BVB204 Ecological Science
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | BVB204 |
|---|---|
| Prerequisite(s): | BVB101 or BVB102 or BVB103 or EVB102 or (admission to ST20 and completion of 96 credit points) |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $1,164 |
| Domestic tuition unit fee | $4,968 |
| International unit fee | $5,664 |
Unit Outline: Semester 2 2025, Gardens Point, Internal
| Unit code: | BVB204 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | BVB101 or BVB102 or BVB103 or EVB102 or (admission to ST20 and completion of 96 credit points) |
| Coordinator: | Jennifer Firn | jennifer.firn@qut.edu.au |
Overview
Ecology is the study of the living and non-living factors that influence the distribution and abundance of organisms. It is a key discipline of biological and environmental science, and is central to managing and conserving species, ecosystems and to the short and long-term sustainable management of natural resources. This unit examines the fundamental concepts of ecology such as population ecology, interactions between trophic levels in food webs, attributes of ecosystems such as biodiversity and nutrient cycling; and develops the conceptual foundation for later subjects in the biological and environmental science majors and minors.
Learning Outcomes
On successful completion of this unit you will be able to:
- Interpret and integrate the theories and major concepts that underpin ecosystem, community and population ecology to understand land management issues
- Explain how Australian ecological science is being informed by First Nation Peoples of Australia ecological science knowledge and fire management practices
- Conduct experiments in the field and in workshops to answer research questions in ecology applying appropriate cultural, regulatory, ethical and safe practices.
- Assess ecological data, information, arguments and concepts to represent and communicate them in a form appropriate to ecological science.
- Conduct and interpret fundamental computations and analyses commonly used in communIty and population ecology.
Content
Population ecology: age and sex structure, population growth, life tables.
Interactions within and between trophic levels: Competition, predation, herbivory, mutualism.
Attributes of ecosystems: biodiversity and species composition, nutrient cycling and productivity.
Theories of abundance and mechanisms determining population size.
First Nations of Australia ecological knowledge and practice.
Measuring basic population parameters: relative and absolute density measures and measures of dispersion.
Learning Approaches
The unit will consist of a mixture of face-to-face lectures, workshops and a field trip. Lectures provide the broad theoretical background while interactive workshops, computer labs and the field trip focus on the derivation and determination of key ecological parameters, and reinforce the quantitative aspects associated with ecological concepts. Short field exercises may also form a component of the practical work undertaken in workshops. A field trip scientific report will encourage independent research, data analyses and reinforce written communication skills. As a second year unit this unit builds upon the foundational knowledge learned in the first year of the degree. In this unit, you are expected to take responsibility for your learning and undertake some self-directed learning to uncover answers to your questions.
The field trip may be an overnight field trip such as a three-day two night trip to K’gari (Fraser Island). Options for the field trip will be provided with student numbers limited on each trip. This field trip requires a small financial student contribution of up to $200 AUD depending on the location. Alternative opportunities for those who cannot attend will be provided. Further details will be available on Canvas.
You can expect to spend between 10 - 15 hours per week on average involved in preparing for and attending all scheduled classes, completing assessment tasks, and undertaking your own independent study to consolidate your learning. It is expected that during fieldwork experiences that the hours required per week will be higher than in a regular teaching week.
Feedback on Learning and Assessment
Summative and formative feedback will be provided by written and oral feedback in the form of written comments on the first assessment piece that will assist with the second assessment piece and scaffolding of complex tasks to assist with learning and achievement in lectures, workshops and in the field.
Assessment
Overview
There are three assessment items, an annotated bibliography early in the semester to prepare students for the field trip research being conducted, a scientific report on the field trip research towards the end of semester and a practical examination (open notebook) during exam week.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Annotated bibliography and field research hypotheses
This assessment item will involve retrieving, reading and writing about the scientific literature to produce an annotated bibliography that includes a literature citation, a short summary of the scholarly article or book chapter and how it relates to the scientific report, and a literature informed overall hypotheses for the field work research questions.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Scientific Report
This scientific report is intended to familiarise you with the literature on theoretical and practical aspects of ecology and develop your ability to locate, evaluate and synthesise scientific information. The scientific report will be a concise and critical account of the different ecosystems studied on the field trip in week 6 to K’gari, and the analyses and evaluation of data to be collected on the field trip in the context of the primary literature. The scientific report will be assessed on the basis of your ability to synthesise and present a clear and concise account of the current knowledge on how the abiotic (nonliving) and biotic (living) characteristics across different ecosystems differ and how the data you collect contributes to understanding this knowledge. Assessment will also be based on active and appropriate participation, including reflections on participation when collecting the class data-set on the field trip of a students choice.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Laboratory/Practical exam
The practical examination will test your ability to correctly understand a range of quantitative ecological problems and their context, make fundamental calculations associated with the problems, and interpret results appropriately. The examination will cover material dealt with in lectures, workshops and the concepts surrounding the field trip. You will be able to use resources compiled during semester (e.g. a log book of worked examples, test and analyses that you compile throughout the course of the semester) in the exam.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Costs
Field trip costs which can be up to $200 per person but will depend on the location.
Resources
All learning materials to support your learning in this unit will be made available in your Canvas unit site. The details of a recommended textbook are listed below.
Resource Materials
Recommended text(s)
Applegate, G. and Andriana, B. (2020). Vegetation of Fraser Island/K’gari
Risk Assessment Statement
The unit consists of classroom-based lectures, practicals, and short field exercises, all of which are extremely low risk activities. Risk assessments for field trips identify several low impact risks, including: travel; slips and trips; animal bites, and animal and plant stings. Students are provided with a health and safety manual detailing health, safety and emergency procedures associated with workshop and field activities. Students are required to read, understand and put into practice all safety guidelines. Safety considerations associated with field trips will be discussed in pre-trip briefings with printed notes related to safety issues being distributed where appropriate.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ST01 Bachelor of Science
- Develop a broad, multidisciplinary understanding of science and a specialised, in-depth knowledge of at least one discipline.
Relates to: ULO1, ULO2, ULO5, Annotated bibliography and field research hypotheses, Scientific Report, Laboratory/Practical exam - Recognise First Nations Peoples of Australia as the nation’s first scientists, whose knowledge and contributions are valued.
Relates to: ULO2, Annotated bibliography and field research hypotheses, Scientific Report - Use higher order thinking skills to design, plan, and conduct investigations and evaluate data to address scientific questions and challenges.
Relates to: ULO1, ULO3, ULO4, ULO5, Annotated bibliography and field research hypotheses, Scientific Report, Laboratory/Practical exam - Develop and demonstrate key competencies in scientific practices and relevant technologies.
Relates to: ULO5, Laboratory/Practical exam - Practice science in a safe, culturally appropriate, ethical, sustainable, and socially conscious way with a knowledge of relevant concepts, regulatory frameworks and protocols.
Relates to: ULO3, Scientific Report - Communicate scientific findings, concepts and evidence-based reasoning to diverse audiences using a variety of methods.
Relates to: ULO4, Annotated bibliography and field research hypotheses, Scientific Report
SV02 Bachelor of Science
- Develop a broad, multidisciplinary understanding of science and a specialised, in-depth knowledge of at least one discipline.
Relates to: ULO1, ULO2, ULO5, Annotated bibliography and field research hypotheses, Scientific Report, Laboratory/Practical exam - Recognise First Nations Peoples of Australia as the nation’s first scientists, whose knowledge and contributions are valued.
Relates to: ULO2, Annotated bibliography and field research hypotheses, Scientific Report - Use higher order thinking skills to design, plan, and conduct investigations and evaluate data to address scientific questions and challenges.
Relates to: ULO1, ULO3, ULO4, ULO5, Annotated bibliography and field research hypotheses, Scientific Report, Laboratory/Practical exam - Develop and demonstrate key competencies in scientific practices and relevant technologies.
Relates to: ULO5, Laboratory/Practical exam - Practice science in a safe, culturally appropriate, ethical, sustainable, and socially conscious way with a knowledge of relevant concepts, regulatory frameworks and protocols.
Relates to: ULO3, Scientific Report - Communicate scientific findings, concepts and evidence-based reasoning to diverse audiences using a variety of methods.
Relates to: ULO4, Annotated bibliography and field research hypotheses, Scientific Report