Life on this planet depends upon the oxygen and food provided by plants. Food security, loss of habitat and biodiversity, land clearing, fish kills in inland waterways due to nutrient runoff and improving the efficiency of photosynthesis are some of the important hot topics relevant to plant biology. So what makes plants “tick”, and can they be improved so that the negative environmental impacts of intensive cropping can be balanced with ensuring food security? Modern plant science holds unprecedented opportunities to link processes at the genetic, molecular and physiological level to patterns at the overall plant level so that future food security can be achieved without compromising the environment. This multidisciplinary course encompasses molecular biology, genetics, plant physiology and development, as well as how plants respond to abiotic stress. This course exposes you to an exciting breadth of contemporary plant sciences so you can develop an understanding of this rapidly changing and fundamental field. You will develop skills and techniques important in contemporary plant science. You will apply your newly honed plant science skills to a detective problem - an intensive research project diagnosing the consequences of specific genetic mutations to plant growth, physiology and development. This research project gives students a taste of a real research environment and is one to consider should you be contemplating a career in plant science.

Note: This course is co-taught with undergraduate students but assessed separately.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Understand and critically evaluate the way plants function at a whole organism level - linking gene function with performance in nature
2. Develop, evaluate and apply a range of contemporary techniques in plant science through guided independent laboratory research: Plant Detectives
3. Analyse, interpret, evaluate and present results of independent research
4. Work collaboratively in a group to critically interpret results and present these findings orally
5. Review of recent advances in particular field based on a chosen paper related to the course. Identify the main research question(s) being addressed and the advance(s) in understanding. Find 2-3 subsequent papers that describe new advances in knowledge in this particular area. Write an essay the presents the important contributions of the selected papers.

Research-Led Teaching

BIOL6002 has an innovative, research-led learning design where lectures and the accompanying practical are complementary. BIOL6002 links plant genetics, biochemistry, physiology and function. This multidisciplinary course introduces you to the exciting breadth of contemporary plant sciences so you can develop an understanding of this rapidly changing field. Students get hands-on experience of cutting-edge plant science research techniques and exposure to specialist instrumentation. Students gain insights into the multi-faceted nature of plant science research in the “Plant Detectives” practical where they use genetically-mapped Arabidopsis thaliana mutants. Students are challenged, using a guided research approach, to apply their conceptual learning to identify unknown genetic mutations affecting plant form and function. This gives students early exposure to the challenges, rigors and excitement of plant science research. Many students are motivated to continue their studies as plant biologists in research-focused project-based courses as well as Masters (Advanced) and doctoral programs.

Field Trips

Not relevant

Additional Course Costs

lab goggles

lab coat

hard copy prac manual (optional)

text book (optional)

Examination Material or equipment

Students are permitted an English Language dictionary, without annotation. No other materials are permitted.

Required Resources

Prac manual is available online. downloaded for free at http://press.anu.edu.au/titles/anu-etext/the-plant-detectives-manual/.

Recommended Resources

Plant Physiology and Development, 2015, Taiz, Zeiger, Moller & Murphy, 6^th ed., Sinauer (Recommended text)

Biology of Plants, 2005, Raven, Evert & Eichhorn, 7^th ed., Freeman (Additional information)

Plant Physiology and Development is available from the Co-op Bookshop, or on reserve in the Hancock Library.

The Plant Detectives Manual (free download of online manual)

Recommended student system requirements 

ANU courses commonly use a number of online resources and activities including:

• video material, similar to YouTube, for lectures and other instruction
• two-way video conferencing for interactive learning
• email and other messaging tools for communication
• interactive web apps for formative and collaborative activities
• print and photo/scan for handwritten work
• home-based assessment.

To fully participate in ANU learning, students need:

• A computer or laptop. Mobile devices may work well but in some situations a computer/laptop may be more appropriate.
• Webcam
• Speakers and a microphone (e.g. headset)
• Reliable, stable internet connection. Broadband recommended. If using a mobile network or wi-fi then check performance is adequate.
• Suitable location with minimal interruptions and adequate privacy for classes and assessments.
• Printing, and photo/scanning equipment

For more information please see https://www.anu.edu.au/students/systems/recommended-student-system-requirements

Staff Feedback

Students will be given feedback in the following forms in this course:

• during the interactive sessions in lectures
• written on the prac report
• during Plant Detective's practical sessions
• on theory exams
• The online pre-lab quizzes give feedback to students to ensure they understand the content of pracs and important concepts emanating from the prac class.

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Other Information

Please note, that where there are multiple assessment tasks of the same type, e.g weekly quizzes, a date range is used in the Assessment Summary. The first date is the approximate due date of the first task, the return date is the approximate return date for the final task. Further information is provided in the assessment section of the class summary, and details are provided on the course wattle site.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	3 lectures: Introductory lecture (Djordjevic); Discussion of course structure (Djordjevic); Module 1: L1 Signals and Signal transduction: Cell-Cell communication (Djordjevic); Tutorial – No Tute	course participation
2	3 Lectures: L2-L4 Hormone Signalling (auxins ABA cytokinin) (Djordjevic/Taleski); Tutorial: How does the prac work and why is unique? Sign up to prac.	course participation
3	2 Lectures L5-6 Signals and Signal transduction: (ethylene, regulatory peptides) (Djordjevic) Induction in Gould 103 on Wednesday afternoon (required for entry into glasshouses during practical weeks i.e. w 4-6 and w 7-9 ) Tutorial – HPLC basis (relevant to prac 3)	course participation Induction: Gould Rm 103
4	3 Lectures: L7 Signals and Signal transduction: (Brassinosteroids) (Djordjevic); L 8-9 Nitrogen uptake Assimilation remobilisation and plant responses to N limitation (Djordjevic); Tutorial: Critical thinking how to interpret prac data	course participation Plant Detectives Prac attendance + Quiz
5	2 lectures: L10 Nitrogen uptake Assimilation remobilisation and plant responses to N limitation (Djordjevic); L11 Phosphorus uptake and plant responses to P limitation (Djordjevic); Review of L1-11 (In scheduled lecture class time); Tutorial: Statistics for molecular plant biologists/physiologists	course participation Plant Detectives Prac attendance + Quiz
6	2 lectures: L12-13 Module 2 Photosynthesis C3/C4 (Ermavova); Tutorial: Effective data presentation for prac (Taleski)	Exam 1 in Monday lecture slot Plant Detectives Prac attendance + Quiz
7	3 lectures: L14- 15 Photosynthesis C3/C4 (Ermavova); L16 Module 3: Root systems (Mathesius); Tutorial: Using TAIR in 3002 prac (Taleski)	Plant Detectives Prac attendance + Quiz
8	2 lectures: L17-18 Root systems 2-3 (Mathesius); Tutorial – Licor/photosynth	Plant Detectives Prac attendance + Quiz
9	3 lectures: L19-21 Module 4: Molecular plant breeding 1-3; Tutorial: Data analysis Licor Photosynth	Plant Detectives Prac attendance + Quiz
10	1 lecture: L22 Research Projects; No lecture, review session of Lectures 12-22 and prep time for prac presentation; Tutorial: How to write the practical report part 1 abstract introduction figs and tables	Presentation of Prac report (group presentation)
11	No lectures: Tutorials in lecture slots to prepare Plant Detectives Prac report Tuesday: How to write the Practical report Pt2 Methods Results (Djordjevic) Wednesday: How to write the Practical report Pt3 Discussion Literature and How to search the literature Thursday: How to write the Practical report Pt3 Discussion Literature (Djordjevic)	Exam 2 Monday Lecture slot
12	No lectures or tutorials; use lecture times to meet to prepare Plant Detectives Prac report	Plant detectives report - due Thursday 27th May, 4 pm

Tutorial Registration

Plant Detectives practical sign up in Wattle

tutorial times are published on Wattle

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Exam 1	20 %	29/03/2021	07/04/2021	1
Exam 2	20 %	17/05/2021	24/05/2021	1
Plant Detectives Prac report	25 %	27/05/2021	07/06/2021	2,3
Plant detective's Quizzes	5 %	*	*	1,2
Group presentation	8 %	12/05/2021	14/05/2021	1,4
Participation in Lectures	2 %	25/02/2021	23/03/2021	1,2,3,4
Review of source paper relevant to one of the four modules	20 %	03/03/2021	20/05/2021	5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Integrity . In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Some lectures (as indicated) will include a participation assessment. Study questions will be assigned ahead of time and these will guide students to think about the course material prior to lectures. The questions will be addressed during the lectures and participation from members of the class is required in the form of an active discussion of the study questions. Marks can be deducted for failure to participate. Remote participants can prepare and send answers directly to the relevant lecturer for feedback

Attendance at the Plant Detectives practical class is COMPULSORY. Unexcused absences attract a 5% penalty of the practical component mark, which totals 50% of the course assessment. For remote participants, practicals were replaced by videos showing methods, supplied results and other online resources, including Zoom discussions and demonstrations.

For remote participants, the seminar presentation will be replaced by a short video presentation prepared by the student dealing with a discussion and interpretation of some of the key results in your prac. This will be assessed separately and will replace the seminar presentation mark. Assessments directly and indirectly related to the prac class represents 40% of the total assessment. 

Examination(s)

Theory Exams: Two intra-semester exams will be conducted following a review session covering the lectures to be examined. The cumulative weighting is 40% of the course mark. A cumulative score of 50% or higher in the theory exams is a requirement to pass the course. All assessments must be handed in to pass the course.

Assessment Task 1

Exam 1

Multiple choice, short answer and long answer questions. A cumulative score of 50% or higher in the theory exam is one requirement to pass the course. All assessments must be handed in. Exam administered remotely during lecture slot.

Rubric

10 MCQ (1 MARK EACH)	8 SHORT ANSWER (2 MARKS)	6 OF 8 LONGER ANSWER (4 MARKS EACH)

Assessment Task 2

Exam 2

Multiple choice, short answer and long answer questions. A cumulative score of 50% or higher in the theory exam is one requirement to pass the course. All assessments must be handed in. Exam administered remotely during lecture slot.

Rubric

10 MCQ (1 MARK EACH)	8 SHORT ANSWER (2 MARKS)	6 OF 8 LONGER ANSWER (4 MARKS EACH)

Assessment Task 3

Plant Detectives Prac report

You will prepare the final report as if it was a submission to the journal Functional Plant Biology. Write-ups should not exceed 4000 words (approximately 10 pages), not including title page, abstract, tables, figures or references. Your manuscript must be double or 1.5 line-spaced, single sided, 12-point font with margins at least 30 mm. Pages should be numbered consecutively. Papers that do not follow this format will not be marked. See Plant Detectives Manual section for detailed instructions and tips on writing and information in tutorials.

Rubric

ABSTRACT INTRODUCTION METHODS (20%)	CONCLUSIONS DISCUSSION REFERENCES 33%	RESULTS 27%	FIGURES TABLES 20%

Assessment Task 4

Plant detective's Quizzes

There are 6 quizzes one each before each practical session. Practical quizzes are done on line. All Quizzes must be attempted before coming to each prac. quizzes will be closed off 20 min before the prac starts. 1% each (best 5 marks are used to determine final grade) The content is designed to make students familiar with the practical's aims content and underlying theory. The quizzes will open up to one week before the start of the prac and be due 20 min before the prac starts.

Quiz 1:

Due date: 2021-03-17

Quiz 2:

Due date: 2021-03-24

Quiz 3:

Due date: 2021-03-31

Quiz 4:

Due date: 2021-04-21

Quiz 5:

Due date: 2021-04-28

Quiz 6:

Due date: 2021-05-05

Assessment Task 5

Group presentation

The group presentation is 12 min + 3 minutes of questions. All members participate. Individual and group scores are tallied and averaged

Assessment Task 6

Participation in Lectures

A set of study questions will be made available prior to each lecture 2-12. Prepare answers to these questions and discuss them in class. Marks can be deducted for lack of participation. (2%) Remote participants can prepare and send answers directly to the relevant lecturer.

Lectures 1 -11 are held from 2021-02-25 to 2021-03-24

Assessment Task 7

Review of source paper relevant to one of the four modules

Essay assignment: (20% of the total mark) Source papers will be listed at the Wattle site

To prepare your essay complete the following tasks:

1)     Pick ONE of the four listed papers (to be determined). Read and make sure you understand your chosen research paper.

2)     Decide what you see as the main research question being addressed in this paper and what the main advance(s) in understanding is achieved.

3)     Find two to three research papers published subsequent to the source paper (i.e. after your chosen paper was published) that in your opinion further address this research question and provide new advances in knowledge in this area.

4)        Taking account of the guidelines below, write an essay that presents the important contributions of the selected and subsequent papers to knowledge in this area of plant science.

 

The essay must be submitted by 5 pm on Friday, 23rd April 2021. The essay will be marked out of 100 and late work will receive a penalty of 5% per working day late and will not be accepted after 10 days past the deadline.

Essay guidelines

•         Include a Cover sheet that contains your Student ID number and the title of the essay.

•         Introduction (~400-600 words)The Introduction should give a summary of the major results presented in the chosen paper which puts those results into a broader context. Describe the research question the chosen paper has addressed and the advances in knowledge it has achieved.

•         Assessment of Current State of Knowledge (~1000-1600 words): This section describes the advances achieved in this area of research since publication of the chosen paper. Concentrate mainly on contributions made by the two to three subsequent research papers you have selected but you can refer to additional papers where appropriate to support your statements or arguments. All cited papers must be included in the bibliography but only the two to three main papers need to be annotated (see below).

•         Conclusion (~500-600 words): This section should summarise the recent advances achieved in the research area, questions that remain unanswered, new questions raised and how the next advances might be achieved.

•         Annotated bibliography. The essay should contain a bibliography of all cited papers. It includes annotations for the two to three research papers whose results have been discussed in depth. The annotation should be only a few lines for each paper and should describe the key experimental findings and their implications similar to the format of Current Opinions in Plant Biology (http://www.journals.elsevier.com/current-opinion-in-plant-biology/ ).

An example of desired referencing follows:

An example of a normal reference:

Boyce CK (2007). Mechanisms of laminar growth in morphologically convergent leaves and flower petals. Int J Plant Sci, 168:1151-1156.

An example of an annotated reference

Nakayama H, Yamaguchi T, Tsukaya H (2012). Acquisition and diversification of cladodes: leaf-like organs in the genus Asparagus. Plant Cell, 24:929-940.

The authors indicated that the cladodes observed in the genus Asparagus are modified shoots, expressing both SAM-related and leaf-lamina-related genes. Comparative analyses of flat cladodes of A. asparagoides and rod-shaped cladodes of A. officinalis suggest that the morphological divergence between these two species may be derived from the altered expression pattern/levels of adaxial identity genes in the cladode primordia.

Guidelines for assessment:

•         You may discuss the chosen research papers with anyone willing to do so, but the essay must be written in your own words. You should consult and abide by the University Policies and requirements on Academic Honesty, which can be accessed via Wattle.

Essay format:

•         Hard copy assay to be on A4 paper with 20 mm margins.

•         Use double spaced lines

•         Essay length: 2,500 ± 200 words excluding the bibliography.

•         Proper sentence construction should be used throughout.

•         Do not list methods, experiments or results in fine detail.

•         Do not cite BIOL3002 lecture notes.

•         If you need to use numbers, they should be written as words if nine or lower but as numerals if 10 or above, but all numbers associated with SI units should be written as numerals e.g. 8 µM. Do not begin sentences with numerals.

•         Cite references in the text by author and year as indicated in the citation guidelines below.

•         Arrange references in alphabetical order in the bibliography as indicated in the bibliography guidelines below.

•         Proofread your essay carefully before submitting it.

•         Essays will not be accepted via email

References

Citation and Bibliography guidelines

•         The reference list should not be exhaustive simply alert the reader to the most innovative recent papers and key reviews. It should appear as the last section at the end of your essay.

•         Cite all references in the text by last name of the first author and year of publication, e.g. (Smith, 2013). Grouped text citations should be arranged from the earliest to most recent year alphabetized by name if within the same year, e.g. (Jones, 2010; Brown, 2011; Holmes, 2011; Smith, 2013).

•         For entries in the “Bibliography”, “References” or “Literature Cited” alphabetize by first author's last name.

•         Please ensure that every reference cited in the text is also present in the reference list (and vice versa).

Reference management software. It may be helpful to use reference management software such as EndNote (http://endnote.com/downloads/styles) and Reference Manager (http://www.refman.com/support/rmstyles-terms.asp). Using plug-­-ins to word processing packages, authors only need to select the appropriate journal template (such as Frontiers in Plant Science or Plant Physiology) when preparing their article and the list of references and citations to these will be formatted according to the journal style. Be aware, you still need to proof-read the final formatted version of your essay and check whether citations in the text match those in the reference list (and vice versa), and that references listed are complete and correct with regard to entry fields and spelling.

Rubric

introduction 20%	Assessment of Current State of Knowledge (40%)	Conclusion 20%	Bibliography (10%	Annotated bibliography (5%(	Readaility (5%)

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.

The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.

The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations. Late submissions are not permitted for tasks 1 2 and 4.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students