Overview
Aquatic animals and plants of coastal zones are exposed to relatively large environmental fluctutations. The complexity of the dynamic biological communities in these zones is further impacted by the activities of humans. This unit focuses on three coastal marine communities: estuaries, coral reefs and inshore fisheries. The emphasis is on synecology and broad-scale ecological processes together with the management of these important marine resources.
Details
Pre-requisites or Co-requisites
Prerequisite: BOTN12010 OR ZOOL12009
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2017
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Residential Schools
This unit has a Compulsory Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Moodle
Students were pleased with the move away from essays in favor of assessment items that required synthesis of multiple sources of information and presented in a range of ways.
Retain assessment structure for this part of the course.
Feedback from moodle
One student suggested lectures be given by one person only through the course
While this would ensure consistency of delivery, it would come at a cost of exposure to different expertise and experiences, which would diminish the learning experience for the student.
Feedback from one-on-one feedback
Students enjoyed the theme of the residential school ("Should we build a resort on North Keppel Island") as it forced them to draw from lessons and experiences across their degree, and the structure of the residential school encouraged them to "work it out as a team" rather than under direction of the staff.
Retain this approach to the residential school, but consider expanding the assessment tied to this (currently 5% of total grade) at the expense of the exam (50%) which is not an ideal tool to demonstrate the synthetic and applied knowledge of a final year student.
- Identify the main components and explain their development as discrete sub-systems.
- Compare and contrast the biological interactions between selected key organisms within a biological community.
- Sample and quantify representative components so they can interpret the dynamics of the system.
- Assess disturbances by natural and anthropogenic pressures.
- Evaluate current coastal management programs and practices.
- Complete basic practical work in a safe and efficient manner.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Written Assessment - 15% | ||||||
| 2 - Written Assessment - 15% | ||||||
| 3 - Written Assessment - 15% | ||||||
| 4 - In-class Test(s) - 5% | ||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Communication | ||||||
| 2 - Problem Solving | ||||||
| 3 - Critical Thinking | ||||||
| 4 - Information Literacy | ||||||
| 5 - Team Work | ||||||
| 6 - Information Technology Competence | ||||||
| 7 - Cross Cultural Competence | ||||||
| 8 - Ethical practice | ||||||
| 9 - Social Innovation | ||||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 15% | ||||||||||
| 2 - Written Assessment - 15% | ||||||||||
| 3 - Written Assessment - 15% | ||||||||||
| 4 - Examination - 50% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
a.irving@cqu.edu.au
j.wake@cqu.edu.au
Module/Topic
Introduction to coastal marine systems
Chapter
Events and Submissions/Topic
Module/Topic
Estuaries: Structures and processes
Chapter
Events and Submissions/Topic
Module/Topic
Estuaries: Seagrass Communities
Chapter
Events and Submissions/Topic
Module/Topic
Estuaries: Threats and Management
Chapter
Events and Submissions/Topic
Module/Topic
Biology of corals. How to build a coral reef in 4 easy steps
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Impacts and management of coral reefs.
Chapter
Events and Submissions/Topic
Module/Topic
Ecology of kelp forests. Impacts and management of kelp communities
Chapter
Events and Submissions/Topic
Module/Topic
Inshore fisheries and fish stocks
Chapter
Events and Submissions/Topic
Module/Topic
Biology and habitat of inshore fisheries. Monitoring and management of inshore fisheries
Chapter
Events and Submissions/Topic
Module/Topic
Monitoring and management of inshore fisheries continued. Impacts of dredging
Residential School
Chapter
Events and Submissions/Topic
Residential School 19th to 22nd September: Rockhampton Campus & North Keppel Island
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Brief data report based on residential school Due: Week 12 Monday (2 Oct 2017) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
This unit comprises a series of lectures and a compulsory residential school in Rockhampton (19th - 22nd Sep). The first day of the residential school will be in the Rockhampton teaching laboratories, with the remainder of the residential school being on North Keppel Island. Detailed information about the residential school tasks, equipment, and schedule will be provided at the beginning of term via the Moodle site.
The unit coordinator is Associate Professor Andrew Irving, who can be reached via email (a.irving@cqu.edu.au), phone (07 4930 9013), or in person in Rockhampton (CQIRP, Building 361, Room G.39).
1 Written Assessment
Seagrasses thrive in sheltered estuaries and embayments that are also locations where humans like to build coastal ports, towns, and cities. Not surprisingly, seagrasses are often the first coastal communities to exhibit environmental impacts from coastal development. The DPSWR (Driver-Pressure-State-Welfare-Response) model has proved a useful decision tool for coastal resource managers.
Your task for this assessment is to construct a table that lists three different types of anthropogenic pressure on seagrass communities. For each pressure you will need to:
- · describe the drivers of the pressure (Drivers),
- · discuss the nature of the pressure (Pressure),
- · describe how the pressure damages seagrass communities (State change);
- · describe how the change in state of the seagrass may influence human welfare (Welfare); and
- · list the current management practices that are in use to mitigate the listed impacts (Response).
Cite references you use in your table where appropriate, but you must add a full reference list on the final page of the document you submit. Nine references is the minimum expected for this assignment.
Week 5 Friday (11 Aug 2017) 11:45 pm AEST
Submission via Moodle
Week 7 Friday (1 Sept 2017)
Return via Moodle
Describe components of seagrass communities and ecosystem functions (30%)
Describe impacts of coastal development on seagrass communities (20%)
List management of seagrass communities (30%)
Clear writing style in correct English, proper sentence construction and the organisation of material into a logical sequence (10%)
Correct format, accurate referencing, and appropriate length (10%)
- Identify the main components and explain their development as discrete sub-systems.
- Compare and contrast the biological interactions between selected key organisms within a biological community.
- Assess disturbances by natural and anthropogenic pressures.
- Evaluate current coastal management programs and practices.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Ethical practice
2 Written Assessment
Write a media release based on an impact or management approach to coral reef or kelp forest resources that has been published in a recent scientific journal (2011 till present).
A media release is a brief, punchy, and attention-grabbing form of written communication designed to raise the interest of TV stations, newspapers, magazines, websites etc. If considered “newsworthy”, your discovery will get greater exposure and lead you to fame and fortune!
Your task is to prepare a media release based on a recent (2011 – present) scientific journal article discussing environmental impacts or their management in either coral reefs or kelp forests. You are free to choose the type (i.e. natural vs anthropogenic) and scale (i.e. microscopic to global) of impact/management discovery, but the more universally relevant it is to humans, the more likely it is to be picked up by the media (e.g. the impacts of recent floods on the Great Barrier Reef is likely to generate more interest than the discovery of a new species of amoeba).
Week 8 Friday (8 Sept 2017) 11:45 pm AEST
Submission via Moodle
Week 10 Friday (22 Sept 2017)
Return via Moodle
The word limit of 500 words will be strictly enforced. Other assessment criteria (including hints and tips) will be provided on a separate file on the moodle site. Please check your assignment against these criteria before submitting.
- Identify the main components and explain their development as discrete sub-systems.
- Compare and contrast the biological interactions between selected key organisms within a biological community.
- Assess disturbances by natural and anthropogenic pressures.
- Evaluate current coastal management programs and practices.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Ethical practice
3 Written Assessment
Construct a poster on one inshore or estuarine Australian fish species. The poster should consist of a concept diagram detailing the lifecycle of the fish species and identifying potential impacts on the breeding success of this species. Your poster should include details of the following:
- · potential management strategies.
- · impacts of coastal developments on species numbers and
- · impacts of introduced species
- · reproductive strategies,
- · Role/s of the species in coastal ecosystem/s,
Week 12 Friday (6 Oct 2017) 11:45 pm AEST
Submission via Moodle
Exam Week Friday (20 Oct 2017)
Return via Moodle
Assessment criteria:
• Relevance, comprehensiveness and accuracy of information (40%)
• Identification and critical analysis of impacts and management strategies (30%)
• Visual impact, organisation and readability of poster and conceptual diagrams (30%)
- Identify the main components and explain their development as discrete sub-systems.
- Compare and contrast the biological interactions between selected key organisms within a biological community.
- Assess disturbances by natural and anthropogenic pressures.
- Evaluate current coastal management programs and practices.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Ethical practice
4 In-class Test(s)
Prepare a short (2 page) data report based on the information collected at the residential school.
Week 12 Monday (2 Oct 2017) 11:45 pm AEST
Review/Exam Week Friday (13 Oct 2017)
A template for the data report will be provided on the moodle site. Your work will be assessed on:
- the presentation of the data (e.g. clarity, accuracy);
- your interpretation of the data (i.e. drawing conclusions); and
- relating the data to the broad aim of assessing the validity of a resort development on North Keppel Island
- Sample and quantify representative components so they can interpret the dynamics of the system.
- Complete basic practical work in a safe and efficient manner.
Examination
Dictionary - non-electronic, concise, direct translation only (dictionary must not contain any notes or comments).
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
