Bachelor of Science Honours in Botany

Purpose

The qualification serves to introduce learners to independent thinking, research techniques, self-motivation and self-reliance. At the same time, the learners have a considerable amount of mentoring from qualified staff to assist them during this process. The qualification is well balanced as it provides the necessary modules meant to guide the learners towards their chosen career path.

The rigorous practical sessions, seminars, assignments and research project offered during the qualification provide the learners with adequate experiential knowledge and skills needed for a Master of Science (MSc) study or internship.

Rationale

Botany is a subject that is relevant to several important disciplines such as Agriculture, Horticulture, Forestry, Medicine, Education, Sociology, Water quality and Environment. As such, graduates may work for the Department of Education, Department of Environmental Affairs, Department of Agriculture Forestry and Fisheries (SANBI and ARC) Department of Water Affairs, Department of Science and Technology (CSIR), private consultancies, Medical Research Council, municipalities and universities.

Recognition of Prior Learning (RPL)

RPL may be used to demonstrate competence for admission to this qualification.

This qualification may be achieved in part through recognition of prior learning processes. Credits achieved by RPL must not exceed 50% of the total credits and must not include credits at the exit level. The provision that the qualification may be obtained through the recognition of prior learning, facilitates access to an education, training and career path in Botany and thus accelerates the redress of past unfair discrimination in education, training and employment opportunities.

Evidence of prior learning will be assessed through formal RPL processes through recognised methods. Any other evidence of prior learning will be assessed through formal RPL processes to recognize achievement thereof.

While the courses to be assessed are primarily university-based qualifications, evidence from other areas of learning may be introduced if pertinent to any of the Exit Level Outcomes (ELOs). Learners who already work in Botany-based industries, who believe they possess competencies to enable them to meet some or all of the ELOs listed in the qualification, will be able to present themselves for assessment.

Entry Requirements

Bachelor of Sciencein Biological Sciences, Level 7 or equivalent qualification.

This qualification consists of compulsory and elective modules at Level 8 totalling 120 Credits.

Compulsory Modules, totalling 72 Credits

• Scientific Methodolgy, 16 Credits.
• Project, 30 Credits.
• GIS, 10 Credits.
• Statistical Methods, 16 Credits.

Elective Modules, (Choose 3 totalling 48 Credits)

• Ethnobotany, 16 Credits.
• Plant Systematics, 16 Credits.
• Conservation Biology, 16 Credits.
• Biotechnology, 16 Credits.
• Plant Physiology, 16 Credits.
• Ecology, 16 Credits.

1. Demonstrate knowledge and understanding of the biodiversity of vascular plants (ferns, gymnosperms and angiosperms) from a phylogenetic and biogeographic perspective.
2. Demonstrate an understanding of the science of seed germination.
3. Explain biotechnology with specific reference to the principles and varying research biotechnology techniques used for tissue and plant production practice.
4. Understand the Scientific Method and interpret, analyse and criticise scientific literature.
5. Present ideas systematically and cogently both orally and in writing and distinguish between the equilibrium and non-equilibrium approaches to studying community structure identifying appropriate situations for applying each technique.
6. Recognise the spectrum of diversity and relate how various factors lead to species extinction.

Associated Assessment Criteria for Exit Level Outcome 1

• Identify the most important plant families and position them in the phylogenetic tree of plants.
• Apply scientific botanical terminology including flower diagrammes.
• Retrieve and analyse taxonomic information from internet-based scientific databases.
• Compare different species concepts and their applicability for plants.
• Interpret and evaluate alternative phylogenetic hypotheses for plants.
• Assess the application of skills in systematic botany for science and society.

Associated Assessment Criteria for Exit Level Outcome 2

• Understand techniques that are used to evaluate the nutritional status of plants.
• Understand the concept and application of photo-periodism in agriculture and horticulture.
• Understand biosynthesis, classification and the importance of secondary metabolites in society and industry.
• Understand the application of biotechnology in crop production and medicinal plants.

Associated Assessment Criteria for Exit Level Outcome 3

• Discuss crop protection and production, manipulation of genes and tissue culture as well asthe range of ethical practice surrounding biotechnology.
• Critically evaluate research problems and produce a research project in a scientific manner that will be in context of Biotechnology.

Associated Assessment Criteria for Exit Level Outcome 4

• Detect and correct errors in own work as well as others.
• Plan, conduct and communicate a scientific project to others.
• Define what Geographic Information Systems (GIS) is.
• Differentiate between GIS and paper maps.
• Undertake field work of geo-informatics or geographical information science in any working environment by collecting, presenting and managing spatial data in differing forms.
• Understand vector and raster data modelling.
• Use various instruments, techniques, computer systems and software to collect, manipulate and analyse spatial information.
• Demonstrate an understanding of the different statutes and related policies governing the GIS field as related to professional ethics, values and safety.

Associated Assessment Criteria for Exit Level Outcome 5

• Design simple experiments, collect and collate data in a scientific way, summarise data in the form of tables, graphs etc.
• Analyse data using both parametric and non-parametric statistics using at least one of statistical software.
• Interpret the results obtained from data analysis and critically make informed scientific inferences.

Associated Assessment Criteria for Exit Level Outcome 6

• Recognise the spectrum of diversity.
• Relate how various factors lead to species extinction using case studies that represent each factor.
• Relate the four ways in which habitat losses occur and give examples of each.
• Explain what species are and why they are important.
• Explain why most anthropogenic extinctions have occurred on islands rather than on mainland continents.
• Explain why it is more important to sustain intact ecosystems rather than individual species.
• Explain how different sizes and shapes of habitats canaffect biodiversity.
• Explain three types of habitat restoration efforts and give examples to support each effort.
• Explain why biodiversity is important, that is, its nature�l intrinsic and instrumental values.
• Describe threats to biological diversity, that is, direct harvesting, habitat destruction and introduction of non-native species, among others, and their interactions.
• Describe how computers can select areas for conservation, predict the expected number of species at equilibrium after habitat fragmentation has occurred.
• Apply commonly used qualitative and quantitative research methods of the discipline.
• Analyse and communicate the historical context, scientific basis and goals of conservation biology.
• Analyse and interpret ecological models, graphs and scientific results pertaining to conservation biology.
• Propose mitigation strategies for planned development.
• Undertake conservation biology surveys.
• Evaluate the scientific and lay literature related to conservation biology and place individual studies within the broader context of the discipline.
• Assess the potential of conservation strategies to help protect biodiversity.

Integrated Assessment

To assess whether the students

Integrated Assessment

Use will be made of an integrated assessment strategy. A number of assessment approaches will be used, including

" Formative assessment: The learners will be thoroughly assessed through the medium of written tests, presentations, assignments, practicals, seminars, research project work.

" Peer assessment: The learners assess each other during the presentations.

" Summative assessment: Examinations.