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The information below is relevant from 25/02/2013 to 06/03/2016
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BOTN19001 - Terrestrial Botany

General Information

Unit Synopsis

This course deals with terrestrial (Australian) plants - their evolution, taxonomy, distribution and economic uses. Emphasis will be placed on plant identification with the view to applying this knowledge in vegetation surveys, ecosystem restoration, remote sensing, identifying and developing new crops, and in appreciating the responses of native flora to environmental impacts. Compulsory practical classes, field visits and a specimen collection will enable the students 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

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 2 - 2014

Term 1 - 2017 Profile
Mixed Mode
Rockhampton
Term 1 - 2018 Profile
Mixed Mode
Rockhampton
Term 1 - 2019 Profile
Mixed Mode
Rockhampton
Term 1 - 2020 Profile
Mixed Mode
Rockhampton
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. In-class Test(s) 15%
2. Written Assessment 10%
3. Practical Assessment 25%
4. Examination 50%

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 - 2021 : The overall satisfaction for students in the last offering of this course was 4.2 (on a 5 point Likert scale), based on a 33.33% 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 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
The theory and practical aspects were well balanced with residential school activities and practical tests
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
Plant taxonomy was combined with economic uses and environmental applications, to make the subject more interesting, and to address topics on sustainability.
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
Students who could not attend the residential school due to Covid-19 were offered PO. These students attended the 2021 session and they were able to score maximum possible grades.
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
This unit is supported by a variety of resources such as videos, weblinks, study guides and lecture materials, as the information on local native plants is not readily available on electronic domain. Now there is a good balance between the theory and practicals and this can be evidenced from students comments such as "the content is well balanced".
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
The new Moodle tiles separate weekly topics from others, so it is easier for students to focus on topic per week.
Source: Have your say
Feedback
The residential school was the most valuable aspect. It brought together the theory and made the concepts clearer. Everything was explained in a way we could all understand and the field trip gave us experience in observing the natural landscape. The resources provided for this unit were also well thought out and useful.
Recommendation
Similar comments are received every year regarding residential school. Field experience is an "essential requirement" of this unit, so field trips are recommended to be continued.
Action Taken
Nil.
Source: Have your say
Feedback
Ashwa was very enthusiastic about this unit. He was also very keen to help everyone learn and share his knowledge. His teaching methods and explanations of difficult topics in simple ways made learning botany easier.
Recommendation
Thank you. I enjoy being with native plants and telling all about their biology, ecology and practical uses. I hope the Australian Botany students will apply the botanical skills gained in this unit in every thing they do.
Action Taken
Nil.
Source: Have your say
Feedback
Students should be asked to pay more attention on dissecting flowers and drawing floral diagrams during the first few weeks of the term.
Recommendation
A study schedule has been provided to highlight the activities to be undertaken every week. Students should also be reminded about this during tutorial sessions.
Action Taken
Nil.
Source: Have your say
Feedback
Avoid scheduling lectures on Mondays as this day coincides with public holidays.
Recommendation
Scheduling of lectures on Mondays should be avoided where possible.
Action Taken
Nil.
Source: Have your say
Feedback
The residential school needs before and after briefing, so students will come prepared, and they will have an idea of what is being studied.
Recommendation
Additional tutorial sessions should be held to address this issue. Residential school time table should be made available in advance.
Action Taken
Nil.
Source: Have your say
Feedback
IT issues with quiz and power points.
Recommendation
The Moodle site was upgraded in 2021. This had caused glitches, but they have been rectified. Further issues should be dealt with promptly.
Action Taken
Nil.
Source: Have your say
Feedback
Study material is overwhelming and this can be streamlined, where possible, to align with learning objectives.
Recommendation
The unit contents should be reviewed and surplus materials removed, where possible.
Action Taken
Nil.
Source: Have your say and verbal comments
Feedback
It would be good if the residential school could be extended to 5 days, so more time can be spent on plant identification.
Recommendation
Similar suggestions are made consistently. However, extending the residential school to 5 days would have implications on resource allocation and timetabling. Residential school length should continue to be considered as appropriate.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Define selected botanical terms.
  2. Collect, curate and use taxonomic keys to identify native plants.
  3. Examine characteristic features of the Australian flora and describe the use of those features in vegetation management and their exploitation as economic plants.
  4. Describe how native flora respond to environmental disturbances, and how this knowledge can be used in revegetation and ecosystem reconstruction.
  5. Undertake vegetation surveys, interpret data and explain the use of GIS and remote sensing in vegetation management.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - In-class Test(s)
2 - Written Assessment
3 - Practical Assessment
4 - Examination
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
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 - In-class Test(s)
2 - Written Assessment
3 - Practical Assessment
4 - Examination