Bachelor of Science

Purpose

The purpose of the qualification is to develop specialisations in one or more sub-fields within the physical, mathematical, computer, life, earth, and environmental sciences:

• To produce science graduates who have: a systematic and coherent body of knowledge and an understanding of underlying concepts and principles; the ability to access and evaluate scientific information including knowing how scientific knowledge is created; a high level of cognitive and other generic skills including problem-solving, written and spoken communication and computer literacy; and competence in applying knowledge through basic research methods and practice.
• To provide every graduate with a sufficient depth of knowledge and skills that give opportunities for continued personal intellectual growth, including postgraduate study, for gainful economic activity in a range of careers, and for rewarding and constructive contributions to society.
• To provide society with science graduates who demonstrate initiative and responsibility, who are professional and ethical in their roles within the economy and society, and who are able to be intellectual leaders within their society.
• To produce graduates in all scientific fields, in order to increase, widen and transform the leadership base in South Africa, both for innovation and science-based economic and research development, and for the education of future generations of scientists, technologists, engineers and other professional people.

Rationale

The introduction of a Bachelor of Science Degree will address a critical skills shortage in the country and will provide access to learners in the Northern Cape to an advanced area of study in a critical contemporary discipline. All universities in SA offer Bachelor of Science Degrees thus ensuring vertical articulation possibilities and further encouraging the development of academic qualifications in this field.

In addition, this qualification forms an important part of the evolving Academic Plan of the new Institution in Kimberley in the Northern Cape. The academic posture adopted by the University has been to focus on the unique characteristics and needs of the general Northern Cape region in a manner that raises intellectual matters of local and global interest. The institution is keen to develop capacity for academic engagement in different disciplines of science that is both wide in its reach and deep in the levels of intellectual competence of its staff and learners. Having been established as a Comprehensive University, this proposal for implementation of a Bachelor of Science in 2016 is consistent with our mission, and the qualification permits for the development of our University's growth in this field. By providing access to learners in the Northern Cape to an advanced area of study in a critical contemporary discipline, the institution will continue to focus on areas in which it aims to make a high quality intervention driven by academic excellence.

Recognition of Prior Learning (RPL)

Admission via RPL is possible in limited cases. Candidates for RPL admission will be required to demonstrate suitability either through work experience and / or other prior learning that has taken place. The institution makes provision for RPL admission in line with the policies of the institution.

Entry Requirements

The minimum level of learning required for a learner to enter and complete successfully the BSc is

• Senior Certificate (SC) with endorsement.

Or

• National Senior Certificate (NSC) passed with Bachelors' Degree admission.

Or

• National Certificate Vocational (NCV) at NQF Level 4, passed with Bachelors' Degree admission.

The qualification consists of compulsory and optional modules at NQF Levels 5, 6 and 7 totalling 416 Credits.

Modules at NQF Level 5

• Computer Skills, 0 Credits.

Electives 16 Credits each

• Geography 1A
• Maths 1A.
• Physics 1A.
• Computer Science 1A.
• Chemistry 1A.
• Biology 1A.
• Stats 1A.
• Applied Maths 1A.

Total 120 Credits.

Modules at NQF Level 6

• SCOR, 16 Credits.

Electives 16 Credits each

• Maths 1B.
• Physics 1B.
• Computer Science 1B.
• Chemistry 1B.
• Biology 1B.
• Stats 1B.
• Applied Maths 1B.
• Geography 1B.
• Maths 2A.
• Maths 2B.
• Physics 2A.
• Physics 2B.
• Computer Science 2A.
• Computer Science 2B.
• Zoology 2A.
• Zoology 2B.
• Botany 2A.
• Botany 2B.
• Stats 2A.
• Stats 2B.
• Applied Maths 2A.
• Applied Maths 2B.
• Geography 2B.
• Geography 2A.

Total 120 Credits.

Modules at NQF Level 7

All optional with 24 Credits each

• Maths 3A.
• Maths 3B.
• Geography 3B.
• Physics 3B.
• Computer Science 3A.
• Computer Science 3B.
• Zoology 3A.
• Zoology 3B.
• Botany 3A.
• Botany 3B.
• Stats 3A.
• Stats 3B.
• Applied Maths 3A.
• Applied Maths 3B.
• Geography 3A.

Total 176 Credits.

1. Demonstrate knowledge and fundamental understanding of concepts and principles in the field of science and the sub-disciplines.
2. Access, evaluate and synthesis of scientific information to be developed progressively.
3. Communicate scientific understanding using the appropriate terminology, key concepts and utilize formulae that are applicable.
4. Demonstrate effective Information and Communication Technology (ICT) skills.5: Work effectively as a member of a team or group in scientific projects or investigations.
5. Apply scientific knowledge and ways of thinking to societal issues, taking into account ethical and cultural considerations.
6. Manage and organise own learning activities responsibly.

Associated Assessment Criteria for Exit Level Outcome 1

• The core concepts and principles of the discipline are identified, described and explained.
• The relationships among the core concepts and principles are demonstrated.
• The range and limits of applicability of the core concepts and principles are identified.
• The core concepts and principles are applied to standard problems.
• Examples of changes in knowledge and understanding in a discipline are described and explained.
• The limitations of basic techniques used in a discipline are appraised.

Associated Assessment Criteria for Exit Level Outcome 2

• An understanding of how scientific information and ideas become generally accepted is demonstrated.
• The library, internet and other data storage and retrieval facilities are used to access information.
• Scientific reasoning is used to evaluate the quality of information.
• Information from a variety of sources, which may be contradictory or divergent, is synthesised.
• Data are collected and recorded accurately, truthfully and in appropriate formats.
• Data and scientific evidence are analysed and from such analysis valid arguments and conclusions are presented.
• Inductive (effect to cause or specific to general) and deductive (cause to effect or general to specific) reasoning can be discriminated.
• Thinking and reasoning processes are reflected upon.
• Scientific language is used correctly to produce clear and coherent written documents, which follow appropriate scientific conventions.
• The self-conscious capacity to judge when understanding has been achieved or a problem has been adequately solved is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 3

• Appropriate procedures for generating relevant information are designed, selected and applied with due concern for bias and for any ethical or safety considerations.
• Cause-effect relations can be discerned in the face of some level of uncertainty or gap in available information.
• Scientific information is presented verbally in front of others.
• Appropriate referencing conventions are used, plagiarism is avoided and intellectual property is respected.
• Non-verbal forms of representation are used correctly and appropriately.

Associated Assessment Criteria for Exit Level Outcome 4

• Appropriate forms of enquiry are conducted by applying standard procedures within the discipline such as experimental or computational techniques, or deductive reasoning.
• The knowledge of theory is applied to particular real-world contexts.
• Knowledge is integrated, e.g. from various disciplines or modes of enquiry, in solving scientific problems.
• The significance of contested scientific knowledge in a contemporary context is recognised.
• Tasks related to basic computer literacy skills are performed.
• The validity of ICT solutions for problems posed by a discipline are critically assessed.
• ICT that is appropriate to the particular discipline is used, e.g., for: computational applications; simulation applications; pattern recognition; automation and control; managing large volumes of data.

Associated Assessment Criteria for Exit Level Outcome 5

• Evidence of successful and effective contributions in group work is provided.
• The outcomes of scientific group work are communicated effectively and with respect for the contributions of each group member.
• Organisational skills in managing group work are applied.

Associated Assessment Criteria for Exit Level Outcome 6

• Concrete and abstract problems, in familiar and unfamiliar contexts, are formulated, analysed and solved.
• Scientific knowledge that is relevant to current societal issues is identified.
• Public information dealing with current scientifically related issues is critically evaluated.
• Ethically and culturally sensitive decisions on the effects of scientifically based activities on society are made.
• The socio-economic impact of scientific interventions in society is identified.
• Logical thinking is demonstrated and naive and flawed scientific reasoning is identified.

Associated Assessment Criteria for Exit Level Outcome 7

• Scientific knowledge is applied for the direct benefit of others, e.g. to junior learners, in schools or in the community.
• Appropriate study skills are demonstrated (e.g. learning from text, note-taking, summarising, analysis and synthesis).
• Effective learning strategies which suit personal needs and contexts are developed and used.
• Effective time management is demonstrated, e.g. by completing tasks to deadlines.

Integrated Assessment

Quality assessment is central to credible certification and recognition of learner achievement. The institution will ensure credibility in assessment through the application of clear and rigorous procedures and practices, in keeping with the principles of fairness, validity, reliability and practicability.

Integrated assessment is used extensively across the qualification. Self- and peer assessment takes place in various ways in the face to face context, including through classroom activities, assignments, and written work. Summative assessments are integrated into the learning in each of the constituent modules of the qualification.