85840 Biodesign
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particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksRequisite(s): 85502 Researching Design Histories AND 85503 Thinking Through Design
These requisites may not apply to students in certain courses. See access conditions.
Description
We are in a time of climate crisis and there is significant ecological pressure, economic advantage and social value in radically transforming and transitioning our industries to become more sustainable. From architecture to materials, energy, communication, transport, food and waste management, the possibilities and complexities of future bio-economies cannot be fully explored by the scientific community alone. Therefore, designers need to become exposed to the world of biology to not only adjust to, but also develop, innovative design solutions and methodologies.
This subject introduces the fundamental principles governing biosynthesis and cell metabolism in order to successfully apply biology to design and to enable students to design with biology. It provides design students with an essential understanding of rapidly emerging biotechnologies, and it gives science students an introduction to design processes and methods. Students work independently and collaboratively in interdisciplinary teams to research, design and deliver a speculative biodesign project based on realistic scientific possibilities.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Demonstrate an awareness and understanding of biodesign |
|---|---|
| 2. | Apply design principles and methods to biotechnologies |
| 3. | Collaborate in an interdisciplinary context and work effectively in teams |
| 4. | Communicate visually and verbally using design and scientific data |
| 5. | Understand the nature and demands of complex project briefs |
| 6. | Connect scientific research to design generation and development |
| 7. | Undertake advanced reflective practice and understand the importance of this |
Teaching and learning strategies
Studios will be taught predominantly face-to-face and with selected content delivered online and via Canvas. Studios will utilise a range of teaching and learning strategies including seminar presentations, discussions, critical thinking and making exercises,
and require students to engage across a range of desk, lab and field research activities. Studios are complemented by guided reading, relevant literature and interactive resources as well as regular reflection and critical feedback on group and individual project work.
Assessment briefs will be outlined and discussed in class and during allocated tutorial times. Students are expected to have reviewed the weekly module of study on Canvas prior to coming to class and completed any reading, listening or watching activities for that week.
Note(s)
Content (topics)
- Introduction and overview of biodesign
- Challenges and opportunities in the emerging bioeconomy
- Interdisciplinary approaches to designing with science
- Introduction to DNA, synthetic biology and biotechnology
- Systems design for more sustainable futures
- Biodesign and the circular economy
- Ethical issues and complexity in bio-based design solutions
Assessment
Assessment task 1: Biodesign Portfolio
| Intent: | This task enables students to develop their portfolio presentation skills by showcasing their knowledge of biodesign and emerging biotechnologies, and their awareness of key practitioners and current research. The portfolio is intended to help students explore and articulate key themes in biodesign and to assist them in identifying a direction for their biodesign project and group presentation in Task 2 | ||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 1, 4 and 6 | ||||||||||||||||
| Type: | Portfolio | ||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||
| Weight: | 50% | ||||||||||||||||
| Criteria: | 1. Depth of engagement and quality of research 2. Creativity and design ideas 3. Presentation and information synthesis | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Biodesign Project and Group Presentation
| Intent: | This task enables students to enhance their independent research through interdisciplinary team development to produce a collaborative biodesign project that connects design to scientific research. | ||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 2, 3, 5 and 7 | ||||||||||||||||||||
| Type: | Project | ||||||||||||||||||||
| Groupwork: | Group, group and individually assessed | ||||||||||||||||||||
| Weight: | 50% | ||||||||||||||||||||
| Criteria: | 1. Depth of engagement and quality of research 2. Creativity and design ideas 3. Presentation and information synthesis 4. Individual portfolio (documentation and reflection) | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment.
Required texts
Please see Canvas for subject Readling List