This unit aims to develop a student's ability to undertake a major research project in an area of specialization. The unit builds on theoretical and applied knowledge gained across most of the units of study undertaken throughout their degree program. This unit is a corequisite with AFNR4102 and each student will work with an academic supervisor in an area of specialization and develop a well defined research project to be executed. The research project is undertaken to advance the students ability to build well-developed research skills, a strong analytical capacity, and the ability to provide high quality research results demonstrating a sound grasp of the research question. Working with an academic supervisor students will develop their ability to define a research project including the producing of testable hypotheses, identifying existing knowledge from reviewing the literature and the design and execution of a research strategy towards solving the research question. Students will build on their previous research and inquiry skills through sourcing a wide range of knowledge to solve the research problem and enhance their intellectual and personal autonomy by means of the development of experimental programs. Students will improve their written and planning skills by composing a research project proposal and the writing of a comprehensive literature review.

This unit links a range of horticultural science topics with commercial applications. One element is designed around a "supply chain" framework, applied to multiple "real world" case studies. It will develop skills in data analysis and interpretation, problem identification and problem solving. Students will understand how multiple issues must be integrated in order to provide fresh solutions to technical or commercial challenges and opportunities. A second element exposes students to the research work at the Royal Botanic Gardens at Mt Annan. This illustrates the importance of horticultural science to conservation issues. It also covers opportunities and barriers regarding the commercial use of native flora.

This unit of study is designed to allow students to critically reflect on the relationship between the rural enterprise and environment and how they can contribute to the future decisions and management affecting the rural community. It is a core unit of study in 4th year for the BAgrEc, BScAgr, BLWSc, BResEc, BHortSc which requires students to complete 40 days of professional experience with the expectation that students will examine the nature of facts from their degree in this environment. A minimum of 15 days must be completed on-farm/field. The remaining days may be at the student's discretion. The unit will be counted towards 4th year, but professional experience placements will normally be undertaken throughout the degree. In the early stages of the Professional Development program students participate in Faculty excursions that have been developed so they can experience a range of activities, such as research, extension, on-farm and industry both in the rural and urban environment to complement their learning within their individual degree programs. Building on this various workshops have been developed to assist students to identify a rural environment theme or issue of their interest with the specific emphasis being placed on them reflecting on how their new understandings of their theme of interest affects their personal and professional development. To complete this unit students will present a portfolio of their theme including critical reflection on the pivotal relationships between the academic degree, rural environment, professional experience, and beliefs and values if the rural community. Through developing these pivotal relationships, students will be able to use their new understandings to support and guide the future developments in the rural enterprise and environment. By developing and presenting the portfolio and engaging in other online activities the students will enhance their skills in inquiry, information literacy and communication. In particular the autonomous development of case studies reflecting the contemporary issues in agriculture and their professional placements the students will have to consider their understandings of ethical, social and professional issues and further develop the personal and intellectual autonomy.
Note: Department permission required for enrolment

This unit is a continuation of the major research project initiated in AFNR4101 and continues to build on theoretical and applied knowledge gained across most of the units of study undertaken throughout their degree program. Working with their academic supervisor in the area of specialization the student will continue to pursue the defined research project towards presenting final results and conclusions. The research results are presented in a format of a research paper as submitted to a research journal. The research paper and corrected literature review is combined and presented together as a thesis. Students will continue to build their research skills, develop strong analytical capacity, demonstrate a sound grasp of the topic, and an ability to interpret results in a broad framework. Working with an academic supervisor students will develop their ability to produce results of high quality, draw reliable conclusions and identify future areas avenues of research. Students will build on their previous research and inquiry skills through sourcing a wide range of knowledge to solve the research problem and enhance their intellectual and personal autonomy by means of the managing the research program. Students will improve their communication skills through oral presentation of their research findings, the production of a poster detailing their research findings and the writing of a research paper.

Upon completion of this unit, students will have participated in a major excursion and a series of discussion workshops based on prescribed readings that will broaden their appreciation of current research themes in horticultural science, industry issues, stimulate critical thinking, enhance professional research skills and give an insight into the career opportunities for horticultural scientists. Attendance at seminars, written reports and presentations made during these workshops will improve student skills in critical analysis and communication.

This unit of study is designed to provide an introductory understanding of agribusiness marketing in a modern context. The unit will provide students in the Sciences degrees with an understanding of how the economic theory taught in first year in AGEC1006 can be treated in an applied context. For BAgrEc students, it is an intermediate level unit in the Agribusiness major.
Students will study the theory relating to the firm-level marketing mix and marketing strategy. The emphasis will be on the organisation and trends of agribusiness marketing including value-adding and market power in the supply chain, market efficiency and international marketing by agribusiness firms.
The unit content is analytical, and draws on applied microeconomics to demonstrate how marketing decisions are made along the marketing chain. At the end of this unit students will be able to use marketing theory to analyse the steps in the marketing chain and be aware of the forces for change within that chain.
By completing this unit, students should have improved their ability to master key theories, identify and frame problems, organise knowledge, carry out individual and group research, and synthesise information. They should also have improved their information literacy skills, and communication skills through group presentations and individual research.

This unit of study is designed to introduce decision making problems encountered by firms and agribusiness firms and general methods of solving microeconomic decision making problems. It is unit of study that builds on knowledge gained in junior units of study in particular AGEC1006, AGEC2103 and AGEC2102. Students will review production economics and activity analysis and show how budgeting methods can be used to relate them. They will extend these budgeting techniques to problems of time and risk, using capital and parametric budgeting. Students will also be introduced to linear programming and show how this tool is a practical method of solving decision making problems. Students will learn to consider methods for solving decision making problems where the outcomes are not known with certainty. The students will gain skills through workshop based tasks, an assignment, information literacy and communication skills through the presentation of the workshop reports and discussion throughout the workshop.

This unit of study aims to give students an understanding of the properties of food constituents, and the interactions between these constituents during food processing, storage and digestion. The unit will develop an understanding of the relationship between form and functionality of constituents and the concept of fitness-for-purpose (ie, quality) in converting agricultural products into foods. Students will gain an appreciation of the relationship between chemical composition and properties of macroconstituents (carbohydrates, proteins, lipids) and microconstituents (vitamins, minerals, flavour and antinutritional chemicals) and their functions in plant and animal based foods. The material presented in lectures and practical classes will enable students to develop research and inquiry skills and an analytical approach in understanding the biochemistry of foods, food processing and storage. On completing this unit, students will be able to describe the chemical and biochemical properties of major food constituents, and demonstrate an understanding of the functionality of these constituents in food processing and nutrition. Students will have gained experience in laboratory techniques used in industry for the analysis of some food products, and information literacy and communication skills from the preparation of practical reports.

The use of biotechnology in food has its basis in the establishment of agriculture and food production. The growth and selection of superior crops and the production of fermented foods and beverages such as leavened bread, cheese and beer are all traditional examples of food biotechnology. More recently, food biotechnology has come to represent the use of molecular technology, including genetically modified organisms (GMO), in the production, processing and analysis of our food. At the completion of this unit students will be able to describe the role of both traditional and modern biotechnology in food science from examples presented in class and through their own research, as well as describing the science underpinning this aspect of food production.
This unit is divided into four discrete modules that address specific examples of food biotechnology used today. These modules cover enzyme technology, food additives, GM foods and malting biochemistry. Each of these modules will be assessed individually using a range of tasks that may include an end-of-module exam (covering lectures and practicals), opinion writing, report writing and poster presentations. These tasks are designed to develop graduate attributes such as research and inquiry; information literacy; personal and intellectual autonomy; ethical, social and professional understanding and communication. Each module will consist of lectures and a laboratory class that will illustrate practical aspects of food biotechnology. Each module will also feature a guest lecture presented by experts who will speak about the relevant industrial applications of biotechnology in the Australian food industry.
The structure and content of the modules is such that students will be at a considerable disadvantage if they do not attend the lectures, particularly the guest lectures. Students must complete all of the laboratory classes. Each module has an equal assessment weighting of 25% of the final mark. To complete the unit successfully, students must achieve at least a Pass grade in each module.
At the completion of this unit students will be able to describe the key theories and techniques used in food biotechnology using the examples discussed in lectures and laboratory classes; demonstrate an ability to correctly use key information sources about food biotechnology; propose well-researched and creative solutions to food biotechnology problems; construct their own views and opinions on the science of food biotechnology and, communicate aspects of food biotechnology to both the scientific and broader community.

This course provides fundamentals of land and water ecochemistry. The chemical components of soil and water are investigated in relation to their ecological functions and sustainable management. AGCH3032 is an elective unit suitable for the BSc, BScAgr, BEnvSys, BResEc and BAnVetBioSc degrees, building on intermediate units in chemistry and biology. It will promote knowledge and professional skills related to key chemical processes in ecosystems causing risks to soil and water resources, the quality of agricultural produce and to ecological biodiversity. Topics that will be covered in the lectures include the impact of UV-B, ozone and climate change on agricultural and natural systems, the cycling of nutrients and their effect on soil and water resources, and the behaviour of heavy metals, pesticides, and nanoparticles in the environment. Laboratory classes will complement lectures through structured exercises in relevant analyses of soil and water chemistry using gas chromatography (GC), high-performance liquid chromatography (HPLC), atomic absorption spectrometry (AAS), and total organic carbon analyses (TOC analyser). During the one-day field trip, students will make measurements in the field and take plant and soil samples for further analyses in the laboratory to construct a carbon budget in two contrasting ecosystems. Students will be asked to prepare and give a PowerPoint presentation about a specific environmental issue to further enhance their skills in problem definition, assessing sources of information, and effectively communicating a balanced view of an environmental problem.

The most critical and interesting questions managers of natural resources face deal with the inherent complexity of agricultural systems. Long- and short-term interactions exist between physical (e.g. climate, soil) and biological (crops and other organisms) factors, and the agricultural management, among others. Understanding these interactions and their impacts on production and environmental outcomes in dryland agricultural systems is the overall aim of this unit. AGRO3004 is a core unit for BScAgr students and builds on knowledge and skills gained in the junior units AFNR1001, AFNR1002, AVBS1002, PLNT2003, SOIL2003, and BIOM1003. This unit investigates dryland agro-ecosystems, which can be defined as ecosystems modified for the purpose of producing crops in environments where water limits productivity during part of the year. During the semester, principles of crop and pasture production, integrated pest management, approaches to managing climate variability and precision agriculture are introduced. There will be a focus on understanding effects of climate and weather in dryland systems, especially on understanding crop-water relationships. Attention will be paid to biodiversity and the sustainability of agro-ecosystems. The unit provides an opportunity to develop key graduate attributes for agricultural scientists in information literacy, field experimentation, critical analysis, written expression, and team work.

Knowledge of the evolutionary relationships between insect groups contributes to our understanding of insect biology and correct taxonomic identification of insects is essential for all areas of entomological research, including pest management. This unit builds on the knowledge gained in second year entomology (BScAgr and BHortSc) and is a core unit for the entomology specialty (BScAgr). Key concepts that underpin the study of insect systematics, biogeography and phylogeny are described using examples from the evolutionary development of insects. The role of morphological, genetic and molecular studies in the classification of insects is examined. Students will demonstrate their knowledge of insect taxonomy through individual projects and assess the impact of evolutionary relationships among insect groups on modern agriculture. Research, inquiry and information literacy skills will be improved through a museum project and a self-directed insect collection. Students will practice their communication skills and develop personal and intellectual autonomy through in-class discussion of current literature.

The focus of this unit is the development and adoption of integrated pest management (IPM) within Australian agriculture. It builds on the knowledge gained in second year entomology (BScAgr and BHortSc) and is a core unit for the entomology specialty (BScAgr). Applied entomology deals with the control of insect pests and the use of beneficial insects. The biology of major pest (herbivores and disease vectors) and beneficial (predators, parasitoids, pollinators) insect groups is covered in depth. Students will compare the advantages and disadvantages of different pest control strategies and evaluate the importance of insect ecology, control methods and socio-economic factors to successful adoption of integrated pest management. Field trips will demonstrate the practical application of IPM concepts presented in lectures. Research, inquiry and information literacy skills will be improved through critical review of current literature and compilation of a case study. Students will practice their communication skills and develop personal and intellectual autonomy through a group project, in-class discussion and a self-directed insect collection.

This unit of study is designed to introduce students to the analysis of data they may face in their future careers, in particular data that are not well behaved, they may be non-normal, there may be missing observations or they may be correlated in space and time. In the first part, students will learn how to analyse and design experiments based on the general linear model. In the second part, they will learn about the generalisation of the general linear model to accommodate non-normal data and data that is correlated in time. A major project will focus on the analysis of a dataset from an existing research project. At the end of this unit, students will have learnt a range of advanced statistical methods and be equipped to apply this knowledge to analyse data that they may encounter in their future studies and careers. The students will gain research and inquiry skills through completion of a major project. Information literacy and communication skills will be developed through weekly computer work.

The unit is designed to develop understanding of fungal ecology in relation to environmental and rehabilitation biology, biological control of pests and pathogens, and soil microbiology. Emphasis will be placed on the function of fungi, and the benefit provided by fungi in symbiotic interactions with plants, including mycorrhizal fungi and shoot-borne endophytes. Physiological and ecological implications of the interactions will also be considered. Each student will design and implement a research project. Analytical thinking and research-led activity will be encouraged. Using broad scientific approaches, each student will gain the capacity to work cooperatively to find and analyse information from primary sources, develop approaches to test their understanding, and to present their work in a scientifically acceptable manner. Students will develop a deeper understanding of one area of fungal biology through independent study. Part of the learning material will be available on the internet

Qualified students will be encouraged to develop a research project under supervision. The content and nature of the research will be agreed on with the executive officer.

This unit investigates evolution, systematics, taxonomy and biology of fungi and their role as plant pathogens; plant disease epidemiology and understanding fungal populations; infection processes and plant defence. The unit is an elective for BScAgr, BHortSc and BSc students. It builds on the material introduced in PPAT3003 and BIOL3017. Undertaking this unit will develop skills in isolating and identifying plant pathogenic fungi, diagnosing plant diseases, designing, conducting and analysing experiments. At the completion of this unit, students will be able to exercise problem-solving skills (developed through practical experiments, projects and tutorial discussions), think critically, and organise knowledge (from consideration of the lecture material and preparation of project reports), and expand from theoretical principles to practical explanations (through observing and reporting on project work). Students will consolidate their teamworking skills, develop self-directed study skills and plan effective work schedules, use statistical analysis in research, keep appropriate records of laboratory research, work safely in a research laboratory and operate a range of scientific equipment. Students will gain research and inquiry skills through individual and group research projects, information literacy and communication skills through assessment tasks and personal and intellectual autonomy through working in groups.

This unit investigates the diversity of organisms living in the soil, their biology, interactions and ecology, and their roles in maintaining and improving soil function. The unit is an elective for BScAgr, BHortSc and BSc students. It builds on the material introduced in MICR2024, PPAT3003 and BIOL3017. Undertaking this unit will develop skills in monitoring soil microbes, designing, conducting and analysing experiments. At the completion of this unit, students will be able to exercise problem-solving skills (developed through practical experiments, projects and tutorial discussions), think critically, and organise knowledge (from consideration of the lecture material and preparation of project reports), and expand from theoretical principles to practical explanations (through observing and reporting on project work). Students will consolidate their teamworking skills, develop self-directed study skills and plan effective work schedules, use statistical analysis in research, keep appropriate records of laboratory research, work safely in a research laboratory and operate a range of scientific equipment. Students will gain research and inquiry skills through group research projects, information literacy and communication skills through assessment tasks and personal and intellectual autonomy through working in groups.

This unit of study introduces students to the practical aspects of Plant Systematics and Evolution. Students will gain a working knowledge of the general techniques and approaches used in Plant Systematics (including an understanding of plant taxonomy, phylogenetics and evolutionary processes). A range of data sources (nucleotide sequences and morphology) will be used to address questions concerning the evolution, classification and historical biogeography of various plant groups. A two-day field trip will provide tuition in plant identification and an opportunity to acquire skills in field-botany . This unit of study is recommended for students with an interest in the areas of: botany, plant science, horticulture, fungal biology (including plant pathology), environmental science, bioinformatics and ecology. It is often combined with units of study offered through the School of Biological Sciences and the Faculty of Agriculture, Food and Natural Resources.

Qualified students will participate in alternative components of PLNT3003 Systematics and Evolution of Plants. The content and nature of these components may vary from year to year.

This is a theoretical and empirical unit providing specialised training in three important areas of contemporary soil science, namely pedology, soil chemistry and soil physics. The key concepts of these sub-disciplines will be outlined and strengthened by hands-on training in essential field and laboratory techniques. All of this is synthesized by placing it in the context of soil distribution and use in North-Western New South Wales. The unit is motivated by the teaching team's research in this locale. It builds on students existing soil science knowledge gained in SOIL2003. After completion of the unit, students should be able to articulate the advantages and disadvantages of current field & laboratory techniques for gathering necessary soil information, and simultaneously recognise key concepts and principles that guide contemporary thought in soil science. Students will be able to synthesise soil information from a multiplicity of sources and have an appreciation of the cutting edge areas of soil research. By investigating the contemporary nature of key concepts, students will develop their skills in research and inquiry. Students will develop their communication skills through report writing and oral presentations and will also articulate an openness to new ways of thinking which augments intellectual autonomy. Teamwork and collaborative efforts are encouraged in this unit.

This unit will familiarize students with the description and mapping of soil types in the Australian landscape, with common analytical methods for soil and with the various forms of degradation that may alter the quality and function of soil. It is an applied soil science unit which builds on the fundamental soil science concepts learned in the SOIL2003 unit. The first practical component of the unit, a five-day soil survey, will give students experience in soil description and classification in the field, and soil samples collected during this survey will be subsequently analysed for a variety of attributes by the students in laboratory practicals. In the lecture series, topics including soil type distribution, soil quality, soil function, soil fertility and soil degradation will be discussed and linked to practical sessions. By the end of this unit, students will be able to construct maps of soil properties and soil type distribution, describe primary soil functions, soil attributes and types of soil degradation in an agricultural context, and be able to recognize and communicate the ability of a soil profile to sustain plant growth. Students will gain research and inquiry skills by collecting, analyzing and interpreting soil survey data, and will gain communication skills by having to prepare and present a poster.

This is a problem-based applied soil science unit. It is designed to allow students to identify soil-related problems in the real-world and by working in a group and with an end-user to suggest short and long-term solutions to such problems. This is a core unit for students majoring or specializing in soil science and an elective unit for those wishing to gain an understanding of environmental problem-solving. It utilises and reinforces soil-science knowledge gained in SOIL2003 and/or SOIL2004 and problem-solving skills gained during the degree program. This unit will address real-world scenarios which involve soil-related problems such as carbon management, structural decline, acidification, salinisation and contamination. Students will gain some understanding of the concept of sustainability, and will be able to identify the causes of problems by reference to the literature, discussion with landusers and by the design and execution of key experiments and surveys. They will gain a focused knowledge of the key soil drivers to environmental problems and will have some understanding on the constraints surrounding potential solutions. By designing and administering strategies to tackle real-world soil issues students will develop their research and inquiry skills and enhance their intellectual autonomy. By producing reports and seminars that enables understanding by an end-user students will improve the breadth of their communication skills.