SLE397 - Sensory Ecology
Unit details
| Year | 2025 unit information |
|---|---|
| Enrolment modes: | Trimester 1: Waurn Ponds (Geelong) |
| Credit point(s): | 1 |
| EFTSL value: | 0.125 |
| Unit Chair: | Trimester 1: Kate Buchanan |
| Prerequisite: | SLE211 or SLE204 |
| Corequisite: | Nil |
| Incompatible with: | Nil |
| Educator-facilitated (scheduled) learning activities - on-campus unit enrolment: | 2 x 1 hour lectures per week, 2 x 1.5 hour seminars per trimester, 1 x 1 hour meeting per trimester (week 5). |
| Typical study commitment: | Students will on average spend 150 hours over the teaching period undertaking the teaching, learning and assessment activities for this unit. This will include educator guided online learning activities within the unit site. |
Content
This unit considers how, why and when animals sense the world around them and the impact on behavioural patterns. It addresses the mechanisms underlying their sensory systems, the constraints acting on information transfer and the evolutionary implications of such constraints. Using guided reading and problem solving the students will be encouraged to think critically about experimental design and to evaluate the literature.
Learning Outcomes
| ULO | These are the Unit Learning Outcomes (ULOs) for this unit. At the completion of this unit, successful students can: | Alignment to Deakin Graduate Learning Outcomes (GLOs) |
|---|---|---|
| ULO1 | Evaluate how the physical properties of sound have determined the evolution of acoustic information and their neurological processing and indicate their limitations. | GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO3: Digital literacy GLO4: Critical thinking GLO5: Problem solving GLO6: Self-management GLO7: Teamwork GLO8: Global citizenship |
| ULO2 | Evaluate how the physical properties of light have determined the evolution of visual information and their neurological processing and indicate their limitations. | GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO3: Digital literacy GLO4: Critical thinking GLO5: Problem solving GLO6: Self-management GLO7: Teamwork GLO8: Global citizenship |
| ULO3 | Understand the types of animals using chemical information and their neurological processing and outline how a range of species have optimised information transfer within these constraints. | GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO3: Digital literacy GLO4: Critical thinking GLO5: Problem solving GLO6: Self-management GLO7: Teamwork GLO8: Global citizenship |
| ULO4 | Assess how the ecology of a species affects the use of sensory systems and outline how a range of species have optimised information transfer within these constraints. | GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO3: Digital literacy GLO4: Critical thinking GLO5: Problem solving GLO6: Self-management GLO7: Teamwork GLO8: Global citizenship |
| ULO5 | Understand the principles of coevolution of signal production and perception, sensory biases, honest signalling and eavesdropping and recognise the importance of information transfer within a range of life stages including mate selection and soliciting food from parents. | GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO3: Digital literacy GLO4: Critical thinking GLO5: Problem solving GLO6: Self-management GLO7: Teamwork GLO8: Global citizenship |
| ULO6 | Critically evaluate the primary scientific literature when dealing with the controversial areas associated with the sensory ecology material presented in the classes. | GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO3: Digital literacy GLO4: Critical thinking GLO5: Problem solving |
Assessment
| Assessment Description | Student output | Grading and weighting (% total mark for unit) | Indicative due week |
|---|---|---|---|
| Assessment 1 Written assignment | Critical assessment of scientific literature (question and answer) and 750- 1,000 word science communication | 30% | Week 4 |
| Assessment 2 Experimental design in sensory ecology | Collaborative 5-8 minute oral presentation (small group work problem solving). Podcast (1-2 min) reflection on what they learned from the experience | 30% | Weeks 7-8 |
| Assessment 3 Planning report writing | Structured report writing (bullet points) with a choice of problems, making use of scientific references | 10% | Week 9 |
| Assessment 4 Final Report | Structured report (1,500 words) building on the plan submitted in week 8 | 30% | End-of-Unit Assessment Period |
The assessment due weeks provided may change. The Unit Chair will clarify the exact assessment requirements, including the due date, at the start of the teaching period.
Learning resource
The texts and reading list for SLE397 can be found via the University Library.
Note: Select the relevant trimester reading list. Please note that a future teaching period's reading list may not be available until a month prior to the start of that teaching period so you may wish to use the relevant trimester's prior year reading list as a guide only.
Unit Fee Information
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