Reference no: EM133140949

BZ 5650 Australian Land Plants: Recognition, Evolution and Diversity - James Cook University

Learning outcome 1: To gain an understanding of Australian plant diversity, speciation and evolutionary relationships
Learning outcome 2: To acquire a knowledge of the basic techniques of plant identification, both traditional and computer interactive
Learning outcome 3: To explore the major plant groups from non-flowering to flowering plants
Learning outcome 4: To learn the distinguishing features of common plant families and of some of their adaptations to the Australian environment
Learning outcome 5: To apply this knowledge to mapping plant communities particularly within the Queensland Regional Ecosystem framework.

Inherent requirements
Inherent requirements are the fundamental abilities, attributes, skills, and behaviours needed to achieve the learning outcomes of a course while preserving the academic integrity of the university's learning, assessment and accreditation processes. Students and prospective students must be able to demonstrate that they have acquired or have the ability to acquire the inherent requirements for their degree.
Reasonable adjustments may be made to assist students manage additional circumstances impacting on their studies provided these do not change the academic integrity of a degree. Reasonable adjustments do not alter the need to be able to demonstrate the inherent requirements of the course.
Students who believe they will experience challenges completing their degree or course because of their disability, health condition or other reason should discuss their concerns with an Accessibility Services team member or a member of College staff, such as the Course Coordinator. In the case where it is determined that inherent requirements cannot be met with reasonable adjustments, the University staff can provide guidance regarding other study options.

To acquire a knowledge of the basic techniques of plant identification, both traditional and computer interactive [Type here]

Students are required to make a plant collection in order to learn identification skills and techniques, particularly as these are required in many environmental studies. They will also gain an understanding of features associated with common plant families as they practice the skill of observation .
This assignment is to test your identification skills.
You are to collect a minimum of 20 specimens representing 20 different species of non-cultivated plants, i.e., plants that HAVE NOT OBVIOUSLY BEEN PLANTED IN A GARDEN OR AS A STREET OR PARK TREE/SHRUB/HERB. The specimens must represent at least 10 ten different families. All material must be in a reproductive state i.e., flowering and/or fruiting.
These specimens should be mounted on white paper of uniform size such as a small drawing block or A4. (Makes it easier to post even if internally, PLEASE DO NOT PUT ON A3 size). Specimens may be attached with thin strips of tape or, a white glue such as Aquadhere, may be used. There should only be one specimen per sheet unless small and from the one locality. Photographs to be used as supplementary material if possible.
NOTE: If you are out of Australia then all material must be photographed to show detail and then submitted as a word document or you may set up Dropbox or send by powerpoint or some other digital means.
Each specimen is to be accompanied by a label which includes the following information: Each specimen is marked out of 18 initially, marks indicated in brackets
Family name and binomial - name to include the authority (this will all become clear after the third week). The authority can be located using various sources, particularly Atlas of Living Australia (ALA), Australian Plant Name Index (APNI), Australian Virtual Herbarium (AVH) or TROPICOS at Missouri Botanical Gardens and many other sources. (4)
Locality and habitat - Be precise eg Cairns campus plus latitude and longitude , along creek in shade. (2)
Collector's name and date of collection (1)
Description of plant and habit when fresh e.g., tree with yellow flowers etc., leaves simple or compound etc. (3)
Source of identification and steps taken to reach answer, in case you have made a mistake I need to be able to determine where you went wrong and why. (1)
Presentation, if specimens are mouldy or scrappy in relation to size of paper then marks will be deducted. Photographs can be of assistance. (1)
A floral formula this is a shorthand method of describing the features of a flower - the symbols used vary according to the country of origin of the botanist - usual in Australia is K=calyx, C = corolla, A = androecium, G = gynoecium, various brackets are used to indicate degrees of fusion etc. details in lecture notes, Unit 7 .(Hint: refer to Virtual Herbarium, Charles Sturt University for a good tutorial on this - Google). (6) The Floral Formula must be from your specimen, a formula from literature is only for comparison.

ASSESSMENT ITEM 3: DESCRIPTION
This assignment is designed to give you experience in mapping or undertaking a small research project. You are expected to use independent judgement to synthesise information and to make intellectual advances. To learn to plan and conduct research appropriate to the discipline and to communicate the methodology, results and implications of this research. If possible please submit your assignment electronically. Direct to the Subject Coordinator.
This assignment is to introduce you to vegetation communities and ecosystems and how to describe them or to assess reproductive strategies.
Choose ONE (1) of the following topics.
Choose two different vegetation communities, adjacent or separate and compare and contrast their structure and floristics, so as to determine how they differ and to suggest possible reasons for these differences, if any. Then compare your results with the regional ecosystems of the area. Your methods should be based on the Queensland Regional Ecosystem Guidelines as much as possible. In case the URL's have changed GOOGLE Queensland Herbarium - Environmental.
Size and length of transect(s) will depend on the area chosen, for instance a transect in a mangrove community is likely to be shorter than in a woodland community.
OR
Again choose a vegetation community, and describe the species present in each of the strata. Your transect should be between 50 and 100 m long, and probably about 10 m wide although you may need to do what is also termed a "whole site search" to get an overall picture of the main species present.

ASSESSMENT ITEM 4: DESCRIPTION

Choose ONE (1) of the following topics:
"Plants and pollinators have evolved over millennia", statement from T.H. Fleming et al. (2020) American Scientist, 108(6): 362-369. Discuss the evidence supporting this statement. To get you started here are a few papers. You do not need the paper as you are discussing the statement.
Toon et al. 2014 -- BMC Evolutionary Biology.doi: 10.1186/1471-2148-14-43
Science 2019 - doi.10.1126/science.aav6962
Science 2020 - doi.10.1126/science.aay3662
Hopper, S - A number of papers since about 1984 on W.A. flora and pollination.
OR
Speciation concepts - numerous references, try both Google and Google Scholar start with "plant speciation concepts", ‘plant' must be included because plant and animal concepts are not necessarily the same. A place to start could be the American Journal of Botany volume 101, issues 7 and 8, (2014) as well as any others you can locate . Try New Phytologist also as new papers are coming out all the time I want to see old and new references so I know you have scoped the literature.
OR
Choose a plant family in a local area and discuss the variation that occurs between different species and genera (This will require you to collect some material). Either from observation or literature searches or both, speculate on the ecological adaptations enabling a number of species and genera to occupy a given area. What are the niche requirements for each species. As a starting point, Google "Cunninghamia" and search for Volume 3(4) Plants of the Sydney District, by Benson D. & McDougall L., this is the last paper in this issue, you could also look at Volume 4(4) etc. - this will give you some idea of the differences you may find between species/genera etc.

Attachment:- Australian Land Plants.rar