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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Science Honours in Physical Sciences

SAQA QUAL ID	QUALIFICATION TITLE
117949	Bachelor of Science Honours in Physical Sciences
ORIGINATOR
Sol Plaatje University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Honours Degree	Field 10 - Physical, Mathematical, Computer and Life Sciences		Physical Sciences
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2020-12-04	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The rapid development of new technologies during the past few years has created a growing demand in academia, the public sector, the private sector and industry for suitably trained scientists. The purpose of the Bachelor of Science Honours in Physical Sciences is to equip learners with a vast of knowledge in physical sciences which comprises of advances topics in Chemistry, Physics and Geography and incorporation of a research project.

The knowledge and skills gained by the learner will serve as a foundation for further studies in higher Degrees of sciences.

Rationale:
South Africa has been a resource-based economy country; with depletion of natural resource and the economic developments in the first world countries South Africa had to move from the resource-based economy and aspire to participate in the knowledge-based economy. The Human Resource Development Strategy Towards 2030 highlights four pillars on which the knowledge-based economy rests on which are namely; innovation and research, education, information infrastructure, economic and institutional infrastructure.

The Universities are at the centre of driving the knowledge-based economy by producing graduates and/or Postgraduates that are well trained and specialised in very competitive areas of science. The graduates will be an essential component of the national system of innovation of modern industrialised societies. We believe that such graduates will be equipped with the necessary knowledge and skills that strengthen modern knowledge-economy through innovation and research.

The three streams (i.e. Chemistry. Geography and Physics) that have been developed under the physical sciences have been identified as some of the scare skills by the Department of Science and Technology (DST) and there is a significant challenge in human capacity development in the relative streams. Therefore, the qualification which will equip learners with deeper knowledge in the field of Chemistry, Physics and Geography. Furthermore, the learner will be exposed to a research project that will enable them to be able to conceptualise ideas and execute them in well-resourced scientific laboratories. The qualification will serve as a vehicle to initiate novel ideas and promote inventiveness within the country by graduates.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
A learner who cannot provide formal proof of compliance with the prescribed admission requirements for a specific curriculum, but with prior learning and relevant work experience may be admitted to honours Degree studies after the procedure for Recognition of Prior Learning in terms of the institution's RPL policy has been completed successfully. Such recognition is within the sole discretion of the institution and the context of faculty requirements.

Entry Requirements:
The minimum entry requirement for this qualification is:

Bachelor of Science with appropriate modules, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at NQF Level 8 totalling 120/136 Credits.

Specialisation 1: Chemistry.
Compulsory Modules, Level 8, 120 Credits:

Advanced Organic Chemistry, 16 Credits.

Advanced Inorganic Chemistry, 16 Credits.

Polymer Chemistry/Nanotechnology, 16 Credits.

Analytical Chemistry, 16 Credits.

Advance Physical Chemistry, 16 Credits.

Research Project, 40 Credits.

Specialisation 2: Geography.
Compulsory Modules, Level 8, 120 Credits:

Advanced GIS and Remote Sensing, 20 Credits.

Applied Geomorphology, 20 Credits.

Applied Urban Geography, 20 Credits.

Environmental Science, 20 Credits.

Research Project, 20 Credits.

Specialisation 3: Physics.
Compulsory Modules, Level 8, 120 Credits:

Classical and Statistical Mechanics, 16 Credits.

Quantum Mechanics, 16 Credits.

Classical Field Theory, 16 Credits.

Solid State Physics, 16 Credits.

Research Project, 40 Credits.

Elective Modules, Level 8, 16 Credits (Choose modules totalling 16 Credits):

Mathematical and Computational Physics, 16 Credits.

Nuclear Physics, 8 Credits.

Astro Physics, 8 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate knowledge of the theoretical aspects of the subject content.
2. Critically evaluate and utilise a wide range of information to solve scientific problems effectively using scientific methods.
3. Identify and apply a range of methodologies to conduct a research problem that conforms to safety requirements pertinent to good laboratory practice in the physical sciences.
4. Produce a research project in a scientific format within the context of the physical sciences.
5. Communicate advanced scientific knowledge and research findings both orally and in written form.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Identify, describe and explain the core concepts and principles of the discipline.

Demonstrate the relationships among the core concepts and principles.

Identify the range and limits of applicability of the core concepts and principles.

Apply the core concepts and principles in various areas of research.

Associated Assessment Criteria for Exit Level Outcome 2:

Conduct scientific experiments using appropriate methodologies and produce meaningful results.

Explain and discuss the different approaches/knowledge systems used in the relevant area of study and take into account the variety of contexts.

Associated Assessment Criteria for Exit Level Outcome 3:

Engage with literature and develop and utilise an appropriate theoretical framework to guide the research.

Follow the ethical procedures as articulated in the School's Ethics Charter.

Select appropriate methodologies being cognisant of the tenets in both quantitative and qualitative research.

Follow the proposed methodology as articulated in the research proposal.

Associated Assessment Criteria for Exit Level Outcome 4:

Show evidence of an adequate degree of practical skills appropriate to the discipline.

Formulate a scientific report on practical or academic work.

Associated Assessment Criteria for Exit Level Outcome 5:

Communicate acquired specialist knowledge and insight both orally and in written form.

Provide an insightful review of scientific literature on a specific subject.

Follow ethical procedures as articulated in the School's Ethics Charter.

Conduct scientific experiments using appropriate methodologies and produce meaningful results.

Discuss the findings relative to the existing scientific literature and present them in the form of a mini-thesis that is submitted for examination.

Integrated Assessment:
The assessment will be aimed at determining that the learner has achieved the requisite level of knowledge required at this level, as well as the ability to use and apply skills obtained in the programme, and in most cases to formulate and carry out a research project, to report on it, and to critically review current literature in the subject area.

Assessment methods will normally include formal examination, review of essays and/or oral presentations or other written assignments or fieldwork where appropriate, and some form of a review of a written research project, taking into account elements of scientific literacy, numeracy and computer literacy since these are appropriate to the study area. Assessments of oral presentation of project results (formative).

INTERNATIONAL COMPARABILITY

Geography:
Countries such as New Zealand and the United Kingdom offer the BSc (Hons) in geography:

New Zealand: Victoria University is one of New Zealand's oldest and most prestigious tertiary institutions with a proud tradition of academic excellence. BSc (Hons) in geography builds on the undergraduate degree and takes an in-depth look at economic, urban, social, cultural or population geography. Learners will examine the relationships between people and they are economic, social and physical environments while enhancing their communication and research skills.

United Kingdom: the University of Liverpool offers BSc (Hons) in Geography. Their BSc Degree addresses important questions about whether the planet's natural resources can sustain an increasing population, how physical earth systems respond to human activity and changing climate, how we manage resources, and how we live with environmental change. Majority of the students in the BSc (Hons) qualification choose the physical geography modules, which are more scientifically based, but the full range of human geography modules is also open to students and the flexibility of the degree allows learners to shape their programme of study. The programmes involve laboratory and fieldwork. The fieldwork is carried out in various locations, ranging from the inner city to coastal and mountainous environments.

Chemistry:
The University of Aberdeen offers a 4 year BSc Hons in Chemistry, in the fourth year of study, students are registered for Advanced Chemistry modules. These modules are composed of a series of high-level lecture courses usually closely related to the research specialities of the lecturers. The individual courses give students opportunities for in-depth study of advanced topics whilst the variety of inorganic, physical, organic, materials, environmental and analytical chemistry covered in the Advanced Chemistry modules ensure that students have a good breadth of experience in the subject.

The University of Windsor offers qualifications and laboratory experience in the general sub-disciplines of chemistry: Organic Chemistry, Physical Chemistry, Inorganic Chemistry, Analytical Chemistry and Materials Chemistry.

Monash University in Australia covers the modules such as pericyclic reactions, separation science, advanced organic synthesis, main group inorganic chemistry, supramolecular chemistry, computational chemistry and electron microscopy.

The University of Nairobi in Kenya has taken the approach of offering the BSc Honours in Chemistry using specialized topics which cover the core aspects of chemistry. The topics that are covered comprises of; Chemistry of Transition Elements, Heterocyclic Chemistry, Surface and Colloid Chemistry, Organometallic Chemistry, Further Chemical Kinetics and Electrochemistry, Solid State Chemistry, Statistical Thermodynamics, Nuclear and Radiation Chemistry, Applied Organic Chemistry, Introduction Quantum Chemistry, Special Topics in Organic Chemistry, Nanochemistry: A Chemical Approach to Nanomaterials, Research Project in Chemistry and Hazardous Waste Management.

There is a research component of the in all qualifications listed above. The research project for BSc Honours learners extends over both half-sessions and allows learning modern research techniques and to develop some expertise in the topic of the project. As far as possible, projects are allocated following learner preferences.

From the information above, it worth noting that qualifications were designed based on the area of specialisation which is influenced by the composition of the academic staff in the respective institutions.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Postgraduate Diploma in Chemistry, Level 8.

Vertical Articulation:

Master of Science, Level 9.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

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PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

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