This unit of study introduces biochemistry by describing the physical and chemical activities of proteins and their functions in cells. The details of protein interactions with other cellular components are presented and the relationship of protein structure and function is discussed. Techniques in protein chemistry and analysis, including proteomics are introduced together with key experiments which reveal the physical basis of the functioning of proteins. This course builds on the protein science presented in MBLG1001 and is ideally suited to students studying intermediate Chemistry together with Biochemistry. The practical course will nurture technical skills in biochemistry and will include protein preparation, the analysis of protein structure and enzymatic assays.

This advanced unit of study introduces biochemistry by describing the physical and chemical activities of proteins and their functions in cells. The details of protein interactions with other cellular components are presented and the relationship of protein structure and function is discussed. Techniques in protein chemistry and analysis, including proteomics are discussed together with key experiments which reveal the physical basis of the functioning of proteins. This course builds on the protein science presented in MBLG1001 and is ideally suited to students studying Intermediate Chemistry together with Biochemistry. The advanced practical course will nurture technical skills in protein biochemistry and will include protein preparation, the interpretation of protein structure, enzymatic assays and biochemical analysis.

This unit of study aims to describe how cells work at the molecular level, with special emphasis on human biochemistry. The chemical reactions that occur inside cells are described in the first series of lectures, Cellular Metabolism. Aspects of the molecular architecture of cells that enable them to transduce messages and communicate are described in the second half of the unit of study. At every stage there is emphasis on the 'whole body' consequences of reactions, pathways and processes. Cellular Metabolism describes how cells extract energy from fuel molecules like fatty acids and carbohydrates, how the body controls the rate of fuel utilisation and how the mix of fuels is regulated (especially under different physiological circumstances such as starvation and exercise). The metabolic inter-relationships of the muscle, brain, adipose tissue and liver and the role of hormones in coordinating tissue metabolic relationships is discussed. The unit also discusses how the body lays down and stores vital fuel reserves such as fat and glycogen, how hormones modulate fuel partitioning between tissues and the strategies involved in digestion and absorption and transport of nutrients. Signal Transduction covers how communication across membranes occurs (i.e. via surface receptors and signaling cascades). This allows detailed molecular discussion of the mechanism of hormone action and intracellular process targeting. The practical component complements the lectures by exposing students to experiments that investigate the measurement of glucose utilisation using radioactive tracers and the design of biochemical assay systems. During the unit of study, generic skills are nurtured by frequent use of analytical and problem solving activities. However student exposure to generic skills will be extended by the introduction of exercises designed to teach oral communication, instruction writing and feedback articulation skills.

This advanced unit aims to describe how cells work at the molecular level, with special emphasis on human biochemistry. The chemical reactions that occur inside cells are described in the first series of lectures, Cellular Metabolism. Aspects of the molecular architecture of cells that enable them to transduce messages and communicate are described in the second half of the unit of study. At every stage there is emphasis on the 'whole body' consequences of reactions, pathways and processes. Cellular Metabolism describes how cells extract energy from fuel molecules like fatty acids and carbohydrates, how the body controls the rate of fuel utilization and how the mix of fuels is regulated (especially under different physiological circumstances such as starvation and exercise). The metabolic inter-relationships of the muscle, brain, adipose tissue and liver and the role of hormones in coordinating tissue metabolic relationships is discussed. The unit also discusses how the body lays down and stores vital fuel reserves such as fat and glycogen, how hormones modulate fuel partitioning between tissues and the strategies involved in digestion and absorption and transport of nutrients. Signal Transduction covers how communication across membranes occurs (i.e., via surface receptors and signaling cascades). This allows detailed molecular discussion of the mechanism of hormone action and intracellular process targeting. The practical component complements the lectures by exposing students to experiments that investigate the measurement of glucose utilisation using radioactive tracers and the design of biochemical assay systems. During the unit of study, generic skills are nurtured by frequent use of analytical and problem solving activities. However, student exposure to generic skills will be extended by the introduction of exercise designed to teach oral communication, instruction writing and feedback articulation skills. The differences between the advanced and regular versions of this Unit of Study is in the in-semester assignments and some of the practical sessions.

This unit of study is designed to provide a comprehensive coverage of the activity of genes in living organisms, with a focus on eukaryotic and particularly human systems. The lecture component covers the arrangement and structure of genes, how genes are expressed, promoter activity and enhancer action. This leads into discussions on the biochemical basis of differentiation of eukaryotic cells, the molecular basis of imprinting, epigenetics, and the role of RNA in gene expression. Additionally, the course discusses the effects of damage to the genome and mechanisms of DNA repair. The modern techniques for manipulating and analysing macromolecules such as DNA and proteins and their relevance to medical and biotechnological applications are discussed. Techniques such as the generation of gene knockout and transgenic mice are discussed as well as genomic methods of analysing gene expression patterns. Particular emphasis is placed on how modern molecular biology and biochemical methods have led to our current understanding of the structure and functions of genes within the human genome. The practical course is designed to complement the lecture course and will provide students with experience in a wide range of techniques used in molecular biology laboratories.

This unit of study is designed to provide a comprehensive coverage of the activity of genes in living organisms, with a focus on eukaryotic and particularly human systems. The lecture component covers the arrangement and structure of genes, how genes are expressed, promoter activity and enhancer action. This leads into discussions on the biochemical basis of differentiation of eukaryotic cells, the molecular basis of imprinting, epigenetics, and the role of RNA in gene expression. Additionally, the course discusses the effects of damage to the genome and mechanisms of DNA repair. The modern techniques for manipulating and analysing macromolecules such as DNA and proteins and their relevance to medical and biotechnological applications are discussed. Techniques such as the generation of gene knockout and transgenic mice are discussed as well as genomic methods of analysing gene expression patterns. Particular emphasis is placed on how modern molecular biology and biochemical methods have led to our current understanding of the structure and functions of genes within the human genome. The practical course is designed to complement the lecture course and will provide students with experience in a wide range of techniques used in molecular biology laboratories.
The lecture component of this unit of study is the same as BCHM3071. Qualified students will attend seminars/practical classes in which more sophisticated topics in gene expression and manipulation will be covered.

This unit of study is designed to provide a comprehensive coverage of the functions of proteins in living organisms, with a focus on eukaryotic and particularly human systems. Its lecture component deals with how proteins adopt their biologically active forms, including discussions of protein structure, protein folding and how recombinant DNA technology can be used to design novel proteins with potential medical or biotechnology applications. Particular emphasis is placed on how modern molecular biology and biochemical methods have led to our current understanding of the structure and functions of proteins. It also covers physiologically and medically important aspects of proteins in living systems, including the roles of chaperones in protein folding inside cells, the pathological consequences of misfolding of proteins, how proteins are sorted to different cellular compartments and how the biological activities of proteins can be controlled by regulated protein degradation. The practical course is designed to complement the lecture course and will provide students with experience in a wide range of techniques used in molecular biology and protein biochemistry laboratories.

This unit of study is designed to provide a comprehensive coverage of the functions of proteins in living organisms, with a focus on eukaryotic and particularly human systems. Its lecture component deals with how proteins adopt their biologically active forms, including discussions of protein structure, protein folding and how recombinant DNA technology can be used to design novel proteins with potential medical or biotechnology applications. Particular emphasis is placed on how modern molecular biology and biochemical methods have led to our current understanding of the structure and functions of proteins. It also covers physiologically and medically important aspects of proteins in living systems, including the roles of chaperones in protein folding inside cells, the pathological consequences of misfolding of proteins, how proteins are sorted to different cellular compartments and how the biological activities of proteins can be controlled by regulated protein degradation. The practical course is designed to complement the lecture course and will provide students with experience in a wide range of techniques used in molecular biology and protein biochemistry laboratories.
The lecture component of this unit of study is the same as BCHM3081. Qualified students will attend seminars/practical classes in which more sophisticated topics in protein biochemistry will be covered.

This unit of study will explore the responses of cells to changes in their environment in both health and disease. The lecture course consists of four integrated modules. The first will provide an overview of the role of signalling mechanisms in the control of human cell biology and then focus on cell surface receptors and the downstream signal transduction events that they initiate. The second will examine how cells detect and respond to pathogenic molecular patterns displayed by infectious agents and injured cells by discussing the roles of relevant cell surface receptors, cytokines and signal transduction pathways. The third and fourth will focus on the life, death and differentiation of human cells in response to intra-cellular and extra-cellular signals by discussing the eukaryotic cell cycle under normal and pathological circumstances and programmed cell death in response to abnormal extra-cellular and intra-cellular signals. In all modules emphasis will be placed on the molecular processes involved in human cell biology, how modern molecular and cell biology methods have led to our current understanding of them and the implications of them for pathologies such as cancer. The practical component is designed to complement the lecture course, providing students with experience in a wide range of techniques used in modern molecular cell biology.

This unit of study will explore the responses of cells to changes in their environment in both health and disease. The lecture course consists of four integrated modules. The first will provide an overview of the role of signalling mechanisms in the control of human cell biology and then focus on cell surface receptors and the downstream signal transduction events that they initiate. The second will examine how cells detect and respond to pathogenic molecular patterns displayed by infectious agents and injured cells by discussing the roles of relevant cell surface receptors, cytokines and signal transduction pathways. The third and fourth will focus on the life, death and differentiation of human cells in response to intra-cellular and extra-cellular signals by discussing the eukaryotic cell cycle under normal and pathological circumstances and programmed cell death in response to abnormal extra-cellular and intra-cellular signals. In all modules emphasis will be placed on the molecular processes involved in human cell biology, how modern molecular and cell biology methods have led to our current understanding of them and the implications of them for pathologies such as cancer. The practical component is designed to complement the lecture course, providing students with experience in a wide range of techniques used in modern molecular cell biology.
The lecture component of this unit of study is the same as BCHM3072. Qualified students will attend seminars/practical classes in which more sophisticated topics in modern molecular cell biology will be covered.

This unit of study will explore the biochemical processes involved in the operation of cells and how they are integrated in tissues and in the whole human body in normal and diseased states. These concepts will be illustrated by considering whole-body aspects of energy utilisation, fat and glycogen storage and their regulation under normal conditions compared to obesity and diabetes. Key concepts that will be discussed include energy balance, regulation of metabolic rate, control of food intake, tissue interactions in fuel selection, the role of adipose tissue and transport of fuel molecules from storage organs and into cells. Particular emphasis will be placed on how the modern concepts of metabolomics, coupled with molecular biology methods and studies of the structure and function of enzymes, have led to our current understanding of how metabolic processes are normally integrated and how they become deranged in disease states. The practical component is designed to complement the lecture course and will provide students with experience in a wide range of techniques used in modern medical and metabolic biochemistry.

This unit of study will explore the biochemical processes involved in the operation of cells and how they are integrated in tissues and in the whole human body in normal and diseased states. These concepts will be illustrated by considering whole-body aspects of energy utilisation, fat and glycogen storage and their regulation under normal conditions compared to obesity and diabetes. Key concepts that will be discussed include energy balance, regulation of metabolic rate, control of food intake, tissue interactions in fuel selection, the role of adipose tissue and transport of fuel molecules from storage organs and into cells. Particular emphasis will be placed on how the modern concepts of metabolomics, coupled with new methods, including magnetic resonance techniques and molecular biology methods, as well as studies of the structure and function of enzymes, have led to our current understanding of how metabolic processes are normally integrated and how they become deranged in disease states. The practical component is designed to complement the lecture course and will provide students with experience in a wide range of techniques used in modern medical and metabolic biochemistry. Qualified students will attend some lectures/practical classes in common with BCHM3082 and some separate lectures/ practical classes in which more sophisticated topics in metabolic biochemistry will be covered.

This unit of study will focus on the high throughput methods for the analysis of gene structure and function (genomics) and the analysis of proteins (proteomics), which are at the forefront of discovery in the biomedical sciences. The course will concentrate on the hierarchy of gene-protein-structure-function through an examination of modern technologies built on the concepts of genomics versus molecular biology, and proteomics versus biochemistry. Technologies to be examined include DNA sequencing, nucleic acid and protein microarrays, two-dimensional gel electrophoresis of proteins, uses of mass spectrometry for high throughput protein identification, isotope tagging for quantitative proteomics, high-performance liquid chromatography, high-throughput functional assays, affinity chromatography and modern methods for database analysis. Particular emphasis will be placed on how these technologies can provide insight into the molecular basis of changes in cellular function under both physiological and pathological conditions as well as how they can be applied to biotechnology for the discovery of biomarkers, diagnostics, and therapeutics. The practical component is designed to complement the lecture course and will provide students with experience in a wide range of techniques used in proteomics and genomics.

This unit of study will focus on the high throughput methods for the analysis of gene structure and function (genomics) and the analysis of proteins (proteomics) which are at the forefront of discovery in the biomedical sciences. The course will concentrate on the hierarchy of gene-protein-structure-function through an examination of modern technologies built on the concepts of genomics versus molecular biology, and proteomics versus biochemistry. Technologies to be examined include DNA sequencing, nucleic acid and protein microarrays, two-dimensional gel electrophoresis of proteins, uses of mass spectrometry for high throughput protein identification, isotope tagging for quantitative proteomics, high-performance liquid chromatography, high-throughput functional assays, affinity chromatography and modern methods for database analysis. Particular emphasis will be placed on how these technologies can provide insight into the molecular basis of changes in cellular function under both physiological and pathological conditions as well as how they can be applied to biotechnology for the discovery of biomarkers, diagnostics, and therapeutics. The practical component is designed to complement the lecture course and will provide students with experience in a wide range of techniques used in proteomics and genomics.
The lecture component of this unit of study is the same as BCHM3092. Qualified students will attend seminars/practical classes in which more sophisticated topics in proteomics and genomics will be covered.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit will provide students an opportunity to apply the knowledge and practice the skills acquired in the prerequisite and qualifying units, in the context of designing and building a substantial bioinformatics application. Working in groups, students will carry out the full range of activities including requirements capture, analysis and design, coding, testing and documentation.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This course will introduce the fundamental concepts of analysis of data from both observational studies and experimental designs using classical linear methods, together with concepts of collection of data and design of experiments. First we will consider linear models and regression methods with diagnostics for checking appropriateness of models. We will look briefly at robust regression methods here. Then we will consider the design and analysis of experiments considering notions of replication, randomization and ideas of factorial designs. Throughout the course we will use the R statistical package to give analyses and graphical displays.

This unit is essentially an Advanced version of STAT3012, with emphasis on the mathematical techniques underlying applied linear models together with proofs of distribution theory based on vector space methods. There will be 3 lectures per week in common with STAT3012 and some advanced material given in a separate advanced tutorial together with more advanced assessment work.

This unit has three distinct but related components: Multivariate analysis; sampling and surveys; and generalised linear models. The first component deals with multivariate data covering simple data reduction techniques like principal components analysis and core multivariate tests including Hotelling's T^2, Mahalanobis' distance and Multivariate Analysis of Variance (MANOVA). The sampling section includes sampling without replacement, stratified sampling, ratio estimation, and cluster sampling. The final section looks at the analysis of categorical data via generalized linear models. Logistic regression and log-linear models will be looked at in some detail along with special techniques for analyzing discrete data with special structure.

This unit is an Advanced version of STAT3014. There will be 3 lectures per week in common with STAT3014. The unit will have extra lectures focusing on multivariate distribution theory developing results for the multivariate normal, partial correlation, the Wishart distribution and Hotelling's T^2. There will also be more advanced tutorial and assessment work associated with this unit.

Concepts in Biology is an introduction to the major themes of modern biology. The unit emphasizes how biologists carry out scientific investigations, from the cellular/molecular level to the level of ecosystems.Practical classes focus on the design and analysis of robust scientific experiments based on modern biological techniques.Topics covered in lectures and include: introductory cell biology, with particular emphasis on cell structure and function; an introduction to molecular biology through the role of DNA in protein synthesis and in the genetics of organisms; theories of evolution and phylogenetic analysis, and how they are used to interpret the origins of the diversity of modern organisms; and interactions between organisms in biological communities, with particular emphasis on Australian examples.

Concepts in Biology (Advanced) builds on the main themes introduced in HSC Biology, with emphasis on current research in biology.Topics covered in lectures and include: introductory cell biology, with particular emphasis on cell structure and function; an introduction to molecular biology through the role of DNA in protein synthesis and in the genetics of organisms; theories of evolution and phylogenetic analysis, and how they are used to interpret the origins of the diversity of modern organisms; and interactions between organisms in biological communities, with particular emphasis on Australian examples. Research-based lectures will expand on the general lecture topics and include current investigations of such diverse topic areas as cancer therapies, metabolic malfunction, anarchy in beehives, evolutionary studies of snake reproductive strategies, plant phylogeny and global environmental change.

Living Systems deals with the biology of organisms as individuals, within populations and as part of communities and ecosystems. A broad range of taxa are covered, from bacteria to large plants and animals, and emphasis is placed upon understanding the ways in which they can live in a range of habitats. Behaviour is discussed as a key process linking organismal-level processes to population and community dynamics. The importance of energy in living systems, and how elements are used and recycled in biological communities, are introduced as the basis of ecosystems. The unit of study includes lectures and laboratory classes on the physiology and behaviour of animals and plants, the ways in which organisms control and integrate their activities and the processes controlling dynamics of populations and community. These themes are revisited within applied contexts to discuss issues such as management and conservation.

This unit of study will cover generally the same topics as BIOL1002 but material will be discussed in greater detail. Roughly 50% of the material in lectures and practicals will be different from BIOL1002. Students enrolled in BIOL1902 will have separate lectures and practical sessions from BIOL1002.

This Unit of Study has four main components: lectures, practicals, workshops and HBOnline activities. The unit of study provides an introduction to human anatomy and physiology. It includes an overview of cell and tissue structures, the skeletal system, nutrition, digestion and excretion. Human Biology will also look at how our bodies respond to environmental stimuli with respect to the endocrine, nervous and immune systems. After discussion of reproduction and development, it concludes with an overview of modern studies in human genetics.

This unit of study is the same as BIOL1003 except it includes a special lecture series with guest speakers from different scientific fields. The speakers present their research and a personal perspective of career paths into scientific research. The Independent Project encourages students to find out more about a human biology related topic that interests them.

Entry to Special Studies Program in Concepts in Biology is restricted to students who have done exceptionally well in their HSC and/or have shown extraordinary aptitude in Biology. The practical work syllabus for BIOL1991 is very different from that of BIOL1911 (Advanced) and consists of special project-based laboratory exercises. All other unit of study details are the same as those for BIOL1911 (Advanced).

Entry to Special Studies Program in Human Biology is restricted to students who have done exceptionally well in their HSC and/or have shown extraordinary aptitude in Biology. The practical work syllabus for BIOL1993 is very different from that of BIOL1903 (Advanced) and consists of special project-based laboratory exercises. All other unit of study details are the same as those for BIOL1903 (Advanced).

Australia has a unique terrestrial vertebrate fauna. Because of Australia's unusual climate, landforms, and the rarity of many species, the management of our native wildlife presents special challenges for biologists, conservationists and land managers. This unit of study addresses the biogeography, ecology and management of Australia's terrestrial fauna, with a focus on the wet-dry tropical savannah woodlands. It comprises a one-week field trip at Mary River Park in the Northern Territory plus one week intensive lecture and prac session. The unit of study will provide students with an exciting, hands-on first experience of terrestrial field ecology. During the trip, students will learn how to carry out fauna surveys, how to identify animals, and how to track wildlife. Biologists working on a range of environmental issues in wet-dry tropical woodlands will present guest lectures to students during the field trip. Students will travel to other locations including Litchfield National Park on the last day to introduce them to the various habitats occurring in the Top End.

The content will be based on the standard unit BIOL2021 but qualified students will participate in alternative components at a more advanced level. Australia has a unique terrestrial vertebrate fauna. Because of Australia's unusual climate, landforms, and the rarity of many species, the management of our native wildlife presents special challenges for biologists, conservationists and land managers. This unit of study addresses the biogeography, ecology and management of Australia's terrestrial fauna, with a focus on the wet-dry tropical savannah woodlands. It comprises a one-week field trip at Mary River Park in the Northern Territory plus one week intensive lecture and prac session. The unit of study will provide students with an exciting, hands-on first experience of terrestrial field ecology. During the trip, students will learn how to carry out fauna surveys, how to identify animals, and how to track wildlife. Biologists working on a range of environmental issues in wet-dry tropical woodlands will present guest lectures to students during the field trip. Students will travel to other locations including Litchfield National Park on the last day to introduce them to the various habitats occurring in the Top End.

This unit of study focuses on contemporary principles in cell biology and development in plant and animals, with emphasis on cellular functions and favouring the molecular perspective. Topics include cancer and control of cell division and migration, pre-programmed cell death, molecular signalling and transport systems, cellular endocrinology and embryonic development. The practical component provides students with hands-on training in key research techniques using modern equipment and is therefore of immense benefit to students contemplating honours study or a career in molecular and cellular research.

Qualified students will participate in alternative components of BIOL2016 Cell Biology.

This unit of study provides an overview of the functional and phylogenetic diversity of invertebrate and vertebrate animals. The material is presented within the conceptual framework of evolution. Lectures explore the diversity of major functional systems and behaviour in the context of environmental challenges and the ecological roles of different animal groups. Laboratory classes include dissections and demonstrations of the functional anatomy of invertebrates and vertebrates, as well as experiments. Students will have the opportunity to develop oral and written communication skills.

The content will be based on the standard unit BIOL2021 but qualified students will participate in alternative components at a more advanced level. This unit of study provides an overview of the functional and phylogenetic diversity of invertebrate and vertebrate animals. The material is presented within the conceptual framework of evolution. Lectures explore the diversity of major functional systems and behaviour in the context of environmental challenges and the ecological roles of different animal groups. Laboratory classes include dissections and demonstrations of the functional anatomy of invertebrates and vertebrates, as well as experiments. Students will have the opportunity to develop oral and written communication skills.

This unit will consider biology as a quantitative, experimental and theoretical science. It is concerned with the underlying principles and practical skills required to explore questions and test hypotheses in research disciplines where background variation (error) is inherently high. Application of theory and methods to practical problems will be integrated throughout the unit of study. Lectures will focus on sound experimental and statistical principles, drawing on real examples to demonstrate concepts. The unit will provide an understanding of how research is designed, analysed and interpreted using statistics. Practical sessions will provide hands-on experience in designing and performing research in topics relevant to each student's particular sub-discipline, using appropriate statistical tools. Computer simulations and statistical packages for analyses will be used where needed. The unit provides foundational skills essential for doing research and for critically judging the research of others.

The content will be based on the standard unit BIOL2022 but qualified students will participate in alternative components at a more advanced level. This unit will consider biology as a quantitative, experimental and theoretical science. It is concerned with the underlying principles and practical skills required to explore questions and test hypotheses in research disciplines where background variation (error) is inherently high. Application of theory and methods to practical problems will be integrated throughout the unit of study. Lectures will focus on sound experimental and statistical principles, drawing on real examples to demonstrate concepts. The unit will provide an understanding of how research is designed, analysed and interpreted using statistics. Practical sessions will provide hands-on experience in designing and performing research in topics relevant to each student's particular sub-discipline, using appropriate statistical tools. Computer simulations and statistical packages for analyses will be used where needed. The unit provides foundational skills essential for doing research and for critically judging the research of others.

This unit focuses on the remarkable world of plants and recent advances in botanical research. A phylogenetic approach provides the systematic foundation to this unit. Students are introduced to large-scale patterns in plant morphology and distribution (biogeography). At a smaller scale, this unit of study investigates the structure of cells, tissues and organs of flowering plants and addresses how plants are constructed and how they respond to environmental signals (incl. stress responses). There is a focus on recent advances in research, which are critical in enhancing our understanding of the botanical world.
Students will develop skills in phylogenetic inference and plant identification. The information on plant structure will be provided in self-instructional audio-visual sessions augmented by small group discussions. The practical sessions and interactions with staff encourage students to develop their own learning style and enhance a strong sense of self-reliance. Critical thinking, effective communication and other vocational and generic skills are emphasized. The content is well suited to students with interests in botany, ecology, bioinformatics, environmental science, molecular and cell biology, genetics and biotechnology; agriculture (e.g. horticulture, land and water science, and natural resources); and broader disciplines (e.g. education, arts, and environmental law).

The content of BIOL2923 will be based on BIOL2023 but qualified students will participate in alternative components at a more advanced level. The content and nature of these components may vary from year to year.

This unit examines the ecological principles driving the major ecosystems of the world and ecological processes behind the world's major conservation issues. It aims to develop in students the core foundations for an understanding of Ecology and its application in conservation. Lectures will focus on the ecology of the major terrestrial and marine biomes of the world. Application of ecological theory and methods to practical conservation problems will be integrated throughout the unit of study. Practical sessions will provide hands-on experience in ecological sampling and data handling to understand the ecology of marine and terrestrial environments, as well as ecological simulations to understand processes.

The content will be based on the standard unit BIOL2024 but qualified students will participate in alternative components at a more advanced level. This unit examines the ecological principles driving the major ecosystems of the world and ecological processes behind the world's major conservation issues. It aims to develop in students the core foundations for an understanding of Ecology and its application in conservation. Lectures will focus on the ecology of the major terrestrial and marine biomes of the world. Application of ecological theory and methods to practical conservation problems will be integrated throughout the unit of study. Practical sessions will provide hands-on experience in ecological sampling and data handling to understand the ecology of marine and terrestrial environments, as well as ecological simulations to understand processes.

This field course provides a practical introduction to the experimental ecology of marine organisms. Students will take part in directed experimental projects focused on logical structures in the experimental study of marine organisms and problems of analysis of data. The ethos of the unit is to encourage students to develop their logical approach to the testing of hypotheses in marine ecology, by critically testing hypotheses on the distribution and behaviour or marine organisms. Emphasis will be given to enhancing practical skills in experimental field ecology and placing empirical observations in a logical structure. No particular mathematical or statistical skills are required. Critical thinking, logical structures, numeracy and effective communication and other generic skills are emphasised. The unit is well suited to students with interests in marine science and ecology and will be an excellent foundation for any further units aimed at understanding whole organisms in the natural settings.

The content will be based on the standard unit BIOL2028 but qualified students will participate in alternative components at a more advanced level. This field course provides a practical introduction to the experimental ecology of marine organisms. Students will take part in directed experimental projects focused on logical structures in the experimental study of marine organisms and problems of analysis of data. The ethos of the unit is to encourage students to develop their logical approach to the testing of hypotheses in marine ecology, by critically testing hypotheses on the distribution and behaviour or marine organisms. Emphasis will be given to enhancing practical skills in experimental field ecology and placing empirical observations in a logical structure. No particular mathematical or statistical skills are required. Critical thinking, logical structures, numeracy and effective communication and other generic skills are emphasised. The unit is well suited to students with interests in marine science and ecology and will be an excellent foundation for any further units aimed at understanding whole organisms in the natural settings.

This unit will consider ecology as a quantitative, experimental and theoretical science. It is concerned with the practical skills and philosophical background required to explore questions and test hypotheses in the real world. Application of ecological methods and theory to practical problems will be integrated throughout the unit of study. Lectures will focus on sound philosophical and experimental principles, drawing on real examples for demonstration of concepts, and will be useful as one basis for informed conservation and management of natural populations and habitats. Practical sessions will be used to gain experience in effective sampling,determining patterns of distribution and abundance, estimating ecological variables, and statistically analysing ecological data. Computer simulations and statistical packages for analyses will be used where appropriate.

This unit has the same objectives as BIOL3006 Ecological Methods, and is suitable for students who wish to pursue certain aspects in greater depth. Entry is restricted, and selection is made from the applicants on the basis of their previous performance. Students taking this unit of study will participate in alternatives to some elements of the standard course and will be required to pursue the objectives by more independent means. Specific details of this unit of study and assessment will be announced in meetings with students in week 1 of semester 1. This unit of study may be taken as part of the BSc (Advanced) program.

This unit explores the dynamics of ecological systems, and considers the interactions between individual organisms and populations, organisms and the environment, and ecological processes. Lectures are grouped around four dominant themes: Interactions, Evolutionary Ecology, The Nature of Communities, and Conservation and Management. Emphasis is placed throughout on the importance of quantitative methods in ecology, including sound planning and experimental designs, and on the role of ecological science in the conservation, management, exploitation and control of populations. Relevant case studies and examples of ecological processes are drawn from marine, freshwater and terrestrial systems, with plants, animals, fungi and other life forms considered as required. Students will have some opportunity to undertake short term ecological projects, and to take part in discussions of important and emerging ideas in the ecological literature.

This unit has the same objectives as BIOL3007 Ecology, and is suitable for students who wish to pursue certain aspects in greater depth. Entry is restricted, and selection is made from the applicants on the basis of their previous performance. Students taking this unit of study participate in alternatives to some elements of the standard course and will be encouraged to pursue the objectives by more independent means in a series of research tutorials. Specific details of this unit of study and assessment will be announced in meetings with students in week 1 of semester 2. This unit of study may be taken as part of the BSc (Advanced) program.

This field course provides a practical introduction to the experimental analysis of marine populations and assemblages. Students gain experience using a range of intertidal sampling techniques and develop a detailed understanding of the logical requirements necessary for manipulative ecological field experiments. No particular mathematical or statistical skills are required for this subject. Group experimental research projects in the field are the focus of the unit during the day, with lectures and discussion groups about the analysis of experimental data and current issues in experimental marine ecology occurring in the evening.

This unit has the same objectives as Marine Field Ecology BIOL3008, and is suitable for students wishing to pursue certain aspects of marine field ecology in a greater depth. Entry is restricted and selection is made from applicants on the basis of past performance. Students taking this unit of study will be expected to take part in a number of additional tutorials after the field course on advanced aspects of experimental design and analysis and will be expected to incorporate these advanced skills into their analyses and project reports. This unit may be taken as part of the BSc(Advanced).

This field course provides practical experience in terrestrial ecology suited to a broad range of careers in ecology, environmental consulting and wildlife management. Students learn a broad range of ecological sampling techniques and develop a detailed understanding of the logical requirements necessary for manipulative ecological field experiments. The field work incorporates survey techniques for plants, small mammals and invertebrates and thus provides a good background for ecological consulting work. Students attend a week-long field course and participate in a large-scale research project as well as conducting their own research project. Invited experts contribute to the lectures and discussions on issues relating to the ecology, conservation and management of Australia's terrestrial flora and fauna.

This unit has the same objectives as BIOL3009 Terrestrial Field Ecology, and is suitable for students who wish to pursue certain aspects in greater depth. Entry is restricted, and selection is made from applicants on the basis of previous performance. Students taking this unit of study will complete an individual research project on a topic negotiated with a member of staff. It is expected that much of the data collection will be completed during the field trip but some extra time may be needed during semester 2. Specific details of this unit of study and assessment will be announced in meetings with students at the beginning of the unit. This unit of study may be taken as part of the BSc (Advanced) program.

Australia has a unique terrestrial vertebrate fauna, but also has the worst record of recent mammalian extinctions. Because of Australia's unusual climate, landforms, and the rarity of many species, the management of our native wildlife presents special challenges for biologists, conservationists and land managers. This unit of study addresses the biogeography, ecology and management of Australia's terrestrial fauna. The subject comprises of a five-day field course at Mary River Park in the Northern Territory. During the course, students will learn how to carry out wildlife surveys, how to identify animals, how to track wildlife, and how to design and complete a field experiment. The field trip will be complemented by guest lectures from experts in the fields of evolution, ecology and wildlife management. A one day field trip to Litchfield National Park will be held on the last day of the field course.

This unit has the same objectives as BIOL3010 Tropical Wildlife Biology and Management, and is suitable for students who wish to pursue certain aspects in greater depth. Entry is restricted, and selection is made from the applicants on the basis of their previous performance. Students taking this unit of study will participate in alternatives to some elements of the standard course and will be required to pursue the objectives by more independent means. For example, student willl be able to design and carry out their own field or laboratory experiment, and complete it during the five day firled trip. Specific details of this unit of study and assessment will be announced in meetings with students at the beginning of the unit. Advanced students should contact Dr Jonathan Webb via email to discuss potential projects. This unit of study may be taken as part of the BSc(Advanced) program.

Ecophysiology is a conceptually based unit of study that covers physiological interactions between animals and their environments. The unit focuses on the evolution of physiological capacities and how these may explain the ecology and biogeography or organisms. Lectures are based on the current primary literature. Lecturers have active research programs on the topics they cover and will present original research findings where appropriate. Examples are mainly from insects, vertebrates, and marine organisms. As part of the practical component, students design their own original research projects to be conducted during a week-end long field trip, and during self-directed laboratory sessions.

Ecophysiology (Advanced) shares the same lectures as BIOL 3011 Ecophysiology, but it includes an independent project in place of the laboratory report (equivalent of 30% of Ecophysiology). The content and nature of the independent project varies and students are encouraged to design their own project.

In this unit of study students explore how animal physiology is influenced by environmental factors. There is a strong emphasis on how modern research is expanding the field of physiology throughout a diverse array of vertebrates and invertebrates and the unit is designed to complement Ecophysiology. Particular emphasis will be placed on nutrition, animal behaviour, energy metabolism, endocrinology and neurobiology, as well as more exotic animal physiology such as electro-reception in sharks and infra-red detection of prey in snakes.

Animal Physiology (Advanced) shares the same lectures as Animal Physiology, but it includes an independent project in place of one or more components of the laboratory classes to the equivalent of 20% of Animal Physiology. The content and nature of the independent project may vary from year to year.

We will examine in detail processes that are important for the establishment and maintenance of marine communities. Lectures will expose students to the key ideas, researchers and methodologies within selected fields of marine biology. Laboratory sessions and field excursions will complement the lectures by providing students with hands-on experience with the organisms and the processes that affect them. Students will develop critical analysis and scientific writing skills while examining the current literature.

Qualified students will participate in alternative components of the BIOL3013 Marine Biology unit. The content and nature of these components may vary from year to year.

Coral Reef Biology is an intensive unit held at a research station on the Great Barrier Reef. The unit focuses on the dominant taxa in coral reef environments and the linkages between them. Emphasis is placed on the biological adaptations for life in tropical waters and the ecological, oceanographic and physiological processes involved. Aspects covered include: processes influencing the distribution of coral reefs, symbiosis, reef connectivity, lagoon systems, nutrient cycling and the impacts of climate change and other anthropogenic pressures on the world's corals reefs.

This unit has the same objectives as BIOL3016, Coral Reef Biology, and is suitable for students who wish to pursue certain aspects of tropical marine biology in greater depth, with a focus on the GBR. Entry is restricted, and selection is made from the applicants on the basis of their previous performance. Students taking this unit of study will pursue individual projects in consultation with, and under the guidance of, the course coordinator. The aim is to design a project relating to the particular interests of the student. The nature of these projects will vary from year to year. This unit of study may be taken as part of the BSc (Advanced) program.

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 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.

A unit of study with lectures, practicals and tutorials on the application of recombinant DNA technology and the genetic manipulation of prokaryotic and eukaryotic organisms. Lectures cover the applications of molecular genetics in biotechnology and consider the impact and implications of genetic engineering and genomics. Topics include biological sequence data and databases, comparative genomics, the cloning and expression of foreign genes in bacteria, yeast, animal and plant cells, novel human and animal therapeutics and vaccines, new diagnostic techniques for human and veterinary disease, the transformation of animal and plant cells, the genetic engineering of animals and plants, and the environmental release of genetically-modified (transgenic) organisms. Practical work may include nucleic acid isolation and manipulation, gene cloning and PCR amplification, DNA sequencing and bioinformatics, immunological detection of proteins, and the genetic transformation and assay of plants.

Qualified students will participate in alternative components of BIOL3018 Gene Technology & Genomics. The content and nature of these components may vary from year to year.

The unit of study covers the main themes of modern evolutionary theory including population genetics. In the practicals, students use molecular methods to quantify genetic variation in natural populations. Using these skills we will search for population subdivision and discuss how this can lead to speciation. Lectures will cover how the evolution of traits can be tracked using the comparative method. We will consider how studies of sex ratios, sexual selection, kin selection, game theory and quantitative genetics can illuminate the mechanisms by which animals have evolved, and explain why they behave as they do. We will then consider if these themes have any relevance to human sociobiology. The unit also covers the role of genetics in conservation. There will be a field trip to collect organisms for population genetic analysis. There will be plenty of opportunity in the student seminars to examine the more controversial aspects of modern evolutionary thought.

Qualified students will participate in alternative components of BIOL3025 Evolutionary Genetics and Animal Behaviour. The content and nature of these components may vary from year to year. Some assessment will be in an alternative format to components of BIOL3025.

This unit discusses major concepts and current understanding of developmental biology with an emphasis on molecular genetics. The developmental genetics of model plant and animal systems, and approaches used to determine how a complex multicellular organism is established from a single cell, will be investigated. Topics to be discussed will cover a broad range of developmental genetics in animal species, using examples from the model species Drosophila, C. elegans, and mouse. Plant specific processes such as leaf, root and flower development will also be covered. using examples from the model species Arabidopsis. The study of mutants in development will be used to highlight pattern formation, gene interactions and the importance of regulated gene expression in development. Reference will be made to the use of modern techniques in developmental biology such as transgenics, recombinant DNA technology, and tissue-specific expression analysis. Various methods of genetic mapping will be covered. Practical work complements the theoretical aspects of the course and develops important skills in genetics.

Qualified students will participate in alternative components to BIOL3026 Developmental Genetics. The content and nature of these components may vary from year to year. Some assessment will be in an alternative format to components of BIOL3026.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

The aim of the unit of study is to provide those students whose chemical background is weak (or non-existent) with a good grounding in fundamental chemical principles together with an overview of the relevance of chemistry. There is no prerequisite or assumed knowledge for entry to this unit of study. Lectures: A series of 39 lectures, three per week throughout the semester.

CHEM1002 builds on CHEM1001 to provide a sound coverage of inorganic and organic chemistry. Lectures: A series of 39 lectures, three per week throughout the semester.

Chemistry 1A is built on a satisfactory prior knowledge of the HSC Chemistry course. Chemistry 1A covers chemical theory and physical chemistry. Lectures: A series of 39 lectures, three per week throughout the semester.

Chemistry 1B is built on a satisfactory prior knowledge of Chemistry 1A and covers inorganic and organic chemistry. Successful completion of Chemistry 1B is an acceptable prerequisite for entry into Intermediate Chemistry units of study. Lectures: A series of 39 lectures, three per week throughout the semester.

Chemistry 1A (Advanced) is available to students with a very good HSC performance as well as a very good school record in chemistry or science. Students in this category are expected to do Chemistry 1A (Advanced) rather than Chemistry 1A.
The theory and practical work syllabuses for Chemistry 1A and Chemistry 1A (Advanced) are similar, though the level of treatment in the latter unit of study is more advanced, presupposing a very good grounding in the subject at secondary level. Chemistry 1A (Advanced) covers chemical theory and physical chemistry. Lectures: A series of about 39 lectures, three per week throughout the semester.

Chemistry 1B (Advanced) is built on a satisfactory prior knowledge of Chemistry 1A (Advanced) and covers inorganic and organic chemistry. Successful completion of Chemistry 1B (Advanced) is an acceptable prerequisite for entry into Intermediate Chemistry units of study. Lectures: A series of about 39 lectures, three per week throughout the semester.

Entry to Chemistry 1A (Special Studies Program) is restricted to students with an excellent school record in Chemistry. The practical work syllabus for Chemistry 1A (Special Studies Program) is very different from that for Chemistry 1A and Chemistry 1A (Advanced) and consists of special project-based laboratory exercises. All other unit of study details are the same as those for Chemistry 1A (Advanced). A Distinction in Chemistry 1A (Special Studies Program) is an acceptable prerequisite for entry into Chemistry 1B (Special Studies Program).

Entry to Chemistry 1B (Special Studies Program) is restricted to students who have gained a Distinction in Chemistry 1A (Special Studies Program) or by invitation. The practical work syllabus for Chemistry 1B (Special Studies Program) is very different from that for Chemistry 1B and Chemistry 1B (Advanced) and consists of special project-based laboratory exercises. All other unit of study details are the same as those for Chemistry 1B (Advanced). Successful completion of Chemistry 1B (Special Studies Program) is an acceptable prerequisite for entry into Intermediate Chemistry units of study.

This is one of the two core units of study for students considering majoring in chemistry, and for students of other disciplines who wish to acquire a good general background in chemistry. The unit considers fundamental questions of molecular structure, chemical reactivity, and molecular spectroscopy: What are chemical reactions and what makes them happen? How can we follow and understand them? How can we exploit them to make useful molecules? This course includes the organic and medicinal chemistry of aromatic and carbonyl compounds, organic reaction mechanisms, molecular spectroscopy, quantum chemistry, and molecular orbital theory.

The syllabus for this unit is the same as that of CHEM2401 together with special Advanced material presented in the practical program. The lectures cover fundamental consideration of molecular electronic structure and its role in molecular reactivity and spectroscopy and include applications of spectroscopy, the organic chemistry of aromatic systems, molecular orbital theory and quantum chemistry. For more details of the lecture syllabus, please read the entry for CHEM2401.

The lectures for this unit comprise the lectures for CHEM2401 and the Advanced practical program together with additional SSP seminars. Two streams of SSP seminars are offered: Series One comprises three seminar series on state of the art topics in chemistry (in 2011, these included Advanced Kinetics, Quantum Theory and Organofluorine Chemistry). Series Two is devoted to Advanced Theoretical Chemistry.

This is the second core unit of study for students considering majoring in chemistry, and for students seeking a good general background in chemistry. The unit continues the consideration of molecular structure and chemical reactivity. Topics include the structure and bonding of inorganic compounds, the properties of metal complexes, materials chemistry and nanotechnology, thermodynamics and kinetics.

The syllabus for this unit is the same as that of CHEM2402 together with special Advanced material presented in the practical program. The lectures include the properties of inorganic compounds and complexes, statistical thermodynamics, the chemistry of carbonyls, nucleophilic organometallic reagents, and synthetic methods. For more details of the lecture syllabus, please read the entry for CHEM2402.

The lectures for this unit comprise the lectures for CHEM2402 and the Advanced practical program together with additional SSP seminars comprising three seminar series on state of the art topics in chemistry (in 2011, these included From Planck's Constant to Experiment, Molecular Nanomaterials and Palladium in Organic Synthesis).

Life is chemistry, and this unit of study examines the key chemical processes that underlie all living systems. Lectures cover the chemistry of carbohydrates, lipids and DNA, the mechanisms of organic and biochemical reactions that occur in biological systems, chemical analysis of biological systems, the inorganic chemistry of metalloproteins, biomineralisation, biopolymers and biocolloids, and the application of spectroscopic techniques to biological systems. The practical course includes the chemical characterisation of biopolymers, experimental investigations of iron binding proteins, organic and inorganic chemical analysis, and the characterisation of anti-inflammatory drugs.

The identification of chemical species and quantitative determination of how much of each species is present are the essential first steps in solving all chemical puzzles. In this course students learn analytical techniques and chemical problem solving in the context of forensic and environmental chemistry. The lectures on environmental chemistry cover atmospheric chemistry (including air pollution, global warming and ozone depletion), and water/soil chemistry (including bio-geochemical cycling, chemical speciation, catalysis and green chemistry). The forensic component of the course examines the gathering and analysis of evidence, using a variety of chemical techniques, and the development of specialised forensic techniques in the analysis of trace evidence. Students will also study forensic analyses of inorganic, organic and biological materials (dust, soil, inks, paints, documents, etc) in police, customs and insurance investigations and learn how a wide range of techniques are used to examine forensic evidence.

DNA, proteins and carbohydrates represent three classes of essential biomolecules present in all biological systems. This unit will cover the structure, reactivity and properties of biomolecules and the building blocks from which these molecules are assembled. Interactions between biomolecules and metal ions, small molecules and other biomolecules will be covered and the chemical tools for studying biomolecules highlighted. The design and synthesis of small molecules which mimic the functions of biomolecules will also be illustrated.

DNA, proteins and carbohydrates represent three classes of essential biomolecules present in all biological systems. This unit will cover the structure, reactivity and properties of biomolecules and the building blocks from which these molecules are assembled. Interactions between biomolecules and metal ions, small molecules and other biomolecules will be covered and the chemical tools for studying biomolecules highlighted. The design and synthesis of small molecules which mimic the functions of biomolecules will also be illustrated. CHEM3910 students attend the same lectures as CHEM3110 students but attend an additional advanced seminar series comprising one lecture a week for 12 weeks.

The structure and shape of organic molecules determines their physical properties, their reaction chemistry as well as their biological/medicinal activity. The determination of this structure and understanding its chemical consequences is of fundamental importance in chemistry, biochemistry, medicinal and materials chemistry. This course examines the methods and techniques used to establish the structure of organic molecules as well as the chemistry which dictates the shapes that they adopt. The first part of the course examines the use of modern spectroscopic methods (nuclear magnetic resonance spectroscopy, infrared spectroscopy and mass spectroscopy) which are used routinely to identify organic compounds. The second part of the course examines the chemical consequences of molecular shapes in more depth and looks at the inter-relationship between molecular shape and the processes by which bonds are made and broken (the reaction mechanism). An understanding of these processes allows the outcome of reactions to be predicted, which is an essential tool enabling the construction of complex molecules from simple starting materials.

The structure and shape of organic molecules determines their physical properties, their reaction chemistry as well as their biological/medicinal activity. The determination of this structure and understanding its chemical consequences is of fundamental importance in chemistry, biochemistry, medicinal and materials chemistry. This course examines the methods and techniques used to establish the structure of organic molecules as well as the chemistry which dictates the shapes that they adopt. The first part of the course examines the use of modern spectroscopic methods (nuclear magnetic resonance spectroscopy, infrared spectroscopy and mass spectroscopy) which are used routinely to identify organic compounds. The second part of the course examines the chemical consequences of molecular shapes in more depth and looks at the inter-relationship between molecular shape and the processes by which bonds are made and broken (the reaction mechanism). An understanding of these processes allows the outcome of reactions to be predicted, which is an essential tool enabling the construction of complex molecules from simple starting materials. CHEM3911 students attend the same lectures as CHEM3111 students, but attend an additional advanced seminar series comprising one lecture a week for 12 weeks.

This course concerns the inorganic chemistry of solid-state materials: compounds that possess 'infinite' bonding networks. The extended structure of solid materials gives rise to a wide range of important chemical, mechanical, electrical, magnetic and optical properties. Consequently such materials are of enormous technological significance as well as fundamental curiosity. In this course you will learn how chemistry can be used to design and synthesise novel materials with desirable properties. The course will start with familiar molecules such as C60 and examine their solid states to understand how the nature of chemical bonding changes in the solid state, leading to new properties such as electronic conduction. This will be the basis for a broader examination of how chemistry is related to structure, and how structure is related to properties such as catalytic activity, mechanical strength, magnetism, and superconductivity. The symmetry of solids will be used explain how their structures are classified, how they can transform between related structures when external conditions such as temperature, pressure and electric field are changed, and how this can be exploited in technological applications such as sensors and switches. Key techniques used to characterise solid-state materials will be covered, particularly X-ray diffraction, microscopy, and physical property measurements.

This course concerns the inorganic chemistry of solid-state materials: compounds that possess 'infinite' bonding networks. The extended structure of solid materials gives rise to a wide range of important chemical, mechanical, electrical, magnetic and optical properties. Consequently, such materials are of enormous technological significance as well as fundamental curiosity. In this course you will learn how chemistry can be used to design and synthesize novel materials with desirable properties. The course will start with familiar molecules such as C60 and examine their solid states to understand how the nature of chemical bonding changes in the solid state, leading to new properties such as electronic conduction. This will be the basis for a broader examination of how chemistry is related to structure, and how structure is related to properties such as catalytic activity, mechanical strength, magnetism, and superconductivity. The symmetry of solids will be used explain how their structures are classified, how they can transform between related structures when external conditions such as temperature, pressure and electric field are changed, and how this can be exploited in technological applications such as sensors and switches. Key techniques used to characterise solid-state materials will be covered, particularly X-ray diffraction, microscopy, and physical property measurements. CHEM3912 students attend the same lectures as CHEM3112 students, but attend an additional advanced seminar series comprising one lecture a week for 12 weeks.

At present rates of consumption, the resources of 5 planets would be needed for everyone on earth to enjoy our standard of living. Since so much of our consumption and waste involves chemical processes in some way, more efficient chemical processes are needed in a sustainable tomorrow. Catalysis is and will increasingly be at the heart of these sustainable processes. This unit examines the fundamentals of catalysis and its use to design sustainable processes. The course will initially focus on the organometallic fundamentals in order to show how they can be used to understand and design homogeneous catalytic processes from a molecular perspective, which, in turn, leads on to biocatalytic conversions where the enzyme is treated like a large ligand with a special surface, pointing towards the surface chemistry involved in supported catalysts - the next topic. Within this general discussion, the special case of the three-dimensional surface found in zeotypes will be developed and the acid/base and redox catalysis (the mainstay of the majority of industrial processes) in such confined spaces of molecular dimensions will be examined. The course will continue with examining the production of polymers as an example of a major industrial process. An introduction on polymer chemistry and polymer properties will be given, followed by the examination of the various synthetic routes and processes that yield to the production of polymers. The recent advances in polymer synthesis and the design of new materials of improved properties and function will be reviewed. The last part of this section will explore the various approaches designed to improve the sustainability of polymer synthesis, in particular for the specific case of free radical polymerization, with an emphasis on the design of novel catalysts. The course will conclude by examining a variety of case studies. All the preceding topics find their way into the discussion of the key role of catalysts in the design of sustainable chemical processes, rationalizing the choices behind catalyst design.

At present rates of consumption, the resources of 5 planets would be needed for everyone on earth to enjoy our standard of living. Since so much of our consumption and waste involves chemical processes in some way, more efficient chemical processes are needed in a sustainable tomorrow. Catalysis is and will increasingly be at the heart of these sustainable processes. This unit examines the fundamentals of catalysis and its use to design sustainable processes. The course will initially focus on the organometallic fundamentals in order to show how they can be used to understand and design homogeneous catalytic processes from a molecular perspective, which, in turn, leads on to biocatalytic conversions where the enzyme is treated like a large ligand with a special surface, pointing towards the surface chemistry involved in supported catalysts - the next topic. Within this general discussion, the special case of the three-dimensional surface found in zeotypes will be developed and the acid/base and redox catalysis (the mainstay of the majority of industrial processes) in such confined spaces of molecular dimensions will be examined. The course will continue with examining the production of polymers as an example of a major industrial process. An introduction on polymer chemistry and polymer properties will be given, followed by the examination of the various synthetic routes and processes that yield to the production of polymers. The recent advances in polymer synthesis and the design of new materials of improved properties and function will be reviewed. The last part of this section will explore the various approaches designed to improve the sustainability of polymer synthesis, in particular for the specific case of free radical polymerization, with an emphasis on the design of novel catalysts. The course will conclude by examining a variety of case studies. All the preceding topics find their way into the discussion of the key role of catalysts in the design of sustainable chemical processes, rationalizing the choices behind catalyst design. CHEM3913 students attend the same lectures as CHEM3113 students, but attend an additional advanced seminar series comprising one lecture a week for 12 weeks.

Coordination compounds, with bonds between a central metal atom and surrounding ligands, play critical roles in biology, biochemistry and medicine, controlling the structure and function of many enzymes and their metabolism. They play similarly vital roles in many industrial processes and in the development of new materials with specifically designed properties. Building on the foundation of crystal field theory, this course offers a comprehensive treatment of the structures and properties of coordination compounds, with a qualitative molecular orbital description of metal-ligand bonds, and their spectroscopic, magnetic and dynamic effects. The exploitation of these properties in medicine and materials will be emphasized. Medical topics include descriptions of the essential and toxic elements of the Periodic Table, metal complexes as anti-bacterial, anti-inflammatory and anti-cancer drugs, and their use as tumour imaging and radiotherapeutic agents. Materials topics include metal directed self assembly into unique structures, ligand design and control of the synthesis of nanoporous materials with new electronic and magnetic properties and applications in catalysis and molecular separations.

Coordination compounds, with bonds between a central metal atom and surrounding ligands, play critical roles in biology, biochemistry and medicine, controlling the structure and function of many enzymes and their metabolism. They play similarly vital roles in many industrial processes and in the development of new materials with specifically designed properties. Building on the foundation of crystal field theory, this course offers a comprehensive treatment of the structures and properties of coordination compounds, with a qualitative molecular orbital description of metal-ligand bonds, and their spectroscopic, magnetic and dynamic effects. The exploitation of these properties in medicine and materials will be emphasized. Medical topics include descriptions of the essential and toxic elements of the Periodic Table, metal complexes as anti-bacterial, anti-inflammatory and anti-cancer drugs, and their use as tumour imaging and radiotherapeutic agents. Materials topics include metal directed self assembly into unique structures, ligand design and control of the synthesis of nanoporous materials with new electronic and magnetic properties and applications in catalysis and molecular separations. CHEM3914 students attend the same lectures as CHEM3114 students, but attend an additional advanced seminar series comprising one lecture a week for 12 weeks.

The development of new pharmaceuticals fundamentally relies on the ability to design and synthesize new compounds. Synthesis is an enabling discipline for medicinal chemistry - without it, the development of new drugs cannot progress from design to implementation, and ultimately to a cure. This unit will tackle important factors in drug design, and will highlight the current arsenal of methods used in the discovery of new drugs, including rational drug design, high throughput screening and combinatorial chemistry. We will develop a logical approach to planning a synthesis of a particular target structure. The synthesis and chemistry of heterocycles, which comprise some 40% of all known organic compounds and are particularly common in pharmaceuticals, will be outlined. Examples will include important ring systems present in biological systems, such as pyrimidines and purines (DNA and RNA), imidazole and thiazole (amino acids and vitamins) and porphyrins (natural colouring substances and oxygen carrying component of blood). Throughout the course, the utility of synthesis in medicinal chemistry will be illustrated with case studies such as anti-influenza (Relenza), anaesthetic (benzocaine), anti-inflammatory (Vioxx), antihypertensive (pinacidil) and cholesterol-lowering (Lovastatin) drugs.

The development of new pharmaceuticals fundamentally relies on the ability to design and synthesize new compounds. Synthesis is an enabling discipline for medicinal chemistry - without it, the development of new drugs cannot progress from design to implementation, and ultimately to a cure. This unit will tackle important factors in drug design, and will highlight the current arsenal of methods used in the discovery of new drugs, including rational drug design, high throughput screening and combinatorial chemistry. We will develop a logical approach to planning a synthesis of a particular target structure. The synthesis and chemistry of heterocycles, which comprise some 40% of all known organic compounds and are particularly common in pharmaceuticals, will be outlined. Examples will include important ring systems present in biological systems, such as pyrimidines and purines (DNA and RNA), imidazole and thiazole (amino acids and vitamins) and porphyrins (natural colouring substances and oxygen carrying component of blood). Throughout the course, the utility of synthesis in medicinal chemistry will be illustrated with case studies such as anti-influenza (Relenza), anaesthetic (benzocaine), anti-inflammatory (Vioxx), antihypertensive (pinacidil) and cholesterol-lowering (Lovastatin) drugs. CHEM3915 students attend the same lectures as CHEM3115 students, but attend an additional advanced seminar series comprising one lecture a week for 12 weeks.

Away from the covalent and ionic interactions that hold molecules and solids together is the world of fragile objects - folded polymers, membranes, surface adsorption and stable molecular aggregates - held together by weak forces such as van der Waals and the hydrophobic effect. The use of molecules rather than atoms as building blocks means that there are an enormous number of possibilities for stable aggregates with interesting chemical, physical and biological properties, many of which still wait to be explored. In this course we will examine the molecular interactions that drive self assembly and the consequences of these interactions in supramolecular assembly, lipid membrane formations and properties, microemulsions, polymer conformation and dynamics and range of fundamental surface properties including adhesion, wetting and colloidal stability.

Away from the covalent and ionic interactions that hold molecules and solids together is the world of fragile objects - folded polymers, membranes, surface adsorption and stable molecular aggregates - held together by weak forces such as van der Waals and the hydrophobic effect. The use of molecules rather than atoms as building blocks means that there are an enormous number of possibilities for stable aggregates with interesting chemical, physical and biological properties, many of which still wait to be explored. In this course we examine the molecular interactions that drive self assembly and the consequences of these interactions in supramolecular assembly, lipid membrane formations and properties, microemulsions, polymer conformation and dynamics and range of fundamental surface properties including adhesion, wetting and colloidal stability. CHEM3916 students attend the same lectures as CHEM3916 students, but attend an additional advanced seminar series comprising one lecture a week for 12 weeks.

This course will cover the fundamentals of molecular spectroscopy as a modern research tool and as a theoretical basis with which to understand everyday phenomena. This course is aimed at the student wishing a rigorous understanding of the fabric of nature -- electronic structure -- and the interaction between light and matter. The course teaches the quantum theory needed to understand spectroscopic phenomena (such as the absorption of light) at the empirical and deeper levels. A student completing this course will take with him/her an understanding of spectroscopy as both a phenomenon and a research tool. The course teaches application and theory, with descriptions of applied spectroscopic techniques. Alongside the coverage of modern spectroscopy, the course provides an accessible treatment of the science behind vision, flames, solar cells and photochemical smog.

This course will cover the fundamentals of molecular spectroscopy as a modern research tool and as a theoretical basis with which to understand everyday phenomena. This course is aimed at the student wishing a rigorous understanding of the fabric of nature -- electronic structure -- and the interaction between light and matter. The course teaches the quantum theory needed to understand spectroscopic phenomena (such as the absorption of light) at the empirical and deeper levels. A student completing this course will take with him/her an understanding of spectroscopy as both a phenomenon and a research tool. The course teaches application and theory, with descriptions of applied spectroscopic techniques. Alongside the coverage of modern spectroscopy, the course provides an accessible treatment of the science behind vision, flames, solar cells and photochemical smog. CHEM3917 students attend the same lectures as CHEM3117 students, but attend an additional advanced seminar series comprising one lecture a week for 12 weeks.

This unit is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

Information technologies (IT) and systems have emerged as the primary platform to support communication, collaboration, research, decision making, and problem solving in contemporary organisations. The essential necessity for all university students to acquire the fundamental knowledge and skills for applying IT effectively for a wide range of tasks is widely recognised. Foundations of Information Technology (INFO1003) is an introductory unit of study which prepares students from any academic discipline to develop the necessary knowledge, skills and abilities to be competent in the use of information technology for solving a variety of problems. The main focus of this unit is on modelling and problem solving through the effective use of using IT. Students will learn how to navigate independently to solve their problems on their own, and to be capable of fully applying the power of IT tools in the service of their goals in their own domains while not losing sight of the fundamental concepts of computing.
Students are taught core skills related to general purpose computing involving a range of software tools such as spreadsheets, database management systems, internet search engine, HTML, and JavaScript. Students will undertake practical tasks including authoring an interactive website using HTML, JavaScript and AJAX and building a small scale application for managing information. In addition, the course will address the many social, ethical, and intellectual property issues arising from the wide-spread use of information technology in our society.

Programming in a legible, maintainable, reusable way is essential to solve complex problems in the pervasive computing environments. This unit will equip students with foundation of programming concepts that are common to widely used programming languages. The "fundamentals-first & objects-later" strategy is used to progressively guide this introductory unit from necessary and important building blocks of programming to the object-oriented approach. Java, one of the most popular programming languages, is used in this unit. It provides interdisciplinary approaches, applications and examples to support students from broad backgrounds such as science, engineering, and mathematics.

This unit covers advanced data processing and management, integrating the use of existing productivity software, e.g. spreadsheets and databases, with the development of custom software using the powerful general-purpose Python scripting language. It will focus on skills directly applicable to research in any quantitative domain. The unit will also cover presentation of data through written publications and dynamically generated web pages, visual representations and oral presentation skills. The assessment, a long project, involves the demonstration of these skills and techniques for processing and presenting data in a choice of domains.

The unit will teach some powerful ideas that are central to quality software: data abstraction and recursion. It will also show how one can analyse the scalability of algorithms using mathematical tools of asymptotic notation. Contents include: both external "interface" view, and internal "implementation" details, for commonly used data structures, including lists, stacks, queues, priority queues, search trees, hash tables, and graphs; asymptotic analysis of algorithm scalability, including use of recurrence relations to analyse recursive code. This unit covers the way information is represented in each structure, algorithms for manipulating the structure, and analysis of asymptotic complexity of the operations. Outcomes include: ability to write code that recursively performs an operation on a data structure; experience designing an algorithmic solution to a problem using appropriate data structures, coding the solution, and analysing its complexity.

An advanced alternative to INFO1105; covers material at an advanced and challenging level. See the description of INFO1105 for more information.

This unit of study is specially designed for students in their first year of study who is an academic high achiever, as well as talented in IT areas of study. In this unit, students will be involved in advanced projects, which may be research-oriented, in which students apply problem solving and IT skills.

This unit of study is specially designed for students in their first year of study who is an academic high achiever, as well as talented in IT areas of study. In this unit, students will be involved in advanced projects, which may be research-oriented, in which students apply problem solving and IT skills.

This unit of study introduces the fundamental digital concepts upon which the design and operation of modern digital computers are based. A prime aim of the unit is to develop a professional view of, and a capacity for inquiry into, the field of computing.
Topics covered include: data representation, basic computer organisation, the CPU, elementary gates and logic, peripheral devices, software organisation, machine language, assembly language, operating systems, data communications and computer networks.

This unit provides an introduction to the design and analysis of algorithms. The main aims are
(i) to learn how to develop algorithmic solutions to computational problem and
(ii) to develop understanding of algorithm efficiency and the notion of computational hardness.

An advanced alternative to COMP2007; covers material at an advanced and challenging level. This unit provides an introduction to the design and analysis of algorithms. The main aims are (i) to learn how to develop algorithmic solutions to computational problem and (ii) to develop understanding of algorithm efficiency and the notion of computational hardness.

The unit will provide a broad introduction to the principles of distributed systems and their design; provide students the fundamental knowledge required to analyse and construct various types of distributed systems; explain the common architectural principles and approaches used in the design of networks at different scales (e.g. shared medium access and routing); introduce the programming skills required for developing distributed applications, and will cover the use of Java class libraries and APIs; cover common approaches and techniques in distributed resource management (e.g. task scheduling).

This unit provides an introduction to parallel programming of modern multi-core architectures using C. It introduces the fundamentals of parallel programming, along with an introduction to C and UNIX. The unit also introduces a CUDA, which is an extension of C for massively data-parallel architectures such as GPGPUs.
In this unit of study elementary methods for developing robust, efficient and re-usable parallel software will be covered. The unit is taught in C, in a Unix environment. Specific coding topics include memory management, the pragmatic aspects of implementing data structures such as lists and managing concurrent threads. In the lab, debugging tools and techniques are discusse. Emphasis is placed on using common Unix tools to manage aspects of the software construction process, such as make. The subject is taught from a practical and theoretical viewpoint and it includes a considerable amount of programming practice, using existing tools.

This unit provides a comprehensive introduction to the analysis of complex systems. Key topics are the determination and expression of system requirements (both functional and non-functional), and the representation of structural and behavioural models of the system in UML notations. Students will be expected to evaluate requirements documents and models as well as producing them. This unit covers essential topics from the ACM/IEEE SE2004 curriculum, especially from MAA Software Modelling and Analysis.

The proper management of data is essential for all data-centric applications and for effective decision making within organizations. This unit of study will introduce the basic concepts of database designs at the conceptual, logical and physical levels. Particular emphasis will be placed on introducing integrity constraints and the concept of data normalization which prevents data from being corrupted or duplicated in different parts of the database. This in turn helps in the data remaining consistent during its lifetime. Once a database design is in place, the emphasis shifts towards querying the data in order to extract useful information. The unit will introduce different query languages with a particular emphasis on SQL, which is industry standard. Other topics covered will include the important concept of transaction management, application development with a backend database, an overview of data warehousing and online analytic processing, and the use of XML as a data integration language.

The proper management of data is essential for all data-centric applications and for effective decision making within organizations. This unit of study is an advanced alternative to INFO2120 that will introduce the basic concepts of database designs at the conceptual, logical and physical levels. Particular emphasis will be placed on introducing integrity constraints and the concept of data normalization which prevents data from being corrupted or duplicated in different parts of the database. This in turn helps in the data remaining consistent during its lifetime. Once a database design is in place, the emphasis shifts towards querying the data in order to extract useful information. The unit will introduce different query languages with a particular emphasis on SQL and, in INFO2820, deductive databases and DATALOG, which are all industry standard. Other topics covered will include the important concept of transaction management, application development with a backend database, an overview of data warehousing and OLAP, and the use of XML as a data integration language.

This unit provides a broad introduction to the field of IT security. We examine secure and insecure programs, secure and insecure information, secure and insecure computers, and secure and insecure network infrastructure. Key content includes the main threats to security; how to analyse risks; the role in reducing risk that can be played by technical tools (such as encryption, signatures, access control, firewalls, etc); the limitations of technical defences; and the simple process and behavioural changes that can reduce risk.

This unit of study enables talented students to apply their IT knowledge from their first year study to more advanced and exciting projects. In this unit, students will be provided with the opportunity to be involved in projects will a greater research focus.

This unit of study enables talented students to apply their IT knowledge from their first year study to more advanced and exciting projects. In this unit, students will be provided with the opportunity to be involved in projects will a greater research focus.

This unit provides an introduction to the foundations of programming languages and their implementation. The main aims are to teach what are: grammars, parsers, semantics, programming paradigms and implementation of programming languages.

Artificial Intelligence (AI) is all about programming computers to perform tasks normally associated with intelligent behaviour. Classical AI programs have played games, proved theorems, discovered patterns in data, planned complex assembly sequences and so on. This unit of study will introduce representations, techniques and architectures used to build intelligent systems. It will explore selected topics such as heuristic search, game playing, machine learning, and knowledge representation. Students who complete it will have an understanding of some of the fundamental methods and algortihms of AI, and an appreciation of how they can be applied to interesting problems. The unit will involve a practical component in which some simple problems are solved using AI techniques.

This unit provides a broad introduction to the field of graphics and multimedia to meet the diverse requirements of application areas such as entertainment, industrial design, virtual reality, intelligent media management, medical imaging and remote sensing. It covers both the underpinning theories and the practices of computing and manipulating digital media including graphics / image, audio, animation, and video. Emphasis is placed on principles and cutting-edge techniques for multimedia data processing, content analysis, media retouching, media coding and compression.

This unit introduces the algorithmic principles driving advances in the life sciences. It discusses biological and algorithmic ideas together, linking issues in computer science and biology and thus is suitable for students in both disciplines. Students will learn algorithm design and analysis techniques to solve practical problems in biology.

This unit will provide a comprehensive dicsussion of relevant OS issues and principles and describe how those principles are put into practice in real operating systems. The contents include internal structure of OS; several ways each major aspect (process scheduling, inter-process communication, memory management, device management, file systems) can be implemented; the performance impact of design choices; case studies of common OS (Linux, MS Windows NT, etc.).

An advanced alternative to COMP3308; covers material at an advanced and challenging level.

This unit will provide students an opportunity to apply the knowledge and practise the skills acquired in the prerequisite and qualifying units, in the context of designing and building a substantial software development system in diverse application domains including life sciences. Working in groups for an external client combined with academic supervision, students will need to carry out the full range of activities including requirements capture, analysis and design, coding, testing and documentation. Students will use the XP methodology and make use of professional tools for the management of their project.

Students undertaking this unit should be familiar with fundamental digital technologies and representations such as bit complement and internal word representation. Students should also have a basic understanding of the physical properties of communication channels, techniques and limitations. Furthermore, students should be able to apply fundamental mathematical skills.
The unit will cover the following specific material: Communication reference models (TCP/IP, ATM and OSI). Circuit switched and packet switched communication. Network node functions and building blocks. LAN, MAN and WAN technologies. ATM systems. Protocols fundamental mechanisms. The TCP/IP core protocols (IP, ICMP, DHCP, ARP, TCP, UDP etc.). Applications and protocols (FTP, Telnet, SMTP, HTTP etc.).

This unit of study will focus on the design, the architecture and the development of web applications using technologies currently popular in the marketplace including Java and .NET environments. There are three key themes examined in the unit: Presentation layer, Persistence layer, and Interoperability. The unit will examine practical technologies such as JSP and Servlets, the model-view-controller (MVC) architecture, database programming with ADO.NET and JDBC, advanced persistence using ORM, XML for interoperability, and XML-based SOAP services and Ajax, in support of the theoretical themes identified.
On completion the students should be able to:
- Compare Java/J2EE web application development with Microsoft .NET web application development.
- Exposure to relevant developer tools (e.g. Eclipse and VS.NET)
- Be able to develop a real application on one of those environments.
- Use XML to implement simple web services and AJAX applications.

This unit examines the essential pre-production stages of designing successful internet websites and services. It focuses on the aspects of analysis, project specification, design, and prototype that lead up to the actual build of a website or application. Topics include, B2C, B2B and B2E systems, business models, methodologies, modeling with use cases / UML and WebML, the Project Proposal and Project Specification Document, Information Architecture and User-Centred Design, legal issues, and standards-based web development. Students build a simple use-case based e-business website prototype with web standards. A final presentation of the analysis, design and prototype are presented in a role play environment where students try to win funding from a venture capitalist. An understanding of these pre-production fundamentals is critical for future IT and Software Engineering Consultants, Project Managers, Analysts and CTOs.

This unit covers essential design methods and language mechanisms for successful object-oriented design and programming. C++ is used as the implementation language and a special emphasis is placed on those features of C++ that are important for solving real-world problems. Advanced software engineering features, including exceptions and name spaces are thoroughly covered.

This is an advanced course in HCI, Human Computer Interaction, with a focus on Pervasive Computing. It introduces the key aspects of HCI and explores these in terms of the new research towards creating user interfaces that disappear into the environment and are available pervasively, for example in homes, workplaces, cars and carried or work.

This course introduces the basic processes and techniques for managing IT projects, systems and services, throughout the IT lifecycle. It addresses both the technical and behavioural aspects of IT management at the enterprise level. Major topics include: organisational strategy and IT alignment, IT planning, project planning, tracking, resource estimation, team management, software testing, delivery and support of IT services, service level agreements, change and problem management, cost effectiveness and quality assurance.

This unit of study provides a comprehensive overview of the internal mechanisms and algorithms of Database Management Systems (DBMS) and other systems that manage large data collections. These skills are needed for successful performance tuning and to understand the scalability challenges faced by the information age. This unit builds upon the second- year INFO2120 'Database Systems 1' and correspondingly assumes a sound understanding of SQL, schema design and transactional programs.
The first part of this subject focuses on mechanisms for large-scale data management. It provides a deep understanding of the internal components of a database engine. Topics include: physical data organization and disk-based index structures, query processing and optimisation, locking and logging, and database tuning.
The second part focuses on the large-scale management of textual data such as by an information retrieval system or with web search engines. Topics include: distributed and replicated databases, information retrieval, document management, text index structures, web retrieval and web-scale data processing.
The unit will be of interest to students seeking an introduction to database tuning, disk-based data structures and algorithms, and information retrieval. It will be valuable to those pursuing such careers as Software Engineers, Database Experts, Database Administrators, and e-Business Consultants.

his unit of study provides a comprehensive overview of the internal mechanisms and algorithms of Database Management Systems (DBMS) and other systems that manage large data collections. These skills are needed for successful performance tuning and to understand the scalability challenges faced by the information age. This unit builds upon the second- year INFO2820 'Database Systems 1 (Adv)' and correspondingly assumes a sound understanding of SQL, schema design and transactional programs.
The first part of this subject focuses on mechanisms for large-scale data management. It provides a deep understanding of the internal components of a database engine. Topics include: physical data organization and disk-based index structures, query processing and optimisation, locking and logging, and database tuning.
The second part focuses on the large-scale management of textual data such as by an information retrieval system or with web search engines. Topics include: distributed and replicated databases, information retrieval, document management, text index structures, web retrieval and page rank algorithms.
This is an advanced alternative to INFO3404; it covers material at an advanced and challenging level. In particular, students in this advanced stream will study an actual DBMS implementation on the source code level, and also gain practical experience in extending the DBMS code base.

This unit of study enables talented students with maturing IT knowledge to integrate various IT skills and techniques to carry out projects which are predominantly research-intensive.

This unit of study enables talented students with maturing IT knowledge to integrate various IT skills and techniques to carry out projects which are predominantly research-intensive.

This Unit of Study is for University of Sydney students in the Exchange program studying at an overseas university.

This Unit of Study is for University of Sydney students in the Exchange program studying at an overseas university.

This Unit of Study is for University of Sydney students in the Exchange program studying at an overseas university.

This Unit of Study is for University of Sydney students in the Exchange program studying at an overseas university.

This Unit of Study is for University of Sydney students in the Exchange program studying at an overseas university.

This Unit of Study is for University of Sydney students in the Exchange program studying at an overseas university.

This Unit of Study is for University of Sydney students in the Exchange program studying at an overseas university.

This Unit of Study is for University of Sydney students in the Exchange program studying at an overseas university.

This Unit of Study is for University of Sydney students in the Exchange program studying at an overseas university.

This Unit of Study is for University of Sydney students in the Exchange program studying at an overseas university.

This Unit of Study is for University of Sydney students in the Exchange program studying at an overseas university.

This Unit of Study is for University of Sydney students in the Exchange program studying at an overseas university.

This Unit of Study is for University of Sydney students in the Exchange program studying at an overseas university.

This Unit of Study is for University of Sydney students in the Exchange program studying at an overseas university.

This Unit of Study is for University of Sydney students in the Exchange program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange program studying at an overseas University.

This unit of study is for University of Sydney students in the Exchange program studying at an overseas University.

This unit of study is for University of Sydney students in the Exchange program studying at an overseas University.

This unit of study is for University of Sydney students in the Exchange program studying at an overseas University.

This Unit of Study is for University of Sydney students in the Exchange program studying at an overseas university.

This Unit of Study is for University of Sydney students in the Exchange program studying at an overseas university.

This Unit of Study is for University of Sydney students in the Exchange program studying at an overseas university.

This Unit of Study is for University of Sydney students in the Exchange program studying at an overseas university.

This Unit of Study is for University of Sydney students in the Exchange program studying at an overseas university.

This Unit of Study is for University of Sydney students in the Exchange program studying at an overseas university.

This Unit of Study is for University of Sydney students in the Exchange program studying at an overseas university.

This Unit of Study is for University of Sydney students in the Exchange program studying at an overseas university.

This Unit of Study is for University of Sydney students in the Exchange program studying at an overseas university.

This Unit of Study is for University of Sydney students in the Exchange program studying at an overseas university.

This unit explores the place of creativity and the arts in youth culture and society more broadly. Throughout this unit students will be given the opportunity to engage with ideas of creativity and the arts as both an audience member and creator of work. Students will also explore theoretical, sociological, psychological and political constructs of, and approaches to creativity. This unit engages with the analysis of theoretical frameworks and practice relating to creativity, the arts and youth culture through lectures, performances/exhibitions, online tutorials and individual study.

What role do digital media play in society and culture? How does it shape young people's experiences, values, and learning opportunities? This unit examines the ways in which the lives of children and young adults are shaped by digital culture. By examining this process in historical and contemporary contexts, students will gain insight into how identity is shaped by practices such as social networking, videogame playing, and digital authoring.

Nutrition is important for physical growth and health throughout the human lifespan, during pregnancy, childhood, adolescence, adulthood and the senior years. Nutrition is a crucial factor in sports performance and athletic endeavours, because food is used as fuel for physical activity. Diet and nutrition affect body composition, the day to day functioning of the human body and nutrition also affects the brain and cognitive performance. Students in this unit of study will be able to analyse the content and quality of their own diet and make informed decisions concerning foods, nutrients and supplements to optimise their daily nutrient intake and physical performance.

This unit of study is the first part of Education I and provides a general introduction to education and teaching. The unit integrates the following themes: knowledge, culture and the curriculum; teaching as a process and way of life; and, teachers as life-long learners and researchers. Within this unit, students are also mentored by more experienced students during their first semester transition to the university. At the conclusion of the unit students should have developed and demonstrated an understanding of the complex character of teachers' work.

This unit, which is the second part of Education 1 introduces students to the study of human development, with a particular emphasis on the development of early childhood through to adolescence. The unit addresses one of the major goals of Education I, II and III: the learning of a body of knowledge on 'human development (child and adolescent in particular)'. It is premised on the view that development is a complex and dynamic process and that teaching from this developmental perspective inevitably transforms teachers into problem solvers who adapt and modify their teaching and learning approaches, based on knowledge of factors that promote each child's optimal development. The unit will also consider the impact of history, culture, and social context on learning and development. A core assumption of the unit is that the study of human development is cross disciplinary; involving in particular psychology, philosophy of science and neurobiology, and that existing developmental theories are open to question and continuing debate. Students are therefore encouraged to engage in this study with critical and creative minds. The unit focuses on the processes and products of human development, related to cognitive, emotional, social, moral & spiritual, motor, and language development. The classical theories will be considered in some detail and examined in the light of contemporary theory and research, drawing in particular on Dynamic Systems Theory and the neurobiology of the brain.

This unit of study is the first part of Education II. Its aim is to provide a general introduction to educational psychology. The important issues of the unit include constructivist and other approaches to learning, critical thinking skills, problem solving, technologically supported learning and motivation. This unit plays an important role in supporting later teaching and curriculum studies in the Bachelor of Education degree. At the end of this unit of study, students will have made substantial progress towards understanding the utility of research in psychology for educators. They will have the capacity to describe learning and teaching activities in terms of their psychological efficacy, especially as it relates to young people. Similarly they will have been introduced to the theory and practice of assessment and evaluation in educational settings, and the impact of assessment on learning and motivation. They will have had training in two Department of Education and Community policies, Good Discipline and Effective Learning, and Student Welfare.

This unit of study is the second part of Education II. Its aim is to provide a general introduction to the social, political and economic contexts of education. The two themes studied in the Unit are: Schools and communities, and Educational systems, markets and globalisation. At the end of this unit of study, students should have the capacity to discuss the impact of a range of educational practices and policies on schools, students and families. Similarly, students will be familiar with broad movements in contemporary educational reform and their association with national and global economic change. As a result of working collaboratively on a substantial project students will develop a range of research skills. Training is provided in the following Department of Education and Training policies and procedures: Aboriginal Education, Anti-Racism and Gender Equity.

This unit of study dissects the role played by youth sport and sport in Australian society from an historical and socio-cultural perspective. Youth sport in this unit encompasses physical education, school sport, organised community sport as well as any organised youth physical activity. This unit endeavours to place greater emphasis on theories that have emerged regarding youth sport and sport issues. These include how youth sportand sport in general have been constructed over time and how each relates to themes such as class, gender, age, ethnicity, sexuality, social identity, policy, politics commercialism, nationalism and racism. This unit will encourage students to critically analyse how sport is both constructed and is produced in the context of particular social values and beliefs. The unit is structured in a way to encourage the development of arguments and ideas through tutorial presentations, research projects and a portfolio which relate to these topic areas. This unit of study is designed to encourage student-based multi-disciplinary inquiry as laid out by the Education III design. It is designed also to encourage students to become informed citizens and life-long learners.

This unit of study explores relationships between education, poverty and development in international contexts, particularly in the global South. It acknowledges the importance of a broad-ranging view of development, including its economic, political, and cultural dimensions. The unit examines key indicators related to poverty and education, and explores the educational implications of the Millenium Development Goals (MDGs) in the global South. The roles of multilateral, bilateral and non-state agencies in educational development is investigated to discuss the multiple actors in global development and the politics of aid. Case studies of educational development processes in specific countries are used to contextualise the key issues explored in the unit and to provide students with an understanding of how development reforms are experienced and contested at local, regional, and national levels. The unit is especially designed for those who have an interest in developing countries, who may be teaching or writing about development issues, or who may be interested in careers in international and development education, whether in Australia or overseas.

The unit emphasis is on the underpinning global education trends of the developed world. A number of themes are dealt with in this global context, in particular youth transition, Indigenous education issues in Australia, USA and New Zealand, the emergence of international curriculum and assessment and a number of education system case studies. These case studies will include the education systems of France, Great Britain, Germany and the United States. The unit will appeal to students who are likely to work in the increasingly global world of teaching and may be involved in latter years in working in organizations such as UNESCO, the OECD or the World Bank.

Mentoring is increasingly used to assist in transitional educational situations such as the transition to teaching, transition from primary to high school and transition from junior to senior school. Mentoring provides the mentor with the opportunity to make meaning of their experiencees and to share these experiences with the mentee. Mentoring provides the mentee with support, guidance and challenge within the unfamiliar community of practice they are entering. In educational contexts mentoring as theory and practice has assumed critical importance in introducing pre-service teachers to the professional practice of teaching. This unit of study examines mentoring in schools and universities and other organisational structures. Students use a range of sociological theories and constructs in order to develop a critical understanding of mentoring as professional practice and to devise a mentor progamme suitable for implementation in an educational setting of their own choosing.

This unit of study examines four themes from current research on learning and teaching which have significant implications for enhancing learning outcomes in educational settings: (1) the self-system, learning and achievement; (2) collaborative learning: cognitive and motivational factors; (3) information processing and the design of instruction; and (4) learning from text, illustrations and multimedia. Each of these themes is defined by a central question (e.g. how is the self-system organised and what is its relationship to student achievement?) which is examined through several bodies of related recent research. In addition to lectures on each theme, students present the results of their collaborative self-directed research on one of the themes in a series of presentations held in the last three weeks of the unit of study. At the completion of the unit students should be able to analyse, synthesise, and draw conclusions from theory and research in each of the four themes considered, derive educational implications and applications for an educational level (e.g. primary, secondary), demonstrate the skills involved in collaborative and self-directed learning, and demonstrate competence in oral and written communication skills.

How can we explain the ideas, practices and institutions which make up the modern Australian school? This unit looks for the answers in the history of Australian education. Why is schooling compulsory? Why are there separate primary and secondary schools? Why do teachers need university degrees? Why do so many children and young people attend religiously-affiliated schools? What are the origins of current school funding regimes? Understanding the histories of current educational arrangements helps us better understand the present and offers useful knowledge for shaping the future of schooling. The unit looks at Australian schooling from the colonial period to the twenty-first century with a particular
emphasis on the period from the 1950s.

Curriculum is an essential component to all schools and all education systems. Understanding what, why and how curricula are constructed is an important skill for all teachers. The unit also examines controversial issues in curriculum including the teaching of values in schools and thr role of values education documents for NSW schools. Many recent developments in curriculum are reviewed including NAPLAN, national assessment and MySchool. Evaluation and assessment are often misunderstood concepts. Cultural, social and political influences drive decisions about who, what and how will be evaluated. Evaluation and assessment are often conflated with large scale testing regimes because they can lead to easily quantifiable results. A broader and more accurate understanding of these terms is important for all educators.

This unit of study examines the nature of theatre and film in Australian cultural and educational settings. A particular focus will be placed on theatre and film for and by young people, and the range of learning that takes place through young people's engagement in, and appreciation of, theatre and film. In addition, the role and nature of Australian film and theatre will be placed within an international context so that students can examine the international forces influencing Australian culture. Indigenous issues in Australian Film and Theatre will be examined. Australian Theatre, Film and Learning will provide first hand experiences of Australian films and theatre performances through field trips to significant theatre performances and festivals, Australian school performances and the viewing of Australian films. Students enrolled in this unit will incur a levy to cover any additional costs.

The rapid expansion of English as a global language has led to a demand for graduates across a range of disciplines to have skills and expertise in English language teaching. This unit aims to introduce the theory and practice of teaching English both in Australia to international students and overseas in a range of primary, secondary and tertiary contexts. The unit is run in conjunction with the Centre for English Teaching and involves lectures by CET staff and lesson observations.

This unit aims to introduce the theory and practice of teaching English both in Australia to international students and overseas in a range of primary, secondary and tertiary contexts. The unit is run in conjunction with the Centre for English Teaching and involves lectures by CET staff and lesson observations. The focus is on developing participants' ability to plan and program teaching in a range of macro-skills, to undertake testing and needs analysis and to develop intercultural skills and understandings.

There is no coursework per se in the final Honours year, for non-Education students, with the writing of the Honours thesis comprising EDUF4215 and EDUF4216. The Honours thesis involves investigation of a topic chosen by students and relevant to their own interests. The thesis will be based on the research proposal and is supervised directly by an academic within the Faculty. Although the length of the thesis will vary depending on the nature of the investigation, and length does not necessarily indicate quality, the thesis will not normally exceed 20000 -25000 words.

There is no coursework per se in the final Honours year, for non-Education students, with the writing of the Honours thesis comprising EDUF4215 and EDUF4216. The length of the thesis will vary with the nature of the investigation, and the thesis will be 20000 words. Three copies of the thesis should be submitted by the last Friday in October, one of which will be returned to the student.

Concepts in Biology is an introduction to the major themes of modern biology. The unit emphasizes how biologists carry out scientific investigations, from the cellular/molecular level to the level of ecosystems.Practical classes focus on the design and analysis of robust scientific experiments based on modern biological techniques.Topics covered in lectures and include: introductory cell biology, with particular emphasis on cell structure and function; an introduction to molecular biology through the role of DNA in protein synthesis and in the genetics of organisms; theories of evolution and phylogenetic analysis, and how they are used to interpret the origins of the diversity of modern organisms; and interactions between organisms in biological communities, with particular emphasis on Australian examples.

Living Systems deals with the biology of organisms as individuals, within populations and as part of communities and ecosystems. A broad range of taxa are covered, from bacteria to large plants and animals, and emphasis is placed upon understanding the ways in which they can live in a range of habitats. Behaviour is discussed as a key process linking organismal-level processes to population and community dynamics. The importance of energy in living systems, and how elements are used and recycled in biological communities, are introduced as the basis of ecosystems. The unit of study includes lectures and laboratory classes on the physiology and behaviour of animals and plants, the ways in which organisms control and integrate their activities and the processes controlling dynamics of populations and community. These themes are revisited within applied contexts to discuss issues such as management and conservation.

This unit of study will cover generally the same topics as BIOL1002 but material will be discussed in greater detail. Roughly 50% of the material in lectures and practicals will be different from BIOL1002. Students enrolled in BIOL1902 will have separate lectures and practical sessions from BIOL1002.

This is the gateway unit of study for Human Geography, Physical Geography and Geology. Its objective is to introduce the big questions relating to the origins and current state of the planet: climate change, environment, landscape formation, and the growth of the human population. During the semester you will be introduced to knowledge, theories and debates about how the world's physical and human systems operate. The first module investigates the system of global environmental change, specifically addressing climate variability and human impacts on the natural environment. The second module presents Earth as an evolving and dynamic planet, investigating how changes take place, the rate at which they occur and how they have the potential to dramatically affect the way we live. Finally, the third module, focuses on human-induced challenges to Earth's future. This part of the unit critically analyses the relationships between people and their environments, with central consideration to debates on population change and resource use.

Advanced students will complete the same core lecture material as for GEOS1001, but will be required to carry out more challenging practical assignments.

This Unit of Study provides a geographical perspective on the ways in which people interact with each other and the physical world, focussing on the processes that generate spatial variation and difference. This Unit will consider the development and characteristics of natural environments across the globe, and will explore how these environments both constrain, and are influenced by, humans. Therefore, the Unit of Study will consider the political, economic, cultural and urban geographies that shape contemporary global society. Each of these themes will be discussed with reference to key examples (such as Hurricane Katrina, the Earthquake in Haiti/Dominican Republic, the conflict in Darfur, and sea-level rise in the Asia-Pacific), in order to consider the ways in which the various processes (both physical and human) interact. The Unit of Study will also include a short field trip to localities surrounding the University to observe processes of spatial change and conflict. The Unit of Study is designed to attract and interest students who wish to pursue geography as a major within their undergraduate degree, but also has relevance to students who wish to consider the way geographers understand the contemporary world.

Advanced students will complete the same core lecture material as for GEOS1002, but will be required to carry out more challenging practical assignments.

The aim of this unit of study is to examine the chemical and physical processes involved in mineral formation, the interior of the Earth, surface features, sedimentary environments, volcanoes, and metamorphism. Lectures and laboratory sessions on mountain building processes and the formation of mineral deposits will lead to an understanding of the forces controlling the geology of our planet. Processes such as weathering, erosion and nature of sedimentary environments are related to the origin of the Australian landscape. In addition to laboratory classes there is a one-day excursion to the western Blue Mountains and Lithgow to examine geological objects in their setting.

This unit has the same objectives as GEOS1003 and is suitable for students who wish to pursue aspects of the subject in greater depth. Entry is restricted and selection is made from the applicants on the basis of their ATAR or UAI and/or their university performance at the time of enrolment. Students that elect to take this unit will participate in alternatives to some aspects of the standard unit and will be required to pursue independent work to meet unit objectives. This unit may be taken as part of the BSc (Advanced).

This unit examines the ecological principles driving the major ecosystems of the world and ecological processes behind the world's major conservation issues. It aims to develop in students the core foundations for an understanding of Ecology and its application in conservation. Lectures will focus on the ecology of the major terrestrial and marine biomes of the world. Application of ecological theory and methods to practical conservation problems will be integrated throughout the unit of study. Practical sessions will provide hands-on experience in ecological sampling and data handling to understand the ecology of marine and terrestrial environments, as well as ecological simulations to understand processes.

The content will be based on the standard unit BIOL2024 but qualified students will participate in alternative components at a more advanced level. This unit examines the ecological principles driving the major ecosystems of the world and ecological processes behind the world's major conservation issues. It aims to develop in students the core foundations for an understanding of Ecology and its application in conservation. Lectures will focus on the ecology of the major terrestrial and marine biomes of the world. Application of ecological theory and methods to practical conservation problems will be integrated throughout the unit of study. Practical sessions will provide hands-on experience in ecological sampling and data handling to understand the ecology of marine and terrestrial environments, as well as ecological simulations to understand processes.

This topic examines the role of conservation biology and applied ecology in environmental science, examining pattern and process in natural systems and evaluating how these are being affected by pervasive anthropogenic impacts. Focusing on the conservation, assessment of impacts and the restoration of natural systems, we consider the range of ecological issues environmental scientists must address. We examine the extent of environmental problems; derive explanations of why and how they are occurring and address management options for resolving them. A key component of the unit is the opportunity to work in the field on relevant applied ecology and conservation issues. The aim of this unit is for you to understand the processes that go into solving environmental problems from an ecological perspective and how to identify management options.

Qualified students will participate in alternative components of ENVI2111, Conservation Biology, including an independent research project.

The unit provides an essential framework for understanding the environmental response to short- and long-term geologic, oceanic and atmospheric processes. This Unit of Study introduces students to a variety of natural phenomena that affect society with impact levels ranging from nuisance to disastrous. The discussion of each hazard focuses on: (1) the process mechanics, (2) hazards and risk, and (3) methods for mitigation. Geographic Information Systems (GIS) are used by scientists, planners, policy-makers and the insurance industry alike to address many issues relating to natural hazards. This Unit of Study will introduce students to the major concepts relating to GIS and provide practical experience in the application of GIS techniques to hazard mapping, risk assessment and mitigation.

This unit has the same objectives as GEOS2111 and is suitable for students who wish to pursue aspects of the subject in greater depth. Entry is restricted and selection is made from the applicants on the basis of their performance to date. Students who elect to take this unit will participate in alternatives to some aspects of the standard unit and will be required to pursue independent work to meet unit objectives.

This unit of study introduces core concepts about how the formation of ocean basins and their influence on climate govern the development of coasts and continental margins. These concepts provide a framework for understanding the geographic variation of coasts, continental shelves and sediment accumulations in the deep ocean. Ocean-basin evolution is explained in terms of movements within the Earth's interior and how these movements determine the geometry of ocean basins, and their alpine counterparts, which interact with the global circulation of the ocean and atmosphere. This interaction plays a key role in marine sedimentation and controls the environmental conditions responsible for the development of coral reefs and other ecosystems. The Unit of Study systematically outlines how these factors have played out to produce, by gradual change, the coasts we see today, as well as the less familiar deposits hidden beneath the sea and coastal lands. The Unit thereby outlines how knowledge of responses to climate change in the past allow us to predict environmental responses to accelerated climate change occurring now and in the future due to the industrial greenhouse effect, but places these responses into perspective against the geological record. Overall therefore, the Unit aims to provide familiarity with fundamental phenomena central to the study of marine geoscience and environmental impacts, introduced through process-oriented explanations. The Unit of Study is structured around GIS-based practical sessions and problem-based project work, for which lectures provide the theoretical background.

This unit has the same objectives as GEOS2115 and is suitable for students who wish to pursue aspects of the subject in greater depth. Entry is restricted and selection is made from the applicants on the basis of their performance to date. Students who elect to take this unit will participate in alternatives to some aspects of the standard unit and will be required to pursue independent work to meet unit objectives.

This unit of study explores cultural constructions of nature and resources, the evolution of environmental thought, and the debates surrounding sustainable development and climate change. It integrates environmental, economic, cultural and social considerations in respect to natural resource management in Australia and the Asia-Pacific. The environmental considerations extend to an understanding of climatic responses over the long term that provide constraints on resource management today, and how these responses are projected to vary in future. These environmental constraints include air, land, vegetation and water resources and are examined in relation to current issues driving contemporary debate on the politics of climate change that must now be considered in environmental management. These concepts and principles are reinforced through the analysis of real-world data from the Hunter Valley of NSW – a region rich in resources with many stakeholders that hold differing, sometimes contrary perceptions of environmental and resource management. The unit of study enables students to learn about the social, cultural and environmental considerations that must be taken into account when developing and implementing environmental and resource management policies in an increasingly congested 'marketplace of ideas'.

Advanced students will receive the same core lecture materials as for GEOS2121 but are required to complete alternative written work.

The unit aims to convey how fossils, stratigraphic and structural data are used together to determine ages and environments and the deformation history of rock layers. It covers an introduction to historical geology and the evolution of the major fossils groups. Methods of stratigraphic age determination include litho-, bio-, chemo-, magneto- stratigraphy, as well as radiometric geochronology and the stratigraphic characteristics of the main geological time intervals. Structural methods are focused on brittle deformation in the upper crust and sediments. Students will gain familiarity with the most important fossil groups and how to identify them, and with the most important types of faults and folds. The formation of fossil fuels such as coal, oil and gas will also be covered in an earth history and resource exploration context. The simultaneous use of fossils, stratigraphy and structure to unravel the geological history of a set of exposed rock layers is demonstrated during a field excursion to Yass.

This unit has the same objectives as GEOS2124 and is suitable for students who wish to pursue aspects of the subject in greater depth. Entry is restricted and selection is made from the applicants on the basis of their performance to date. Students that elect to take this unit will participate in alternatives to some aspects of the standard unit and will be required to pursue independent work to meet unit objectives. This unit may be taken as part of the BSc (Advanced).

This unit of study is divided into two parts and covers topics in environmental law and governance (Part 1) and environmental ethics (Part 2). Environmental regulation and governance plays an important role in regulating human impacts on the environment. The law and governance part of this unit provides an introduction and overview to environmental regulation. We look at key environmental issues through an examination of legal policies, legislation and case law at a variety of scales (international, national and state/local). This unit also highlights the ways in which environmental law and governance is increasingly interconnected to other areas of environmental studies. The ethics component helps students develop thoughtful and informed positions on issues in environmental ethics using arguments derived from traditional ethics as well as environmentally specific theories. Ethical conflicts are often inevitable and difficult to resolve but using the resources of philosophical ethics and regular reference to case studies, students can learn to recognize the values and considerations at stake in such conflicts, acknowledge differing viewpoints and defend their own well considered positions.

This unit of study focuses on environmental impact assessment as part of environmental planning. It seeks to establish a critical understanding of environmental planning and the tools available to improve environmental outcomes. The unit of study addresses the theory and practice of environmental impact statements (EIS) and environmental impact assessment processes (EIA) from scientific, economic, social and cultural value perspectives. Emphasis is placed on gaining skills in group work and in writing and producing an assessment report, which contains logically ordered and tightly structured argumentation that can stand rigorous scrutiny by political processes, the judiciary, the public and the media.

This unit covers the following aspects of energy and the environment: energy resources and use; electrical power generation including fossil fuelled and alternate methods; environmental impacts of energy use and power generation including greenhouse gas emissions; transportation and pollution; energy management in buildings; solar thermal energy, photovoltaics, wind power and nuclear energy; embodied energy and net emissions analysis and, importantly, socio-economic and political issues related to energy provision.

Coastal Management is about how scientific knowledge is used to support policy formulation and planning decisions in coastal environments. The course links coastal science to policy and practice in management of estuaries, beaches and the coastal ocean. The principles are exemplified through specific issues, such as coastal erosion, pollution, and impacts of climate-change. The issues are dealt with in terms of how things work in nature, and how the issues are handled through administrative mechanisms. These mechanisms involve planning strategies like Marine Protected Areas and setback limits on civil development in the coastal zone. The coastal environments and processes that are more relevant to coastal management including: rocky coasts; beaches, barriers and dunes; and coral reefs will also be introduced. At a practical level, the link between science and coastal management is given substance through development and use of 'decision-support models'. These models involve geocomputing methods that entail application of simulation models, remotely sensed information, and Geographic Information Systems (GIS). The course therefore includes both principles and experience in use of these methods to address coastal-management issues. (It thus also involves extensive use of computers.) Although the focus is on the coast, the principles and methods have broader relevance to environmental management in particular, and to problem-solving in general. That is, the course has vocational relevance in examining how science can be exploited to the benefit of society and nature conservation.

Advanced students will complete the same core lecture material as for GEOS3014 but will carry out more challenging projects, practicals, assignments and tutorials.

The unit of study can be taken only with prior permission from the unit of study coordinator. It constitutes a Field School run over a three-week period in July, prior to the commencement of the second semester. In 2013 the Field School will be held in mainland Southeast Asia (three of the Mekong countries China, Thailand, Laos, Cambodia and Viet Nam). In other years it may be held in Indonesia (Java, Sulawesi and Bali). The Field School focuses on three main themes; rural social, environmental and economic change; regional economic integration and its local effects; regional environmental change and natural resources governance. The Field School is run in close association with local universities, whose staff and students participate in some components of the course. Places are limited, and students interested in the 2013 Field School should indicate expression of interest to Professor Philip Hirsch by the end of August 2012.

The unit of study can be taken only with prior permission from the unit of study coordinator. It constitutes a Field School run over a three-week period in July, prior to the commencement of the second semester. In 2013 the Field School will be held in mainland Southeast Asia (three of the Mekong countries China, Thailand, Laos, Cambodia and Viet Nam). In other years it may be held in Indonesia (Java, Sulawesi and Bali). The Field School focuses on three main themes; rural social, environmental and economic change; regional economic integration and its local effects; regional environmental change and natural resources governance. The Field School is run in close association with local universities, whose staff and students participate in some components of the course. Places are limited, and students interested in the 2013 Field School should indicate expression of interest to Professor Philip Hirsch by the end of August 2012.

Cities are now the predominant home for humanity. More than half of the world's population reside in cities. The contemporary growth of cities, however, is attached to profound political questions about what it means to be urban, and what 'being urban' means for the planet. This Unit of Study provides grounding to these crucial questions. During the first half of the semester, lectures ask the question what does it mean to be a 'citizen', and what has this got to do with cities? This includes consideration of historical and contemporary configurations of citizenship. Case studies illustrate ways in which new forms of citizenship are produced through struggles over rights to the city, looking at issues including new informatics and surveillance technologies, homelessness, child spaces, indigeneity, asylum-seekers, 'culture jamming', and sexuality. In the second half of the semester, lectures address the question: are cities sustainable? Why or why not? And for whom? This focus addresses utopian visions for cities, urban history, ecological footprint analysis, bioregionalism, transport options, urban form and urban policy, with reference to sustainable futures and the role of custodianship. Through the semester a practicals program enables students to develop urban-based research projects.

GEOS3920 has the same thematic content as GEOS3520 however with elements taught at an Advanced level

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.

This unit of study is for University of Sydney students in the Exchange Program studying at an overseas university.