiration

20-Mar	R Reid	Phloem translocation		Hormones setup
Week 4	R Reid	Respiration		Hormones setup

27-Mar	R Reid	Light and gene control of development		Hormones
Week 5	R Reid	Hormones		Hormones

3-Apr	R Reid	Photosynthesis – light reactions		Photosynthesis & Respiration
Week 6	R Reid	Photosynthesis – carbon fixation		Photosynthesis & Respiration
Mid-semester break
24-Apr	J Goodfellow	Plant growth and development	Stems: structure & functions
Week 7	J Goodfellow	Stems: structure & function	Stems: structure & functions

1-May	J Goodfellow	Roots: structure & function	Roots: structure & functions
Week 8	J Goodfellow	Leaves and flowers	Roots: structure & functions

8-May	J Conran	Gymnosperms	Leaves: structure & functions
Week 9	J Conran	Angiosperms	Leaves: structure & functions

15-May	J Conran	Pollination and dispersal	Plant ID: Flowers and fruits I
Week 10	J Conran	Breeding systems	Plant ID: Flowers and fruits I

22-May	J Conran	Classification	Plant ID: Flowers and fruits II
Week 11	J Conran	Speciation, characters and taxa	Plant ID: Flowers and fruits II

29 May	M Waycott	Aquatic plants and algae	Aquatic plants and algae
Week 12	M Waycott	Aquatic plants and algae	Aquatic plants and algae

The 最新糖心Vlog'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 Summary

Assessment task	Type of assessment	Percentage of total assessment for grading purposes	Hurdle (Yes/No)	Outcome being assessed/achieved
Practical reports	Formative/Summative	50%	No	1,2,3,4,6
Exam	Summative	50%	No	1,2,3,6

Assessment Detail

Week	Practical	Assessment	%
1	Mineral Nutrition	Data/question sheet	5
2	Rhizosphere enzymes	Formal report	5
3	Transpiration	Data/question sheet	5
4	Respiration and photosynthesis	Data/question sheet	5
6	Hormones	Data question sheet	5
7	Stems: structure and functions	assessed in week 8
8	Roots: structure and functions	Quiz	4
9	Leaves: structure and functions	Quiz Project	3 5
10	Plant ID1	ID of vegetative specimens	4
11	Plant ID2	Plant description and floral and fruit ID	5
12	Aquatic plants	Worksheet	4

Exams

Theory exam

Short answers

Submission

Data sheets and quizzes are to be handed up before you leave the lab.

The formal report must be accompanied by the signed cover sheet available from the course website and submitted by 5 pm on the final date for submission to the course box in the Mawson Building.

Late submission of assessments

If an extension is not applied for, or not granted then a penalty for late submission will apply. A penalty of 10% of the value of the assignment for each calendar day that is late (i.e. weekends count as 2 days), up to a maximum of 50% of the available marks will be applied. This means that an assignment that is 5 days or more late without an approved extension can only receive a maximum of 50% of the mark.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

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 .

Student Feedback

The 最新糖心Vlog 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 最新糖心Vlog 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.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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