Course coordinator
Associate Professor Celine Frere
Course overview
- Study period
- Semester 1, 2026 (23/02/2026 - 20/06/2026)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- The Environment School
Patterns of invertebrate and vertebrate animal behaviour, physiological bases of behaviour, development of behaviour, how patterns of behaviour evolve and how these are studied. Examples will be taken from both invertebrate and vertebrate animals. Evaluate and test hypotheses about behaviour critically. Critique papers from the primary literature and carry out research projects on animal behaviour.
This course offers comprehensive coverage of animal behaviour, exploring physiological, ecological, and evolutionary perspectives. Students will engage with key concepts through online modules, critically assess introduced ideas, and participate in weekly Problem-Based Learning (PBL) activities. Assessment for this component of the course will include weekly quizzes, short-answer questions, and a final exam. This will be worth 60% of your final mark.
Practical sessions are designed to equip students with the skills needed to conduct independent research in the field. Working in groups of 3–4, students will undertake a semester-long research project. Each group will plan their study and prepare a formal research proposal (group assignment). Students can choose from a variety of project topics, ranging from those conducted on campus to fieldwork involving day trips within Brisbane or 3–4 days of camping at the Moreton Bay Research Station. Projects may focus on invertebrates (e.g., native bees crabs) or vertebrates (e.g., kangaroos, birds, water dragons). Following this, they will conduct the research, analyse the data, and individually create a poster summarising their findings to be presented at the end of the semester (individual assignment). These activities will account for 40% of the course assessment.
Course requirements
Assumed background
Students are expected to have done some first-year biology (ideally BIOL1020 and BIOL1030 or equivalent), and two statistics and experimental design courses (BIOL2006 and STAT1202). While no specific second year course is a prerequisite, students are expected to perform at a third-year level in this subject; thus they will be expected to think more critically, and write better, than would be expected for a second-year subject.
Recommended companion or co-requisite courses
We recommend completing the following courses at the same time:
BIOL2006 or BIOL2106
Incompatible
You can't enrol in this course if you've already completed the following:
ZOOL3002
Course contact
Course staff
Lecturer
Associate Professor Celine Frere
Associate Professor Rebecca Dunlop
Associate Professor Karen Cheney
Tutor
Dr Kaitlin Barham
Ms Kelley Meehan
Mr Sam Gallagher-Becker
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
The goals of this course are to provide a well-rounded coverage of the field of animal behaviour from physiological, ecological and evolutionary perspectives and to provide students with a complete research project experience in this area.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
analyse the ways in which selection may have acted on animals' behavioural patterns
LO2.
explain how particular behaviour patterns assist animals to survive and/or reproduce in their environments
LO3.
analyze the physiological underpinnings of some simple behaviours, including genetic, sensory, neurological and hormonal influences
LO4.
understand some of the main theoretical approaches to understanding animal behaviour.
LO5.
plan a research project in a small team on an aspect of animal behaviour and describe these plans in a formal research proposal.
LO6.
in a small team, carry out data collection in either the field or laboratory for a basic research project in the field of animal behaviour
LO7.
produce a poster presenting the results of your independent project, as would be done for a poster session at an academic conference
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation |
Project proposal
|
15% |
2/04/2026 2:00 pm |
| Poster |
Poster presentation
|
25% |
27/05/2026 2:00 pm |
| Quiz, Reflection |
PBL quizzes
|
20% |
1) Quiz 1 (Module 2) 5/03/2026 5:00 pm 2) Quiz 2 (Module 3) 12/03/2026 5:00 pm 3) Quiz 3 (Module 4) 19/03/2026 5:00 pm 4) Quiz 4 (Module 5) 26/03/2026 5:00 pm 5) Quiz 5 (Module 6) 16/04/2026 5:00 pm 6) Quiz 6 (Module 7) 23/04/2026 5:00 pm 7) Quiz 7 (Module 8) 7/05/2026 5:00 pm 8) Quiz 8 (Module 9) 14/05/2026 5:00 pm |
| Examination |
End of semester exam
|
40% |
End of Semester Exam Period 6/06/2026 - 20/06/2026 |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Project proposal
- Team or group-based
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 15%
- Due date
2/04/2026 2:00 pm
- Learning outcomes
- L05, L06, L07
Task description
This is a GROUP ASSIGNMENT to be written jointly by the project team. A ~ 2000 word research proposal (about 6.5 – 8.5 pages double-spaced, word count does not include the reference list) on your independent research topic will contribute 15% to the assessment for this subject.
The assignment has three objectives:
(1) to get you reading the primary scientific literature on work others have done on or close to the research topic you have chosen,
(2) to help you to plan your research project in detail and
(3) to give you skills and experience in the writing of research proposals.
Your proposal should be divided into four main sections.
1) Background - You should start your proposal with a broad introduction to the QUESTION being addressed (e.g., how animals might respond to predator cues, how mothers and young keep track of each other, how boldness affects habitat use…) and what is known about this question in a range of animals, then make the focus narrower in the subsequent paragraphs. This section will include a critical synthesis of the relevant literature to place the proposed project in the context of other work done in the field, and the gaps in knowledge that still exist.
2) Aims and Significance of the study – this section should present the fundamental question(s) that will be addressed. Describe why your study is critical (how it will advance our knowledge of this aspect of animal behaviour and fill in some of the detailed knowledge gaps) and what your detailed aims are. You could also end with a paragraph about why your study species is suitable for addressing this question.
3) Research Plan and Methods – this section should show clearly how each aim will be addressed, in sufficient detail for the reader to assess the likelihood that the research will be successful. You need to explain exactly what data you will collect, how those data will be collected, and how they will be analyzed. You need to provide enough detail on the proposed methods for the reader to be able to decide whether your data and data analysis will achieve the aims of the study (i.e., answer the questions you set out to answer).
4) References cited - You should list all the references cited in the proposal.
Use of the literature
Research proposals should cite original scientific literature (journal articles and chapters from edited books), rather than general texts and websites. A few key references were supplied for each suggested topic. Still, you must show evidence of wider reading and your own library research (i.e., we will expect you to cite about ten or more additional relevant journal articles that you found yourself). It is rarely appropriate to get material from the internet for a research project, and we will not accept references to websites in place of appropriate journal articles. This is because anyone can post things on the internet; there is no reviewing process to provide quality control, as there is with scientific journal articles. In some cases, citations of websites might be appropriate in addition to those of journals.
Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
The assessment is to be submitted as an electronic version through Turnitin.
- Access the Assessment folder on the course Blackboard site.
- Upload an electronic version through the Turnitin site for the assignment.
- Assignments can be uploaded multiple times before the due date/time. The last upload before the due time will be the final version.
- You will be sent a receipt, retain the receipt as proof of submission.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
You are required to submit assessable items on time. If you fail to meet the submission deadline for any assessment item, then 10% of the maximum possible mark for the assessment item (assessment ‘marked from’ value) will be deducted as a late penalty for every day (or part day) late after the due date. For example, if you submit your assignment 1 hour late, you will be penalised 10%; if your assignment is 24.5 hours late, you will be penalised 20% (because it is late by one 24-hour period plus part of another 24-hour period).
Poster presentation
- Mode
- Product/ Artefact/ Multimedia
- Category
- Poster
- Weight
- 25%
- Due date
27/05/2026 2:00 pm
- Other conditions
- Student specific.
- Learning outcomes
- L05, L06, L07
Task description
Each student will individually prepare a digital poster (equivalent A2 size if printed, either portrait or landscape orientation) on their project as could be displayed at poster sessions during a conference. You can use Powerpoint to produce your poster, but you're welcome to use another program if you'd like.
Note that your intended audience is 3rd-year biology students.
Your poster must include the following content:
• A title
• Your name
• Your group members’ names and anyone else who assisted you should be thanked in a brief acknowledgements section (usually at the bottom of the poster)
• Brief introduction (few sentences at most) with clear aims – it’s a good idea for the aims to be clearly highlighted somehow (larger font, boxed, or in some other way made prominent).
• Methods section – this has to be as brief as possible but also has to give all necessary information so reader knows what you did, how behaviours were defined, etc.
• Results – this is the most important section of the poster, so make it prominent. Use graphs whenever possible.
• You must report the results of your statistical analysis of your data, providing the relevant statistical results for the kind of test that you did – e.g, test statistic value, sample size, degrees of freedom, p-value. These can be presented either in your text or in a figure legend.
• Brief discussion/conclusions paragraph – this should focus on what your results show (which could be the lack of patterns or differences, of course), biological interpretations of those results and why they might be interesting. Do not critique your methods or make suggestions for future research here – you will do that separately (see below).
• If you use any images that you did not photograph or design, you must attribute them.
• You must cite about 3-5 of the most relevant papers, either in the brief introduction section or the brief discussion section on the poster, and have a literature cited section at the bottom of the poster, which can be in quite small font.
What can and can’t be shared between group members’ posters:
• It is okay for you to do your statistical analyses of your data together, and thus to have identical statistical results on your separate posters
• It is also okay for you to do graphs together and present identical graphs on your separate posters
• However, nothing else should be done together. Everything else on your poster must be your own work.
Design of the poster:
This part of the poster is much more flexible and you can indulge your creative spirit - there are many ways to make a poster “work” in terms of the design. However, keep the following in mind because you WILL be marked on how attractive your poster is and how easy it is to read.
• If you were taking your poster to a conference, there would probably be dozens or hundreds of posters, and most people would read only a few, so how could you make people want to read your poster more than the others?
• Minimize the number of words on your poster and make sure the font is large enough to be read from at least 1.5 m away (this is about the distance at which people usually read posters at a conference). You should try to use no more than 500-800 words, which will involve very careful consideration.
Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Each students needs to submit a digital copy of their poster and a video of their poster presentation via turnitin.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
You are required to submit assessable items on time. If you fail to meet the submission deadline for any assessment item, then 10% of the maximum possible mark for the assessment item (assessment ‘marked from’ value) will be deducted as a late penalty for every day (or part day) late after the due date. For example, if you submit your assignment 1 hour late, you will be penalised 10%; if your assignment is 24.5 hours late, you will be penalised 20% (because it is late by one 24-hour period plus part of another 24-hour period).
PBL quizzes
- Online
- Mode
- Written
- Category
- Quiz, Reflection
- Weight
- 20%
- Due date
1) Quiz 1 (Module 2) 5/03/2026 5:00 pm
2) Quiz 2 (Module 3) 12/03/2026 5:00 pm
3) Quiz 3 (Module 4) 19/03/2026 5:00 pm
4) Quiz 4 (Module 5) 26/03/2026 5:00 pm
5) Quiz 5 (Module 6) 16/04/2026 5:00 pm
6) Quiz 6 (Module 7) 23/04/2026 5:00 pm
7) Quiz 7 (Module 8) 7/05/2026 5:00 pm
8) Quiz 8 (Module 9) 14/05/2026 5:00 pm
- Other conditions
- Student specific.
- Learning outcomes
- L01, L02, L03, L04
Task description
You are required to complete weekly quizzes to examine your understanding of the online modules and work covered in the PBL classes. Quizzes will be completed in Blackboard.
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Quizzes will be completed in Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
You are required to submit assessable items on time. If you fail to meet the submission deadline for any assessment item, then 10% of the maximum possible mark for the assessment item (assessment ‘marked from’ value) will be deducted as a late penalty for every day (or part day) late after the due date. For example, if you submit your assignment 1 hour late, you will be penalised 10%; if your assignment is 24.5 hours late, you will be penalised 20% (because it is late by one 24-hour period plus part of another 24-hour period).
End of semester exam
- Hurdle
- Identity Verified
- In-person
- Mode
- Written
- Category
- Examination
- Weight
- 40%
- Due date
End of Semester Exam Period
6/06/2026 - 20/06/2026
- Other conditions
- Time limited.
- Learning outcomes
- L01, L02, L03, L04
Task description
This will include 10 x 15 minute questions, of which you will choose 8 to answer.
Throughout the semester, we will expose you to the sorts of questions you can expect in the exam and to provide guidance on what is expected in answers. Considering the final exam must be passed to pass the course and students in past years have found that answers required are somewhat different than for other courses, it is strongly advised that you attend these practice sessions.
This assessment task is to be completed in-person. The use of Artificial Intelligence (AI) tools will not be permitted. Any attempted use of AI may constitute student misconduct under the Student Code of Conduct.
Hurdle requirements
See Additional Course Grading Information for the hurdle information relating to this assessment item.Exam details
| Planning time | 10 minutes |
|---|---|
| Duration | 120 minutes |
| Calculator options | Any calculator permitted |
| Open/closed book | Closed book examination - no written materials permitted |
| Exam platform | Paper based |
| Invigilation | Invigilated in person |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: The minimum percentage required for this grade is: 0% |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: The minimum percentage required for this grade is: 30% |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: The minimum percentage required for this grade is: 45% |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: The minimum percentage required for this grade is: 50% |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: The minimum percentage required for this grade is: 65% |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: The minimum percentage required for this grade is: 75% |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: The minimum percentage required for this grade is: 85% |
Additional course grading information
Assessment Hurdle
In order to pass this course, you must meet the following requirements (if you do not meet these requirements, the maximum grade you will receive will be a 3):
You must obtain 50% or more on the End of Semester exam.
Supplementary assessment
Supplementary assessment is available for this course.
Should you fail a course with a grade of 3, you may be eligible for supplementary assessment.
Refer to the link above for information on supplementary assessment and how to apply. Supplementary assessment provides an additional opportunity to demonstrate you have achieved all the required learning outcomes for a course.
If you apply and are granted supplementary assessment, the type of supplementary assessment set will consider which learning outcome(s) have not been met. Supplementary assessment can take any form (such as a written report, oral presentation, examination or other appropriate assessment) and may test specific learning outcomes tailored to the individual student, or all learning outcomes.
To receive a passing grade of 3S4, you must obtain a mark of 50% or more on the supplementary assessment.
Additional assessment information
Applications for Extensions to Assessment Due Dates
Read the information contained in the following links carefully before submitting an application for extension to assessment due date.
For guidance on applying for an extension, information is available here: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/applying-assessment-extension
For the policy relating to extensions, information is available here (Part D): https://policies.uq.edu.au/document/view-current.php?id=184
Please note the University's requirements for medical certificates here: https://my.uq.edu.au/information-and-services/manage-my-program/uq-policies-and-rules/requirements-medical-certificates
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Additional learning resources information
Slides from PBL sessions will be posted on the Blackboard course website and any papers from the scientific literature that will be required reading will be available through the library's online journals.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (23 Feb - 01 Mar) |
Problem-based learning |
Module 1. Introduction to Animal Behaviour Karen Cheney Learning outcomes: L01, L02, L03, L04 |
Practical |
Group Research Projects - Introduction General discussion of research projects and group work. Karen Cheney and Celine Frere Learning outcomes: L05, L06, L07 |
|
Week 2 (02 Mar - 08 Mar) |
Problem-based learning |
Module 2. Animal Learning and Cognition Karen Cheney Learning outcomes: L01, L02, L03, L04 |
Practical |
Group Research Projects - Group Formation Forming groups, project planning, general discussions with tutors, with Karen Cheney, Celine Frere and tutors Learning outcomes: L05, L06, L07 |
|
Week 3 (09 Mar - 15 Mar) |
Problem-based learning |
Module 3. Natural Selection and behaviour Karen Cheney Learning outcomes: L01, L02, L03, L04 |
Practical |
Group Research Projects - Group Work Karen Cheney, Celine Frere and tutors Learning outcomes: L05, L06, L07 |
|
Week 4 (16 Mar - 22 Mar) |
Problem-based learning |
Module 4. Senses and Hormones Rebecca Dunlop Learning outcomes: L05, L06, L07 |
Practical |
Group Research Projects - Group Work Statistics 1 Rebecca Dunlop, Karen Cheney, Celine Frere Learning outcomes: L05, L06, L07 |
|
Week 5 (23 Mar - 29 Mar) |
Problem-based learning |
Module 5. Animal Communication Rebecca Dunlop Learning outcomes: L01, L02, L03, L04 |
Practical |
Group Research Projects - Group Work Karen Cheney, Celine Frere and tutors Learning outcomes: L05, L06, L07 |
|
Week 6 (30 Mar - 05 Apr) |
Not Timetabled |
Free Teaching Week - data collection No activities this week. Learning outcomes: L01, L02, L03, L04 |
Week 7 (13 Apr - 19 Apr) |
Problem-based learning |
Module 6. Habitat Selection and Territoriality Learning outcomes: L05, L06, L07 |
Practical |
Group Research Projects - Group Work Statistics 2 Rebecca Dunlop Learning outcomes: L01, L02, L03, L04 |
|
Week 8 (20 Apr - 26 Apr) |
Problem-based learning |
Module 7. Sociality Karen Cheney, Celine Frere and tutors Learning outcomes: L05, L06, L07 |
Practical |
Group Research Projects - Group Work Mike Noad Learning outcomes: L01, L02, L03, L04 |
|
Week 9 (27 Apr - 03 May) |
Not Timetabled |
Teaching Free Week No activities this week. Learning outcomes: L05, L06, L07 |
Week 10 (04 May - 10 May) |
Problem-based learning |
Module 8. Sexual Selection and Mating Systems Celine Frere Online module due to Public Holiday Learning outcomes: L01, L02, L03, L04 |
Practical |
Group Research Projects - Group Work Workshop with Rebecca Dunlop on analysing your data Learning outcomes: L05, L06, L07 |
|
Week 11 (11 May - 17 May) |
Problem-based learning |
Module 9. Behavioural Genetics Karen Cheney, Celine Frere and tutors Learning outcomes: L05, L06, L07 |
Practical |
Group Research Projects - Poster Feedback Session Celine Frere Learning outcomes: L01, L02, L03, L04 |
|
Week 12 (18 May - 24 May) |
Not Timetabled |
Teaching Free Week - Work on Finalising Poster No activiites this week. |
Week 13 (25 May - 31 May) |
Problem-based learning |
Final Exam Preparation Session Learning outcomes: L01, L02, L03, L04 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments for Students Policy and Procedure
- AI for Assessment Guide
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.