BOTN19001 - Australian Botany

General Information

Unit Synopsis

In this unit, you will learn about Australian plants, their taxonomy, distribution and economic uses. Emphasis will be placed on plant identification, so you can apply this knowledge in vegetation surveys, biodiversity conservation, and selection of plant species for economic development. The specimen collection as well as practical sessions and field visits that are scheduled during compulsory residential school will enable you to gain practical skills in plant identification and vegetation surveys.

Details

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Pre-requisites

BIOL11099 Living Systems or BIOL11100 Functional Biology or BIOL11102 Life Science Laboratory

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School Compulsory Residential School
View Unit Residential School

Unit Availabilities from Term 1 - 2021

Term 1 - 2021 Profile
Mixed Mode
Rockhampton
Term 1 - 2022 Profile
Mixed Mode

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Online Quiz(zes) 15%
2. Practical Assessment 45%
3. Online Test 40%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University’s Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 1 - 2020 : The overall satisfaction for students in the last offering of this course was 3.6 (on a 5 point Likert scale), based on a 40.91% response rate.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Source: Have your say
Feedback
Students have appreciated the hands-on work on specimen collection, inspecting various plant communities and keying specimens during residential school.
Recommendation
I will ensure that these activities will be continued and improved in Australian Botany..
Action Taken
Students were given the opportunity to learn keying techniques and inspecting plant communities during residential school
Source: Have your say
Feedback
Several students commented that the lecturer is extremely knowledgeable, passionate, willing to help, and inspiring students to learn more about Australian plants
Recommendation
I am glad to receive these comments. I too enjoy visiting native plant communities and giving lectures on Australian plants, particularly in exploring native plants for revegetation and other economic activities.
Action Taken
I have noticed that the students differ greatly in their background knowledge in botany. Hence, I change the way I question students depending on their backgrounds. This makes them more interested in the subject.
Source: Have your say
Feedback
The practical exercises were backed by the theoretical information, and both were tested through regular quizzes
Recommendation
The quizzes will help prompt the students to keep up with the studies, and the Moodle information will help them gain further knowledge on plant taxonomy and plant community dynamics. These aspects will be enhanced in 2020 via inclusion of aquatic plants.
Action Taken
A nice balance will be maintained between the theory and practicals
Source: Have your say
Feedback
Moodle navigation could be made more easier
Recommendation
University-recommended template has been used to upload unit contents. Ways of improving this navigation will be explored and the students will be informed of the adapted structure at the beginning of the Term.
Action Taken
Moodle navigation was improved where possible, Students were explained about the structure of the Moodle site at the beginning of the Term
Source: Have your say
Feedback
More instructions required re: residential school
Recommendation
The proposed residential school activities will be explained to students, a few weeks prior to residential school.
Action Taken
Repeated emails were sent re: residential school, as the conduct of res schools, and the dates of res schools were not known for some time due to Covid-19 .
Source: Have your say
Feedback
Consideration should be given to other co-hort of students (eg Education students)
Recommendation
Backgrounds of the students who enroll in this unit will be considered while setting assignments and examination papers. Possible application of the skills learnt in this unit to high school teaching will be highlighted.
Action Taken
Backgrounds of students were collected during res school to gauge their knowledge in Botany, as some courses (eg Education) do not have exams and they are not required to take science units.
Source: Have your say
Feedback
Students learn better when they can apply their theory to the field.
Recommendation
In this unit, we will try to balance the theory with hands on skills. That is why we have prepared many videos, and scheduled a whole day field trip to find out 'what plants grow where and why'.
Action Taken
Nil.
Source: Have your say
Feedback
Very interesting enjoyable contents. The lecturer is very knowledgeable.
Recommendation
We will make this unit interesting and inspiring to both Science, Environmental Science and Education students. This is achieved through bringing in the local examples, such as what plants are found in our surrounds, what algae grow in local water bodies, and what part of the plant we consume or utilize every day. This knowledge is also linked to overall biodiversity showing which species of plants dominate our landscapes and how they are being managed at present.
Action Taken
Nil.
Source: Have your say
Feedback
This term was unprecedented, with lack of clarity on the residential school and the replacement test or exam.
Recommendation
We regret to note this, as this was beyond our control. We have however, done our best by converting the examination into an online test and scheduling the residential school immediately after Term 1 (August).
Action Taken
Nil.
Source: Have your say
Feedback
The resources provided for the Unit are overwhelming
Recommendation
This unit covers diverse topics ranging from prokaryotic plants through ferns to Angiosperms. It also attempts to look at the uses and management of native plants. Thus, it is important to include extensive resources. The study guide, lectures and tutorials will provide the students with an opportunity to seek guidance on what aspects to focus on, from both learning and assessment points of view. We recommend the students to attend weekly tutorials so they can seek guidance as to what topics to focus on and when.
Action Taken
Nil.
Source: Have your say
Feedback
Excellent videos on plant collection, but the Moodle site navigation can be improved.
Recommendation
Instructions to plant collection are detailed in these videos, as the students have to commence plant collection prior to attending the residential school. These resources will be continued to be provided, and improved where possible. Moodle site contains three sections, with the top section covering general info, the middle section having weekly materials and the bottom section containing unit resources. The materials that the student is expected to consult each week are listed in the weekly (1-12) sections and those materials which are needed for the entire Term are listed under 'unit resources' and 'assessments'. Students will be explained about the structure of the Moodle site during the first Tutorial session.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Define selected botanical terms
  2. Collect and curate native plant specimens, and use taxonomic keys to identify native plants
  3. Examine characteristic features of Australian flora, and discuss the uses of native plants in conservation, vegetation management and economic development
  4. Describe how native flora respond to environmental disturbances, and explain the ways by which this knowledge can be applied in revegetation and restoration programs
  5. Undertake vegetation surveys, interpret data and explain the use of GIS and remote sensing techniques in vegetation management.

N/A

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Online Quiz(zes)
2 - Practical Assessment
3 - Online Test
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
6 - Information Technology Competence
7 - Cross Cultural Competence
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Online Quiz(zes)
2 - Practical Assessment
3 - Online Test