ZOOL12009 - Invertebrate Zoology

General Information

Unit Synopsis

The invertebrates are the largest and most diverse group of animals on Earth, being found in all environments and habitats. This unit provides an overview of the biology, ecology, and taxonomy of the various invertebrate phyla, linking adaptation and evolutionary history to understand the origins and proliferation of this great diversity of life.

Details

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

ZOOL11005 Foundation Animal Biology or BIOL11099 Living Systems

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Residential School Compulsory Residential School
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Unit Availabilities from Term 1 - 2019

Term 1 - 2019 Profile
Mixed Mode
Rockhampton

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 20%
2. Practical Assessment 30%
3. Examination 50%

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 Procedures for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 1 - 2018 : The overall satisfaction for students in the last offering of this course was 4.6 (on a 5 point Likert scale), based on a 50% response rate.

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.

Source: Student feedback
Feedback
Make aware to the student about the assessment criteria sheet before the first assignment.
Recommendation
In future the students will be notified about the assessment criteria before the first assessment through the Moodle site.
Action Taken
Assessment instructions and tips were provided via Moodle well ahead of each due date in 2018.
Source: Student feedback
Feedback
To record new lectures each year and update the new information.
Recommendation
New lecture video may be recorded and new information may be updated.
Action Taken
New recordings of updated lectures were made for the entire unit.
Source: Student feedback
Feedback
In residential school include invertebrate identification related to course content.
Recommendation
Extra residential school activity may be added for the invertebrate identification.
Action Taken
Time did not permits this extra activity in 2018, but will again be targeted for inclusion in 2019.
Source: Moodle
Feedback
Two students noted the difficulty in working on a team project (the residential school project report) while geographically separated from their team mates.
Recommendation
Provide additional advice and tools for achieving successful remote collaboration during the residential school and via Moodle.
Action Taken
Nil.
Source: Moodle
Feedback
One student noted that, while they enjoyed the residential school, they felt they didn't learn much more about invertebrates, per se.
Recommendation
As the residential school aims to build the student's skills in experimental design and sampling of invertebrates, it foregoes a general overview of all invertebrate phyla presented in lecture. The 2019 structure of the residential school will aim to redress this through short practical lessons that reinforce lecture content.
Action Taken
Nil.
Source: Moodle
Feedback
Students did not enjoy a new section of the exam - "Fill in the blanks", where a specific Phylum or anatomical feature had to be remembered to complete a sentence. This replaced a more traditional "Provide a definition of...(insert word here)" exam section.
Recommendation
Remove the fill in the blanks section of the exam and either re-instate the definitions section, or develop an alternative.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Define terminology associated with the study of invertebrate zoology
  2. Describe the structural and functional organisation of animals from the various invertebrate phyla in written and verbal form
  3. Explain the evolutionary history of the invertebrates, including their adaptations to particular environments and their ecology
  4. Identify the major invertebrate taxa and explain, in wirtten and verbal form, the evolutionary and physiological basis for the taxonomic classification of these animals
  5. Acquire practical skills in the study of invertebrates by conducting basic scientific research on invertebrate abundaunce, distribution, behaviour, and ecology in both field and laboratory settings

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment
2 - Practical Assessment
3 - Examination
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
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
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Written Assessment
2 - Practical Assessment
3 - Examination