Outline

Overview

Biodiversity is defined as the "variability among living organisms from all sources including... diversity within species, between species and of ecosystems" [UN 1992 Convention on Biological Diversity]. Yet, the ongoing biodiversity crisis is often quantified by the loss of species, with a disproportionate focus on conserving individual species. This unit introduces students to the importance of assessing diversity at different scales, from ecosystems to species and their underlying genetic diversity, when designing conservation programs. Knowledge, understanding and practice in detecting, identifying, and differentiating both flora and fauna at these different scales is fundamental for anyone wanting a career in conservation biology or an associated discipline. In this unit, students will develop practical skills to assess floral and faunal diversity at these three scales using contemporary methodologies. They will develop a working knowledge of ecological and genetic sampling approaches and the use of relevant indexes to express diversity at different scales. These measures of diversity will be framed within the context of conservation policy and ethics throughout. The unit will be taught by experts and practitioners of wildlife conservation from the University of Sydney and Taronga Conservation Society Australia affording students the opportunity to gain in-depth knowledge of theory and practice from both Institutions.

Unit details and rules

Academic unit	Life and Environmental Sciences Academic Operations
Credit points	6
Prerequisites ?	12 credit points of AVBSXXXX or BIOLXXXX or WILDXXXX units of study
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Fran Van Den Berg, francesca.vandenberg@sydney.edu.au
Lecturer(s)	Manuel Lequerica Tamara, manuel.lequerica@sydney.edu.au
	Mariel Fulham, mariel.fulham@sydney.edu.au
	Lauren Cole, lauren.cole@sydney.edu.au
Tutor(s)	Fran Van Den Berg, francesca.vandenberg@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Supervised exam ?	Final exam Written final exam based on all modules	30%	Formal exam period	2 hours
Outcomes assessed:
Small test	Early Feedback Task Online quiz relating to module 1 #Earlyfeedbacktask	5%	Week 02 Due date: 09 Mar 2025 at 23:59	30 mins
Outcomes assessed:
Presentation	Biodiversity assessment technique instructional video Creation of a small instructional video done in groups	10%	Week 06 Due date: 01 Apr 2025 at 23:59	3-5mins
Outcomes assessed:
Skills-based evaluation	Demonstration of biodiversity assessment skills Demonstrating the capacity to perform a series of practical skills related to biodiversity assessments and fieldwork	15%	Week 07	approx. 2 hours across the field trip
Outcomes assessed:
Assignment	Measuring Biodiversity Report Group assessment: Students in groups will write a report that summarises, analyses and interprets biodiversity assessments performed during the Warrah fieldtrip.	20%	Week 09 Due date: 01 May 2025 at 23:59	3000 words
Outcomes assessed:
Assignment	Invertebrate sampling report Short report that tests hypotheses about impact of different sampling techniques on invertebrates.	20%	Week 12 Due date: 19 May 2025 at 23:59	1500 words
Outcomes assessed:
= group assignment ? = AI allowed ? = early feedback task ?

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

Early feedback task (5%): Students will do a short online quiz and upload an Excel spreadsheet that demonstrates that they understand how to record biodiversity data in a spreadsheet following tidy data principles.
Biodiversity assessment technique instructional video (10%): Small groups will design, film and edit a short instructional video how to use one particular technique for assessing biodiversity.
Skills based assessment (15%): A series of skill-based competencies will be assessed throughout the fieldtrip. Students will need to demonstrate how to perform a series of skills relating to assessing series biodiversity and fieldwork techniques.
Measuring Biodiversity from Warrah Fieldtrip report (20%): In groups, you will write a report that assesses the biodiversity impact of planned development based on the data you collect on your Warrah Field trip. You will need to include maps produced with govenment websites, tables summarising results of biodiversity assessments, graphs that compare current to historical data records and a discussion addressing spatial variation, bias, temporal variation and appropriateness of methods used.
Invertebrate sampling report (20%): You will produce a short, individually written report that assesses your capacity to compare the impact of different sampling techniques on the types of invertebrates caught, and produce maps showing trap deployment location made in GIS.
Exam (30%): The exam will cover all material in the unit from both lectures and practical classes. If a second replacement exam is required, this exam may be delivered via an alternative assessment method, such as a viva voce (oral exam). The alternative assessment will meet the same learning outcomes as the original exam. The format of the alternative assessment will be determined by the unit coordinator.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	At HD level, a student demonstrates an aptitude for the subject and a well-developed understanding of the unit material. A ‘High Distinction’ reflects exceptional achievement and is awarded to students who demonstrate the ability to apply their subject knowledge and understanding to produce original solutions for novel or highly complex problems and/or comprehensive critical discussions of theoretical concepts.
Distinction	75 - 84	At DI level, a student demonstrates an aptitude for the subject and a well-developed understanding of the units’ material. A ‘Distinction’ reflects excellent achievement and is awarded to a student who demonstrates an ability to apply their subject knowledge and understanding of the subject to produce good solutions for challenging problems and/or a reasonably well-developed critical analysis of theoretical concepts.
Credit	65 - 74	At CR level, a student demonstrates a good command and knowledge of the unit material. A ‘Credit’ reflects solid achievement and is awarded to a student who has a broad general understanding of the units’ material and can solve routine problems and/ or identify and superficially discuss theoretical concepts.
Pass	50 - 64	At PS level, a student demonstrates proficiency in the material. A ‘Pass’ reflects satisfactory adequately referencing the original source of the work.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

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

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

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.

Learning support

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 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. 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

Weekly schedule

WK	Topic	Learning activity
Week 01	L1: Introduction to WILD2001	Lecture (1 hr)
	L2: Generating Hypotheses to assess biodiversity	Lecture (1 hr)
	P1: BioBlitz & Essential Tools	Practical (3 hr)
Week 02	L3: Species concepts and Basics on sampling and collecting	Lecture (1 hr)
	L4: Note-taking, journaling, and terminology I	Lecture (1 hr)
	P2: Note-taking, journaling, and terminology II	Practical (3 hr)
Week 03	L5: Sampling Soil + plants I	Lecture (1 hr)
	L6: Sampling plants II	Lecture (1 hr)
	P3: Plant ID - I	Practical (3 hr)
Week 04	L7: Sampling small mammals	Lecture (1 hr)
	L8: Sampling terrestrial mammals	Lecture (1 hr)
	P4: Sampling vertebrates - Transects	Practical (3 hr)
Week 05	L9: Sampling marine biodiversity	Lecture (1 hr)
Week 05	FT1: Fieldtrip 1 - Rocky shore	Practical (5 hr)
Week 06	L10: Student Film Festival	Lecture (1 hr)
	L11: Sampling reptiles and amphibians	Lecture (1 hr)
	P5: Habitat assessment	Practical (3 hr)
Week 07	L12: Introduction to marine ecosystems and microbiomes	Lecture (1 hr)
Week 07	FT2: Warrah Field Trip	Field trip (26 hr)
Week 08	L13: Warrah Fieldtrip debrief 1	Lecture (1 hr)
Week 09	L14: Sampling fungal biodiversity	Lecture (1 hr)
	L15: Sampling invertebrates	Lecture (1 hr)
	P6: Sorting and identifying invertebrates	Practical (3 hr)
Week 10	L16: Plant community types	Lecture (1 hr)
	L17: Maps and remote sensing	Lecture (1 hr)
	P7: GIS tutorial	Practical (3 hr)
Week 11	L18: Genetics foundations recap	Lecture (1 hr)
	L19: Genetics sampling design and collection	Lecture (1 hr)
	P8: Genetics techniques	Practical (3 hr)
Week 12	L20: Measuring population genetic diversity	Lecture (1 hr)
	L21: Drivers of genetic diversity change	Lecture (1 hr)
	P9: Interpreting and analysing genetic data	Practical (3 hr)
Week 13	L22: Use if molecular genetics in studbook management	Lecture (1 hr)
	L23: Unit wrap-up	Lecture (1 hr)
	P10: Royal Botanic Gardens Prac	Practical (3 hr)

Attendance and class requirements

Lectures, practical and field trips have compulsory attendance. Many practicals and fieldwork will be directly related to assessable components of the course. We have designed lectures to be interactive and many are being delivered by experts in the field which is why attendance is compulsory.

On Fridays, we will have many of our lectures and practicals at either Taronga Zoo or off-campus. Please see your timetable and Canvas for weekly details.

There is a compulsory multi-day field trip in week 7 (Friday 11-13th April) at Crommelin Field Station ("Warrah"), Pearl Beach. Accommodation is available on-site.

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 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

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.

Outcomes
Graduate qualities

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

LO1. Evaluate the complexities of assessing diversity at different levels from theoretical and practical perspectives
LO2. Apply disciplinary knowledge to solve real-world problems in wildlife conservation
LO3. Employ contemporary methodologies to assess diversity at different scales using field and laboratory techniques
LO4. Analyse data using modern information technology
LO5. Demonstrate integrity, confidence, personal resilience and capacity to manage challenges
LO6. Collaborate with peers to develop solutions in a disciplinary context
LO7. Infer the ethical considerations and policy implications associated with measures of biodiversity
LO8. Communicate scientific findings in written and oral forms to target audiences

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
Learning outcomes

Responding to student feedback

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

This is the first time this unit has been offered.

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.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

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

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

WILD2001: Measuring Biodiversity

Semester 1, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

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

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links