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Unit outline_

OLET1664: Science of Australia's Deadly Animals

Intensive September, 2024 [Online] - Camperdown/Darlington, Sydney

Australia's biodiversity is globally celebrated for its unique beauty and distinctiveness. Australia also has a reputation for being home to some of the world's deadliest animals. This reputation, sometimes well earned, has created an aura of danger and mystique around Australia's native fauna. The purpose of this unit is to provide students with an appreciation of these animals and the skills to investigate organisms perceived as risks to humans. Completing modules on snakes, spiders, crocodiles, sharks, octopuses, jellyfish, insects, and ticks, you will assess and evaluate the evidence addressing key questions: Just how dangerous are Australian animals? How much of their deadly reputation is myth? Why, and how, do people get killed by these extraordinary animals? How well do we estimate the risks they pose? How does understanding of the science of how these animals operate help us manage the dangers they pose? You will learn about how the threats posed by different animals are a function of their behaviour, ecology, morphology and evolutionary history. You will also identify medical responses to these threats, examining the latest research and investigating how these advances have changed our perceptions of the risk posed by these animals. You will also reflect on the role these animals play in Australian culture, looking how they have been portrayed historically and how they are represented today. By completing this unit you will develop a deeper understanding of the evidence, knowledge gaps, and misconceptions that are behind the science of our most misunderstood animal groups; those that pose a threat to us.

Unit details and rules

Academic unit Life and Environmental Sciences Academic Operations
Credit points 2
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Dieter Hochuli, dieter.hochuli@sydney.edu.au
Lecturer(s) Dieter Hochuli, dieter.hochuli@sydney.edu.au
The census date for this unit availability is 30 August 2024
Type Description Weight Due Length
Online task Module Quizzes (Module 2 onwards)
Completed at the end of each module
43.75% Ongoing 7 x 15 minute quizzes (Module 2 onwards
Outcomes assessed: LO1 LO5 LO3 LO2
Online task Module 1 - introductory quiz #earlyfeedbacktask
Module 1 - Introductory quiz
6.25% Week 03
Due date: 27 Aug 2024 at 23:59
10 multiple choice questions.
Outcomes assessed: LO1
Assignment Supporting document for science communication video
Written assignment
20% Week 07
Due date: 30 Sep 2024 at 23:59
1 page
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6
Assignment Video presentation
Uploaded into Canvas
30% Week 07
Due date: 30 Sep 2024 at 23:59
1 minute
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Each module is assessed with a series of multiple-choice questions to be answered at the end of the module.  

You will create a short video linked to a reflective statement that will examine the science behind some of the misconceptions about Australia's deadly animals.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

Multiple choice questions are marked online. Videos(<1min)  and supporting documents (one pager) are assessed using the detailed information in the rubrics found on Canvas.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

WK Topic Learning activity Learning outcomes
Multiple weeks Module 1: Introducing Australia's deadliest creatures Independent study (6 hr) LO1 LO2 LO3 LO4 LO6
Module 2: Spiders Independent study (6 hr) LO1 LO2 LO3 LO4 LO5 LO6
Module 3: Snakes Independent study (6 hr) LO1 LO2 LO3 LO4 LO5 LO6
Module 4: Crocodiles Independent study (6 hr) LO1 LO2 LO3 LO4 LO5 LO6
Module 6: Insects and ticks Independent study (6 hr) LO1 LO2 LO3 LO4 LO5 LO6
Module 7: The Fisherman's basket: Jellyfish, other fish, and molluscs Independent study (6 hr) LO1 LO2 LO3 LO4 LO5 LO6
Module 5: Sharks Independent study (6 hr) LO1 LO2 LO3 LO4 LO5 LO6
Module 8: How to survive Australia's deadly animals Independent study (6 hr) LO1 LO2 LO3 LO4 LO5 LO6

Attendance and class requirements

This unit is taught online.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 2 credit point unit, this equates to roughly 40-50 hours of student effort in total.

Required readings

There are no prescribed readings.  All readings and sources for this unit can be accessed through the Library and  on Canvas. 

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Recognise the diversity of Australian animals perceived as threats to humans
  • LO2. Identify the risks posed by these Australian animals to humans
  • LO3. ​Interpret the science underpinning threats associated with iconic Australian species
  • LO4. Evaluate the reasons humans may be at risk from Australian animals and ways to minimize these risks
  • LO5. ​Understand the medicine behind the main approaches to treatment when Australian animals are encountered
  • LO6. Evaluate how misconceptions regarding dangerous animals are widely held, and how these are clarified, using and presenting the best available evidence to support the current understanding

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

This section outlines changes made to this unit following staff and student reviews.

guidelines to creating videos and one-pager were updated. No changes to assessments made, student feedback on these was extremely positive.

Work, health and safety

  • The unit is taught online. You should use appropriate WHS practice and policy associated with using a computer.
  • Some of you will go outside to film your videos. Take appropriate care to be aware of any risks associated with your surroundings.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.