School of Natural Sciences

BOTANY
Sophister Years
Handbook
2022 - 2023
Contents
Introduction ..................................................................................................................................................... 3

Staff – How to Contact Us ............................................................................................................................... 5

Staff Research Interests ................................................................................................................................... 6
Academic Year 2022/23 ……………………………………………………………………………………………………………….……………….6
Botany Moderatorship Learning Outcomes ..................................................................................................... 7
Description of the European Credit Transfer System (Credits) ....................................................................... 7
Moderatorship Course Structure ............................................................................................................... 8-10
Sophister Module Descriptions ................................................................................................................ 11-30

Equipment ..................................................................................................................................................... 31
Finance ........................................................................................................................................................... 31
Safety ........................................................................................................................................................ 32-34
Sophister Assessment & Examinations .................................................................................................... 35-37
FBU44000 Thesis Marking Criteria ………………………………………………………………………………………………………….38-39
Plagiarism & Ethics ......................................................................................................................................... 40

General Information .................................................................................................................................. 41-43

Discipline Information……………………………………………………………………………………………………………………………..44
Library, Botanic Gardens, Herbarium ................................................................................................. ….45,46,47

A note on this Handbook

This handbook applies to all students taking the Botany (Botany) Programme taught by the School of
Natural Sciences. It provides a guide to what is expected of you on this programme, and the academic and
personal support available to you. Please download and retain a copy for future reference.

The information provided in this handbook is accurate at time of preparation. Any necessary revisions will
be notified to students via email.

Your attention is drawn to the University Calendar Part 1 (the relevant parts of which are available at
registration, or from your tutor) and, in particular, sections G & P that outline general rules governing all
students progression through College and the Faculty of Science; in addition your attention is drawn to
Sections H5/H6 regarding attendance. In the event of any conflict or inconsistency between the General
Regulations published in the University Calendar and information contained in course/departmental
handbooks, the provisions of the General Regulations will prevail.

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 INTRODUCTION
A Welcome to Botany at Trinity

Welcome everyone to the Botany Discipline, a leading centre of teaching and research in Botany. Our interests range
over the areas of plant systematics, plant community ecology, and environment and sustainability. We study plants
because they are of vital importance; as the source of all our food, the oxygen we breathe and most of the medicines
we use. They are central to the processes of global climate change and to the provision of food and energy for an
expanding human population. In the face of such change their conservation is increasingly vital.

This booklet has been prepared as a guide to your Sophister (3rd and 4th) years in Botany. It provides details of the core
teaching staff, their research interests, the modules on offer and how your work will be assessed and examined as well
as details of departmental procedures.

As Sophister students you are an integral part of the Botany Discipline - which operates as a teaching and research unit
within the School of Natural Sciences. In order to function efficiently we have adopted working procedures with which
you are expected to conform, especially with regard to health and safety and security.

Botany encompass a broad range of subject areas, including:

Ecology & Conservation Biogeography

Plant Biochemistry Plant Physiology
Plant Molecular Biology Ecophysiology
Classical and Molecular Taxonomy Genetics
Quaternary Ecology Plant Animal Interactions
Soil Science Horticulture
Mycology Palaeobotany
Plant Evolution

Your Sophister years are also designed to offer you the learning opportunities to gain skills in communication,
numeracy and scientific problem solving, and in your final year you will have the opportunity to choose certain topics
for in-depth investigation.

The Botany Discipline’s Web page (http://www.tcd.ie/Botany) is a very useful source of information, particularly on
research and teaching, which is not duplicated in this booklet.

Professor Michael Williams

Course Coordinator
September 2022

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COVID-19 (Coronavirus) College Guidelines
Information for students relating to the implementation of government guidelines with respect to the
ongoing global COVID-19 (Coronavirus) pandemic can be found on the college website at the
(https://www.tcd.ie/about/coronavirus/).

Information on COVID-19 restrictions and modes of teaching and learning

The Department is following college recommendations in relation to Covid19.

Registered students are expected to be available to attend in-person teaching activities. Any request not
to attend in person for exceptional reasons (such as travel restrictions or underlying health conditions) will
be considered on a case-by-case basis by the relevant Head of School in consultation with College Health
and there is no guarantee that these requests can be facilitated. It will depend on whether the programme
learning outcomes and modes of assessment can be met through remote attendance.

We would ask all students to adhere to any relevant safety protocols when on campus for in-person
teaching activities or student club and society events.

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 STAFF – HOW TO CONTACT US
Teaching Staff

Professor Yvonne Buckley (YB) [email protected] Zoology Building

Professor Ian Donohue (ID) [email protected] Zoology Building
Professor Trevor Hodkinson (TH) [email protected] Ground Floor, Botany
Professor Andrew Jackson (AD) [email protected] Zoology Building
Professor Jennifer McElwain (JMcE), Head of Discipline, [email protected] First Floor, Botany
Professor Fraser Mitchell (FM) [email protected] Ground Floor, Botany
Professor John Parnell (JP) [email protected] Herbarium, Botany
Professor John Rochford (JR) [email protected] Zoology Building
Professor Matthew Saunders (MS) [email protected] Ground Floor, Botany
Professor Jane Stout (JCS) [email protected] Ground Floor, Botany
Professor Carla Harper (CJH) [email protected] Ground Floor, Botany
Professor Marcus Collier (MC) [email protected] 4th Floor, Aras an Phiarsaigh
Professor Michael Williams (MW), Course Advisor [email protected] First Floor, Botany
Professor Silvia Caldararu [email protected] 4th Floor, Aras an Phiarsaigh
Professor Stephen Waldren (SW) [email protected] Trinity Botanic Gardens
& 4th floor Aras an Phiarsaigh

Emeritus Staff

Dr Paul Dowding (PD) [email protected]

Professor David Jeffrey (DJ) [email protected]
Professor Mike Jones (MBJ) G024, Watts Building
Professor Daniel Kelly (DK). Herbarium, Botany Building

Technical Staff

Ms Siobhán McNamee Ground Floor, Botany Building

Ms Jacqueline Stone Murphy Tilda Building
Ms Patricia Coughlan Tilda Building
Mr Mark Kavanagh Tilda Building

Senior Executive Officer

Ms Mandy Lockhart Ground Floor, Botany Building

Trinity College Botanic Garden Staff

Ground Staff
Ms Elizabeth Bird Botanic Garden, Dartry
Mr Michael McCann Botanic Garden, Dartry
Dr Michelle Murray Botanic Garden, Dartry (Outreach Officer) Botany Garden, Dartry

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 STAFF RESEARCH INTERESTS
We run a tutorial programme with small group teaching in three key research areas:

Systematics: This research group's activities are unique in Ireland and focus on discovering and
describing the Earth's plant life, understanding how it evolved and devising conservation measures
for it. Our work is global, involves both wild and crop plants and has resulted in the discovery of
many species and genera new to science.

Ecology: Ecology is all about interactions between organisms and the environment. We research
the natural and urban environment and agricultural systems throughout Ireland, Europe and in the
tropics. Our research into forest ecology, palaeoecology and pollination informs government policy,
maintains biodiversity and facilitates sustainable production.

Ecosystems, Environment & Sustainability: Research at TCD focuses on the sustainable

management of our natural resources. This includes the management of land-based production
systems and their potential to mitigate and adapt to global climate change, the management of
waste waters and the maintenance of ecosystem service provision by natural ecosystems, the
design of sustainable production systems, and at the end of such value chains, the assessment of
sustainable diets. This research is conducted throughout Ireland but also across Europe, America
and sub-Saharan Africa.

Academic Year 2022/2023

A full listing of the Academic Year Calendar can be viewed on this website page
https://www.tcd.ie/calendar/academic-year-structure/academic-year-structure.pdf

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 BOTANY MODERATORSHIP LEARNING OUTCOMES
On successful completion of this programme students will be able to:

• Demonstrate in written, oral and visual form a foundation level of knowledge and understanding of the
biological, physical and quantitative sciences underpinning Botany.

• Demonstrate awareness, particularly in relation to the contributions that plant science makes to society,
such as maintaining biodiversity, assessing the impacts of global change, reducing environmental
pollution and ensuring sustainable food and energy production, taking into account scientific, social,
political, moral and ethical considerations.

• Articulate the fundamental concepts in plant science.

• Discuss current research developments in plant science.

• Review and criticise published scientific information.

• Utilise innovative techniques and modern research facilities to develop combined theoretical and
technical competence so enabling the development of high-quality independent research and of the
ability to work accurately, efficiently and safely in both field and laboratory environments.

• Demonstrate numerical competency and the ability to analyse quantitative data by appropriate
statistical tests, using spreadsheets and other software.

• Collaborate effectively in teams and work independently.

• Communicate accurately, clearly, persuasively and imaginatively, in both oral and written form.

DESCRIPTION OF THE EUROPEAN CREDIT TRANSFER SYSTEM (Credits)

The European Credit Transfer and Accumulation System (Credits) is an academic credit system based on the
estimated student workload required to achieve the objectives of a module or programme of study. It is
designed to enable academic recognition for periods of study, to facilitate student mobility and credit
accumulation and transfer. The Credits are the recommended credit system for higher education in Ireland
and across the European Higher Education Area.

The Credits weighting for a module is a measure of the student input or workload required for that module,
based on factors such as the number of contact hours, the number and length of written or verbally
presented assessment exercises, class preparation and private study time, laboratory classes, examinations,
clinical attendance, professional training placements, and so on as appropriate. There is no intrinsic
relationship between the credit volume of a module and its level of difficulty.

The European norm for full-time study over one academic year is 60 Credits. The Trinity academic year is 39
weeks from the start of Michaelmas Term (semester one) to the end of the annual examination period. 1
Credit represents 20-25 hours estimated student input, so a 5-Credit module will be designed to require
approximately 125 hours of student input including class contact time and assessments.

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Credits are awarded to a student only upon successful completion of the course year. Progression from one
year to the next is determined by the course regulations. Students who fail a year of their course will not
obtain Credit for that year even if they have passed certain component modules. Exceptions to this rule are
one-year and part-year visiting students, who are awarded Credits for individual modules successfully
completed.

MODERATORSHIP COURSE STRUCTURE - JUNIOR SOPHISTERS (Year 3)

The JS year consists of a diverse programme of on-line and face-to-face lectures, laboratory practicals, tutorials and
seminars, totalling 40 core credits. The remaining 20 credits are made up of a mix of open modules and Trinity Electives
according to three scenarios listed below, these scenarios dependent on whether the student chooses one or two
Trinity Elective modules, and in which semester the Trinity Electives occur. These modules are indicated in greater
detail on the following pages.

Trinity Elective Information is available at: https://www.tcd.ie/trinity-electives/electives/ Lectures for these

modules are timed to coincide with free slots in your timetable. Most modules are scheduled to run at lunchtimes so
that space is available in our timetable to allow you to take one of these modules.

Assessment criteria are outlined at https://www.tcd.ie/trinity-electives/electives/

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 Botany
Semester 1 (S1) Semester 2 (S2)
Core Modules
BOU33100: Plant Physiology (5 Credits) BOU33107: Plant Molecular Biology (5 Credits)

ZOU33010: Fundamentals of Ecology (5 Credits) ZOU33070: Experimental Design and Analysis (5 Credits)

BOU33108: Plants and the Irish Environment (5 Credits) BOU33112: Diversity & Systematics of Land Plants
(5 Credits)
BOU33110: Frontiers in Botany (5 Credits) BOU33121: Field Skills in Plant and Environmental
Sciences (5 Credits)

Open Modules Scenario I

In addition to the 5 credits of Trinity Electives, choose
one module from the following three:
Students will automatically be enrolled on the below
GSU33003: Ice Age Earth (5 credits)
two modules:

BOU33105: Global Environmental Change (5 Credits) BOU33123: Soil Science (5 Credits)

BOU33126 Mycology
BOU33122: Entomology (5 credits)

Trinity Elective (5 credits)

Open Modules Scenario II

Choose two modules from the following three: In addition to the 5 credits of Trinity Electives, choose
one modules from the following two:
GSU33003: Ice Age Earth (5 Credits)
BOU33123: Soil Science (5 Credits)
BOU33105: Global Environmental Change (5 Credits)
BOU33122: Entomology (5 credits)
BOU33126 Mycology
Trinity Elective (5 credits)

Open Modules Scenario III

In addition to the 5 credits of Trinity Electives, choose In addition to the 5 credits of Trinity Electives, choose
one module from the following three: one module from the following two:

GSU33003: Ice Age Earth (5 Credits) BOU33123: Soil Science (5 Credits)

BOU33105: Global Environmental Change (5 Credits) BOU33122: Entomology (5 Credits)

BOU33126 Mycology
Trinity Elective (5 Credits) Trinity Elective (5 Credits)

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 MODERATORSHIP COURSE STRUCTURE - SENIOR SOPHISTERS (Year 4)

In the Senior Sophister year, students attend a series of lectures, laboratory and field work practicals, seminars,
tutorials and workshops. In addition, students are required to undertake a 20 credit research project which
culminates in the submission of a dissertation. The year consists of a total of 50 credits of core modules and 10
credits of open modules. These modules are indicated in greater detail in the following pages.

Botany
Semester 1 (S1) Semester 2 (S2)
Core Modules
ZOU44030: Data Handling (5 credits) BOU44112: Plants and the Planet (5 credits)

BOU44108: Plant Environment Interactions BOU44103: Plant Conservation and Biodiversity

(5 credits) (5 credits)

BOU44109: Vegetation Description and Analysis

(5 creits)
FBU44000 Capstone Project (20 credits)
BOU44110: The Evolution of Plants and Plant
Atmosphere Interactions (5 credits)

Open Modules
Choose two modules from the selection below

BOU44060: Plant Breeding and Biotechnology (5 BOU44114: Conservation Horticulture (5 credits)

credits)

BOU44111: Restoration Ecology and Re-wilding

(5 credits)

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 SOPHISTER MODULE DESCRIPTIONS
The modules listed below offer you a high-quality, broad-based learning experience, which we hope you
will find interesting, exciting and technically challenging.

All modules directly reflect, and build-on, the research interests and activities of the Department’s staff.

The staff member responsible for coordinating each module is indicated by their initials after the heading
‘Lecturer(s)’ and other staff members who contribute to the module are indicated immediately
afterwards in brackets.

Some modules have indicative readings lists (books) associated with them. Multiple copies of
most recommended texts are in the Hamilton library (codes given for some of these).
N.B. Additional reading will be recommended by lecturers for ALL modules.

Student In addition to the specified ‘contact’ hours indicated under each module, you
Contact are expected to engage in work associated with the module to bring your
Hours input up to a total of approximately 125 hours for a 5 Credit module and 250
hours for a 10 Credit module.

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 JUNIOR SOPHISTER CORE MODULES
BOU33100: Plant Physiology
Co-ordinator: Professor Michael Williams
Assessment: 50% Examination, 50% Continual Assessment
ECTS: 5 credits
Semester: 1

Description:
This module covers major biochemical and physiological aspects of photosynthesis, respiration, resource
capture and growth at both the cell and whole plant level. Continual assessment for this module will be a
mini review on a given subject area relevant to photosynthesis, and an exercise in writing a scientific paper
where raw data from a growth study of plants maintained at different light intensities will be supplied.

Learning outcomes:
On successful completion of this module students should be able to:
➢ Describe how plants perceive light.
➢ Explain how plants use light as both a source of energy and an environmental signal.
➢ Describe the various pathways of photosynthesis at the level of the cell and the whole plant.
➢ Describe the interplay between photosynthesis and respiration in a plant cell.
➢ Describe the role of light in controlling germination, growth and flowering in higher plants.

Indicative reading:
Taiz, L. & Zeiger, L. (2014). Plant Physiology. (6th Edition). Sinauer Associates, Massachusetts. 581.1 N12*4

ZOU33010 Fundamentals of Ecology

(5 credits – Semester 1 – 35 Contact Hours)

Module Personnel:
Dr Ian Donohue, Prof. Fraser Mitchell

Module Content
This module examines the factors that affect the distribution, growth and survival of plant and animal
communities. It describes how organisms interact with their environment and the role that they have in
ecosystem and community structure. There is an introduction to the concepts and models that help to
explain and predict organism distributions and interactions. The module comprises interrelated
components of lectures, practical sessions and fieldwork. It has been designed to provide a foundation to
ecological theory and its application.

Learning Outcomes:
On successful completion of this module students should be able to:
1. Define what we mean by ecology and describe its principles and practice.
2. Show a firm methodological and theoretical understanding of the study of the distribution and
abundance of species.
3. Describe and evaluate unifying concepts of distributions and ecological processes (e.g. feeding
strategies, interspecific interactions, etc.).
4. Show, through practical exercises, a good approach to project work.
5. Show enhanced communication skills through a variety of techniques.

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Recommended Reading List:
Begon, M., Townsend, C.R. & Harper, J.L. (2006) Ecology: from Individuals to
Ecosystems. Fourth edition. Blackwell Publishing.
Townsend, Begon & Harper (2008) Essentials of Ecology. Third edition. Blackwell Publishing.

Assessment Details:
50% examination, 50% continuous assessment.

BOU33108: Plants and the Irish Environment

Co-ordinator: Professor Fraser Mitchell
Fraser Mitchell, Trevor Hodkinson, Jenny McElwain, Matthew Saunders, Jane
Other Lecturers:
Stout, John Parnell, Marcus Collier, Carla Harper & Michael Williams
Assessment: 100% Continual Assessment
ECTS: 5 credits
Semester: 1

Description:

This module combines an introduction to the Botany and Environmental Sciences moderatorships with a
series of field-based activities including a residential field-trip during the first week of the teaching term
(Week 3). There will also be a lecture given during the field trip and three following it on specific aspects of
the Irish flora.

Learning outcomes:
On successful completion of this module students should be able to:
1. Collect and accurately record various types of data from a range of local habitats using several
different methods.
2. Identify native species.
3. Interpret relationships between plants, and between plants and the physical environment.
4. Contrast ecological sampling techniques and assess their relative merits.
5. Analyse in detail the natural and cultural landscape.

BOU33110: Frontiers in Botany

Co-ordinator: Professor Marcus Collier
Other Lecturers: All
Assessment: 100% Continual Assessment
ECTS: 5 credits
Semester: 1

Description:

The discipline of Botany is at the forefront of addressing the key challenges that society faces today. Plants
underpin the ecosystem services on which we rely and are integral to the provision of food, fuel and fibre,
the development of new medicines, the rehabilitation of degraded ecosystems, to promote health and well
being and to lead the fight against climate change, to name but a few. The staff members of the Botany
deaprtment are all actively working to address these issues and this module will explore these topics through
a series of interactive tutorials with faculty members and their wider research groups. Key skills in the

13
communication and analysis of scientific information will be developed, and students will write an extended
desk study around the research topics of the staff members. The module is further divided into a series of
interactive tutorials and workshops with themes such as, essay writing, problem solving, presentation skills,
graphics, thesis writing, journal article analysis.

Tutorials: Students will have the opportunity, in small groups, to discuss the research interests of faculty
members within the Botany department and to evaluate the wider literature in these areas.

Workshops: The workshops are designed to offer key transferrable skills to students and are provided by
various staff members from across the university.

Learning outcomes:

On successful completion of this module students should be able to:

1. Demonstrate an understanding of the basics of a wide range of research issues from within and
outside the Botany curriculum and be able to critically assess the information presented to them.
2. Describe and discuss how work being carried out in Botany contributes to both national and
international research activities and how these are used to address problems of global importance.
3. To develop key transferrable skills.
4. To appraise and critique research outputs and to communicate this work in both academic and non-
academic written or oral format.

BOU33107: Plant Molecular Biology

Co-ordinator: Professor Trevor Hodkinson
Assessment: 50% Examination, 50% Continual Assessment
ECTS: 5 credits
Semester: 2

Description:

Plant Molecular Biology plays a major part in most fields of botanical research including ecology, systematics
and physiology. The aim of this module is to cover the fundamentals of plant molecular biology and to
explore applied aspects, including molecular systematics, molecular ecology, conservation genetics and
genetic engineering.

Learning outcomes:

On successful completion of this module students should be able to:

1. Demonstrate an understanding of the core elements within the field of Plant Molecular Biology that
will enable them to build upon this knowledge and help them better understand other modules.
2. Work competently in a molecular biology research laboratory. Although the module is not
vocational, it provides a large amount of hands-on laboratory experience.

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ZOU33070 Experimental Design and Analysis
(5 credits – Semester 2 – 28 Contact Hours – Core Module)

Module Personnel:
Professor Silvia Caldararu

Module Content:
This module will aim to put data collection and analysis in the context of research design and will
be an important foundation for the Senior Sophister research project. The module consists of two
parts. The emphasis will be practical with a more 'hands on' approach rather than the theory of
statistics. Initially students will be taught about experimental design, data collection and sampling
and the use of spreadsheets for data entry. This will lead on to preliminary data exploration and
issues of normality. Emphasis will be placed upon the importance of visually exploring the data
prior to the use of statistical tests. Summary statistics, including measures of centre and spread,
skewness, kurtosis, percentiles and boxplots, will be covered. Then the module will move on to
explore the concept of hypothesis testing and the need to compare two or more means. This will
involve the use of t-tests and analysis of variance. Other types of data will also be introduced
including the analysis of frequencies. The relationship between two variables in the context of
regression analysis will also be explored. Finally a data set will be used to bring the entire process
together starting with simple data exploration through summary statistics to more complex
analyses. The aim of the second part of the module is to address, in more detail, the
fundamentals of experimental design and to explore how previous projects were conducted. In
addition, students will learn how to write a moderatorship project proposal.

Learning Outcomes:
On successful completion of this module, the student will be able to:

1. Address the fundamentals of experimental design and use hypothesis testing to

answer biological questions.
2. Appreciate instruments for data collection, and how to explore and analyse data
within the context of research design.
3. Explore a variety of data sets using graphical and summary techniques.
4. Outline the requirements of parametric statistical tests and recognize the
applicability of four such tests.
5. Learn how to calculate statistical tests by hand and use the statistical package R to
explore and analyse data.
6. Learn how to write a moderatorship project proposal, design an experiment
and analyse the findings of a scientific paper in a group setting.

Recommended Reading List:

Ruxton, Graeme D. and Colegrave, Nick. 2011. Experimental design for the life sciences (3rd
edition) Publisher – Oxford University Press, Oxford (ISBN 9780199569120).

Assessment Details:
100% continuous assessment (four assessments – short answer test, data analysis exercise (Part
1), designing an experiment, completing both ethics and safety assessments for the
moderatorship project (Part 2).

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BOU33112: Diversity & Systematics of Land Plants

Co-ordinator: Professor Jennifer McElwain

Other Lecturer: Trevor Hodkinson
Assessment: 50% Continual Assessment & 50% Exam
ECTS: 5 credits
Semester: 2

Description:

There are over 400,000 land plant species known to science. This module will explore the evolution and
classification of land plants (embryophytes) and how to identify them in the field. By undertaking
this module you will become acquainted with the evolutionary history, life cycle and general distinguishing
attributes of the major land plant evolutionary groups: Bryophytes (mosses, hornworts and liverworts),
Monilophytes (ferns and fern alies), Lycophytes, Gymnosperms (e.g. conifers, cycads) and Angiosperms
(flowering plants). The module will discuss evolutionary origins, various systems of classification, compare
and contrast molecular and morphological phylogenetic signals and discuss various large groups of land
plants with a particular focus on the most ancient ( bryophytes) and the most recent and highly diverse
(Angiosperms, flowering plants). This module will include laboratory practical classes, self-guided fieldwork
and lectures. Students will produce their own herbarium plant collection on a small selection of native
species in the Irish flora as part of the module.

Learning outcomes:
On successful completion of this module students should be able to:
1. Describe and discuss land plant classification, identification and evolution at family and order level
worldwide.
2. Describe and discuss higher plant classification, identification and evolution at generic and specific
level in Ireland.
3. Know the key characteristics of some of the most commonly encountered Angiosperms in Ireland.
4. Know about the phylogenetic signals produced by molecular and morphological data.
5. Develop team-working and team-assessment skills. Develop an in-depth knowledge of a selected
plant family.
6. Understand basic botanical nomenclature needed to describe plant morphology and use
taxonomic keys
7. Be capable of identifying various plant species in the Irish flora using taxonomic keys in standard
works of reference
8. Describe the evolution of plant life cycles and understand the evolutionary advantages and
limitations of gametophyte dominant versus sporophyte dominant strategies

Indicative Reading:
Heywood, V.H., Brummitt, R.K., Culham, A., & Seberg, O. (2007). Flowering Plant Families of the World. Royal
Botanic Gardens, Kew. 424 pp. S-LEN 582.13 P7;2; S-LEN 582.13 P7;3; 582.13 +P7;1

Judd W.S et al. (2008) Plant Systematics. A phylogenetivc approach. Sinauer.

Simpson, M.G. (2006). Plant Systematics. Wiley Elsevier Academic Pres. 580pp. Located in Botany Library.

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Soltis, D., Soltis, P., Endress, P., Chase, M.W., Manchester, S., Judd, W., Majure, L. & Mavrovdiev, E. (2019).
Phylogeny and evolution of the Angiosperms: revised and updated edition. 2nd Ed. University of Chicago
Press. Located in the Botany Library.

Willis, K.J. & McElwain, J.C. (2014). The Evolution of Plants (2nd edition). Oxford. 424 pp. Located in Botany
Library

Also, various papers posted on blackboard.

BOU33121: Field Skills in Plant and Environmental Science (Canary Islands)

Co-ordinator: Professor Jane Stout (Spring Field Course leader)

Jane Stout, Trevor Hodkinson, Stephen Waldren, Carla Harper, Jenny McElwain,
Other Lecturers:
Matt Saunders & Michael Williams
Module Type: Mandatory (Plant Sciences), Optional (Environmental Sciences)
Assessment: 100% Continual Assessment
ECTS: 5 credits
Semester: 2

Description:

This module combines a lecture series with a residential field trip to the Canary Islands. The Canary
Islands represent very different environments to Ireland: they have different ecology, different threats
and pressures. They also contain highly variable landscapes and there are lots of different types of
habitats in small area. In addition, they are home to many endemic species, particularly plants, which
are not found anywhere else in the world, and face many man-made environmental challenges. The
lecture series explores the geography, flora and fauna of the Canary Islands, as well as the history of the
islands, and the impacts that humans have and continue to have on its ecosystems.

Learning outcomes:

On successful completion of this module students should be able to:

1. Describe the link between environmental conditions and vegetation community composition and
structure (i.e. understand why certain plants grow in different places – what morphological,
physiological and ecological traits have evolved for live in particular environments and how are
plants affected by human activities?).
2. Sample vegetation in the field accurately and representatively in a diversity of natural and
anthropogenic ecosystems (i.e. be able to design appropriate sampling according to different
habitat types to make ecological assessments).
3. Outline what should be in an Environmental Impact Assessment Scoping report and conduct a
scoping exercise for a hypothetical development in the Canary islands.
4. Design, conduct and analyse a field experiment and present the results in both written and oral
format.
5. Demonstrate transferrable field skills including making accurate and appropriate field notes, team
work and risk assessment

There are four main aims of this module:

17
1. To introduce students to highly diverse subtropical island flora, with complex biogeographical
composition;
2. To record the plant communities across a range of environments, differing in rainfall, altitude, degree
of disturbance, etc. and to investigate the ecophysiology of the native flora over the range of habitats
studied;
3. To assess the threat to biodiversity posed by human activities;
4. To develop students’ knowledge of field-based plant and animal identification, and how to conduct
field research. To do this, a series of 8 lectures will be given prior to going on an 8-day residential
fieldcourse in Gran Canaria.

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 JUNIOR SOPHISTER OPEN MODULES
Trinity Electives

Any of the offered Trinity Elective modules may be taken as long as they can be accommodated in the
timetable. Further information and how to apply for your Trinity Electives can be found here
https://www.tcd.ie/trinity-electives/electives/

GSU33003: Ice Age Earth

Co-ordinator: Professor Robin Edwards
Assessment: 50% exam & 50% Continual Assessment
ECTS: 5
Semester: 1

Description:
The last 2.6 million years of Earth history have witnessed dramatic climatic and environmental changes.
This module provides an overview of these major environmental changes, their causes, and their
significance for human development. It contrasts ‘glacial’ and ‘interglacial’ worlds, examines the nature of
the transitions between them, explores some potential causes of change, and illustrates their
environmental impacts. In the process, a range of key environmental records are considered, along with
the “proxies” used to develop them.

Learning Outcomes:
On successful completion of this module students should be able to:
1. Explain why global climates have varied dramatically over the last 2.6 million years.
2. Describe the spatial and temporal variation in past climate change.
3. Describe the long term impact of climate change on ecosystems.
4. Describe the techniques used to reconstruct past climates.
5. Describe the techniques used to reconstruct past ecosystems.
6. Evaluate the contribution of climate and human activity to ecosystem dynamics.
7. Relate the relevance to past ecosystem change to current and future ecosystem function.

Indicative reading:
Bradshaw, R.H.W. & Sykes, M. (2014). Ecosystem Dynamics: From the Past to the Future. Wiley Blackwell.
334pp. Located in Botany Library.

Roberts, N. (2014). The Holocene. An Environmental history. (3rd Edition). Wiley Blackwell. 376pp. Located in
Botany Library.

Ruddiman, W.F. (2014) Earth’s Climate Past and Future. 3rd Ed. WH Freeman & Co. 445 pp. Located in the
Freeman Library.

BOU33105: Global Environmental Change

Co-ordinator: Professor Michael Williams
Assessment: 50% Examination, 50% Continual Assessment
ECTS: 5 credits
Semester: 1

19
Description:
The global environment is changing more rapidly at present than at any time during the human occupancy
of the planet. This module reviews the existence of the changing environment and the predictions for the
future, and focusses on aspects of sustainability and how this is assessed for various production systems.

Learning outcomes:
On successful completion of this module students should be able to:
1. Understand the various elements of current global environmental change and the contribution of
the major drivers of these changes.
2. Understand the prevailing hypotheses as to the mechanisms and ultimate causes of global
environmental change and the extent to which processes operate at different temporal and spatial
scales.
3. Appreciate the nature of the interactions between environmental change and ecosystem processes.
4. Understand concepts of sustainability and methods of assessment

Indicative Reading:
IPCC (2013) AR5 Climate Change 2013: The Physical Science Basis.
IPCC (2019) Climate Change and Land.

BOU33126: Mycology
Co-ordinator: Professor Carla Harper
Assessment: 100% Continual Assessment
ECTS: 5 credits
Semester: 1

Description:
Mycology, or the study of fungi and fungus-like organisms, is a fundamentally important aspect of biology
that impacts nearly all of portions of our daily lives. From the food and drinks we enjoy (e.g., bread, beer,
cheese) to medically important fungi, to the ecological roles that fungi play as symbionts, fungi are
everywhere. This module will focus on the biology and taxonomy of fungi and fungus-like organisms (e.g.,
slime moulds, oomycetes, lichens), as well as an introduction to the ecological role(s) they play. There will
be a focus on the mycological biodiversity of Ireland.

Learning outcomes:
On successful completion of this module, students should be able to:

1. Understand the basic biology of fungi and fungus-like organisms.

2. Be able to identify and distinguish the different characteristics of the major lineages of fungi and
fungus-like organisms.
3. Demonstrate a basic understanding of the taxonomy of the fungi and fungus-like organisms and
how they relate to other organisms.
4. Collect and identify fresh fungi and fungus-like organisms.
5. Describe and understand the various interactions and ecological strategies of fungi and fungus-like
organisms.
6. Understand the importance and impact of fungi in our daily lives.

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Recommended reading list:
Webster, J, Weber, R. 2007. Introduction to Fungi. 3rd Revised Ed. Cambridge University Press, Cambridge,
UK. 867 pp.
Watkinson, SC, Boddy, L, Money, N, 2015. The Fungi. 3rd Ed. Elsevier Science Publishing Co., Inc. Academic
Press, inc. San Diego, CA, USA. 466 pp.
McCoy, P. 2016. Radical Mycology: A treatise on seeing and working with fungi. Chthaeus Press, Portland,
OR, USA. 672 pp.
Peterson, RL, Massicotte, HB, Melville, LH. 2004. Mycorrhizas: Anatomy and cell biology. CABI Publishing,
Wallingford, Oxon, UK. 173 pp.
Sterry, P, Hughes, B. 2009. Collins Complete British Mushrooms and Toadstools: The essential photograph
guide to Britain’s fungi. Harper Collins Publishers, London, UK. 384 pp.

BOU33123: Soil Science

Co-ordinator: Professor Matthew Saunders

Other Lecturer(s): Professor Paul Dowding, Professor Gary Lanigan and Professor Carla Harper
Assessment: 50% Examination, 50% Continual Assessment
ECTS: 5 credits
Semester: 2

Description:
Soils are important for plants as they provide the key resources required for growth and also essential
structural support. This module will provide an overview of the fundamental concepts of soil formation and
characterisation; how soil characteristics influence plant distribution and productivity through water and
nutrient availability; how soil organisms (bacteria, fungi) interact with plants and how soils influence global
biogeochemical cycles (carbon and nitrogen). Particular focus will be given to the role of soils in the
production of food, fuel and fibre and how sustainable land management practices are required to ensure
the long-term health and fertility of soil systems.

Learning outcomes:
On successful completion of this module students should be able to:
1. Describe the nature of soil and the terms used to describe the major physical and chemical
characteristics of soil.
2. Understand how soils are formed and how they are influenced by natural and anthropogenic
processes.
3. Compare and contrast the role of soils in plant productivity such as through plant water relations
and mineral nutrition.
4. Appraise the issues of sustainable soil management and the impacts of intensive land use on soil
quality and fertility.
5. Demonstrate an understanding of biogeochemical cycling within soil systems and the role of soils
in the mitigation of climate change.

Indicative Reading:
Foth, HD. (1990). Fundamentals of soil science. Wiley, Chichester.
Hartlemink, AE., McBratney, AB., White, RE. (Eds) (2009). Soil Science, Earthscan, London.
Lal, R. (2006). Encyclopedia of soil science. Taylor and Francis. Oxford.
McLaren, RG., Cameron, KC. (1996). Soil science: sustainable production and environmental protection.
Oxford University Press, Oxford.

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Weil, RR., Brady, NC. (2016). The nature and properties of soil. Pearson, London.
White, RE. (2006). Principles and practice of soil science: the soil as a natural resource. Blackwell Science,
Oxford.

BOU33122: Entomology

Co-ordinator: Professor Jane Stout

Assessment: 50% Continual Assessment 50% Examination
ECTS: 5 credits
Semester: 2

Description:
There are more species of insects on Earth than any other group of organisms and they are of massive
ecological and economic importance. This module will address behavioural, social, ecological and applied
aspects of entomology, including their role in delivering ecosystem services (such as biocontrol and
pollination), invasive species (such as fire ants and harlequin ladybirds) and conservation (both in Ireland
and internationally). The practicals will provide students with the skills for sampling and identification of
insects, which will be further enhanced through an individual project.

Learning outcomes:
On successful completion of this module students should be able to:
1. Categorise insects according to their key features into the main order groups; know the distinction
between insects and other arthropods
2. Describe some of the range of behaviours employed by insects for foraging, defending and
reproducing
3. Develop understanding of the role of insects in ecosystem processes and their interactions with
other organisms
4. Explain their value as providers of ecosystem services
5. Quantify the economic importance of insects (both positive and negative) to humans
6. Evaluate the conservation biology of insects at national and international levels

Indicative Reading:
Price PW, Denno RF, Eubanks MD, Finke DL, Kaplan I (2011). Insect Ecology: Behavior, Populations
and Communities. Cambridge University Press.

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 SENIOR SOPHISTER CORE MODULES
ZOU44030: Data Handling
Co-ordinator: Professor Andrew Jackson, Prof Yvonne Buckley

Assessment: 35% Continual Assessment & 65% Exam

ECTS: 5 credits
Semester: 1

Description:
Being able to form research questions and challenge our hypotheses by collecting and analysing data forms
the basis of scientific inquiry. An understanding of data analysis is an essential skill-set for all scientists. This
module will consist of 2 tutorial sessions per week spanning all of semester 1. One of the tutorials each
week will be used to develop class-directed questions relevant to current scientific thinking. As a class, we
will form hypotheses, collect data and develop appropriate analytical techniques to answer our research
questions. Concurrently, online material including video podcasts will be used to develop hands-on skills in
the use of the very powerful and flexible statistics package R for data analysis. The module will start with
basic probability theory, introduce different statistical distributions and culminate in learning how General
Linear Models form a common framework for conceptualizing and analyzing your data. At the end of the
module you will have analysed a wide variety of data types and will have used the transferable and widely
applicable statistics package R to analyse your data.

Learning outcomes:
On successful completion of this module, students will be able to:
1. Summarise and communicate quantitative results graphically and textually to scientific standards.
2. Apply appropriate statistical analyses of commonly encountered data types.
3. Explain the context of the analyses within a hypothesis driven framework of scientific logic.
4. Use the R statistical computing language for data analysis.
5. Create R notebooks for documenting analyses and sharing with collaborators.

BOU44108: Plant-Environment Interactions

Co-ordinator: Professor Matthew Saunders, Professor Carla Harper
Assessment: 50% Examination, 50% Continual Assessment
ECTS: 5 credits
Semester: 1

Description:
Plant growth is significantly influenced by the surrounding physical, chemical and biological environment.
This module will address the key inter-related concepts of carbon assimilation and sequestration, plant
water relations and energy balance components across the soil-plant-atmosphere continuum. Moreover,
and as plants do not occur in isolation, this module will examine how fungi and fungus-like (e.g.,
Oomycota) interact with plants and the surrounding environment at multiple levels (soil interactions,
roots, stems, leaves, and plant reproductive structures). The physiological response of plants to respond to
a broad range of environmental conditions including abiotic and biotic extreme events will be explored,
and the implications for natural and production-based systems will be assessed.

Learning outcomes:
On successful completion of this module students should be able to:

23
 1. Demonstrate an understanding of how environmental factors influence the physiological
performance of plants at various stages of growth and across multiple spatial and temporal scales
(leaf, whole plant, and ecosystem).
2. Investigate using suitable methodological approaches how to monitor and quantify the impacts of
key environmental drivers on physiological processes.
3. Compare and contrast how plant systems respond to eternal drivers such as future climatic
variability and land-use pressures.
4. Demonstrate an understanding of the various interactions and ecological strategies among fungi,
fungus-like organisms, and plants.
5. Distinguish how these concepts can be implemented and utilised to address key issues in the
sustainable management of land and the provision of food, fuel and fibre.

Indicative Reading:
Hall, D.O., Scurlock, J.M.O., Bolhar-Nordenkampf, H.R., Leegood, R.C. & Long, S.P. (eds) (1993).
Photosynthesis and Production in a Changing Environment - A Field and Laboratory Manual, Chapman and
Hall, London.
Jones, H.G. (2014) Plants and Microclimate - A Quantitative Approach to Environmental Plant Physiology.
Cambridge University Press, Cambridge.
Lambers, H., Chapin, F.S., Pons, T.L. (2006). Plant physiological ecology. Springer, New York, USA.
Nobel, P.N. (2005). Physiochemical and environmental plant physiology. Elsevier Academic Press,
Burlington, MA, USA.
Southworth, D. (ed.) (2012). Biocomplexity of Plant-Fungal Interactions. John Wiley and Sons, Chichester,
West Sussex, UK.
Taiz, L., Zeiger, E. (2010). Plant Physiology. Sinauer Associates Inc., Sunderland, Massachusetts USA

BOU44109: Vegetation Description and Analysis

Lecturer: Professor Stephen Waldren
Other Lecturer(s): Professor John Parnell, Dr Jean Wilson
Assessment 100% Continual Assessment
ECTS 5
Semester: 1

Description:
This module will describe how to sample, record and lead up to detailed multivariate analyses to help define
vegetation communities. Though some theoretical and historical framework will be given in lectures, the
emphasis will be on practical collection, analysis and interpretation of vegetation data. Various data sets
will be utilised in computer-based sessions, and field work will be used to generate a novel data set, the
analysis and interpretation of which will form part of the continuous assessment for this module.

Learning Outcomes:
On successful completion of this module students should be able to:

1. Employ effective methods to collect vegetation data

2. Understand the theory and practice of vegetation description
3. Employ a variety of measures to describe plant diversity in sampled vegetation
4. Use multivariate statistical techniques to develop hypotheses about vegetation communities
5. Utilise remotely sensed data and GPS in the field to map vegetation communities

Indicative Reading:
Kent, M. (2012) Vegetation Description and Data Analysis – A Practical Approach, 2nd edition; Wiley
Blackwell.

24
BOU44112: Plants and the Planet
Co-ordinator: Professor Matthew Saunders
All academic and research staff in the School of Natural Sciences, Botany and
Other Lecturers:
Zoology disciplines.
Assessment: 50% Examination, 50% Continual Assessment
ECTS: 5 credits
Semester: 2

Description:
Plants have the power to shape the world around us, and how we utilise plants and the ecosystems in which
they grow can have both positive and negative implications. This module, through a series of interactive
tutorials, will allow students to further explore the research undertaken in the Botany department to better
understand how this work and the plants and ecosystems involved are shaping the world in which we live.
Furthermore, a key component of the module involes the Ecology, Evolution and the Environment seminar
series, where invited speakers from across the globe will discuss their reseach in more detail.

Learning outcomes:
On successful completion of this module students should be able to:
1. Demonstrate an understanding of the basics of a wide range of research issues from within and
outside the Botany curriculum and be able to critically assess the information presented to them.
2. Describe and discuss how work being carried out in Botany and the wider scientific field of Natural
Sciences contributes to both national and international research activities and how these are used
to address problems of global importance.
3. To appraise and critique research outputs and to communicate this work in both academic and non-
academic written or oral format.

Indicative Content and Learning Activities (Key Words):

Seminars: The Ecology, Evolution and the Environment seminars run throughout the academic year where
invited speakers from international institutes present their research. The topics of these seminars are
aligned to the content of the moderatorships offered in the School of Natural Sciences but are broad in their
scope.

Tutorials: Students will have the opportunity, in small groups, to discuss the research activities of faculty
members within the Botany department and to evaluate the wider literature in these areas.

Workshops: The workshops are designed to offer key transferrable skills to students and are provided by
various staff members from across the university.

BOU44110: The Evolution of Plants and Plant-Atmosphere Interaction

Lecturer: Professor Jennifer McElwain
Assessment: 70% Examination, 30% Continual Assessment
ECTS: 5
Semester: 2

Description:
We are currently experiencing major changes in our climatic and atmospheric environment. Conservative
estimates project that the concentration of greenhouse gas carbon dioxide will double by the end of this
century and global temperatures are expected to rise by 1 to 4 degrees C. A major issue facing the scientific

25
and political community is understanding how these projected changes will influence natural ecosystems,
plant and animal ecology and biodiversity. This module will explore the evolution of plants in the context of
long-term changes in climate and atmospheric composition. Examples of plant-atmosphere and plant-
climate interactions in the deep geological past will be examined in addition to modern experimental studies.
The course will provide a framework for understanding the nature and scale of evolution, adaptation and
ecophysiological responses of plants to their atmospheric and climatic environment over the past 500 million
years of Earth history. Continual assessment will be through a programme of tutorials and student reviews
of primary research papers linked to lectures.

Learning outcomes:
On successful completion of this module students should be able to:

1. To describe plant evolution over the past 3,700 million years (with specific emphasis on land plant
evolution over the past 500 million years based on the fossil plant record)
2. To evaluate fossil plant responses to environmental extremes associated with mass extinction events
in Earth history
3. To describe how plant evolution influences the long-term carbon cycle, climate and atmospheric
composition
4. To understand global, regional, local and individual level plant responses to past changes in climate
and atmospheric composition
5. To use knowledge of plant-atmosphere responses in the deep geological past to evaluate the threat
of ongoing anthropogenic global change

BOU44103: Plant Conservation and Biodiversity

Co-ordinator: Professor Stephen Waldren
Other Lecturers: Trevor Hodkinson, John Parnell
Assessment: 50% Examination, 50% Continual Assessment
ECTS: 5 credits
Semester: 2

Description:
Loss of biodiversity is one of the major problems facing humanity. The theoretical background to the
evolution of plant diversity is firstly developed, and the principles of conservation are then used to develop
approaches to conserve plant diversity. The module is taught through lectures and practical workshops.

Learning outcomes:
On successful completion of this module students should be able to:
1. Identify key processes that lead to the development of higher plant diversity.
2. Explain how patterns of plant diversity have arisen.
3. Assemble, manipulate and critically analyse experimental data related to plant diversity.
4. Describe the processes that threaten plant diversity, and evaluate the degree of threat.
5. Evaluate national legislation and policy related to plant diversity and its conservation.
6. Evaluate global and national initiatives to conserve plant diversity.

Indicative Reading:

Lomolino, M.V., Riddle, B.R. & Whittaker, R.J(2016). Biogeography: Biological diversity across space and time.
Sinaur Associates.759pp.

26
Sher, A.A. & Primack, R.B. (2019) An Introduction to Conservation Biology. Oxford University Press. 512 pp

FBU44000 Research Project

(20 credits –Semester 2)

Module Personnel:
Coordinator to be confirmed, All Zoology & Botany Staff

Module Content
The project provides an important opportunity for students to plan and carry out a detailed and
original piece of scientific research and communicate the results. It culminates in the production
of a thesis and communication of the results through a poster presentation at an undergraduate
research conference. Students will be assigned to a member of staff who will support an
appropriate topic and will supervise the work. They will submit a research proposal before the
practical work begins as part of the Junior Sophister ZOU33070 Experimental Design & Analysis
module. As part of FBU44000 they will submit a thesis and present a poster on the results. For the
project, they will be expected to outline clearly a scientific problem, review the associated
literature, design and execute an appropriate research programme, analyse and present the
results and draw clear conclusions and record progress in a notebook (physical or electronic as
appropriate). Detailed guidance notes on writing and submitting the thesis and poster may be
found on the FBU44000 Blackboard site.

Learning Outcomes:
On successful completion of this module, students will be able to:
1. Formulate scientific questions, apply a scientific approach to problem solving
2. Plan an investigation and utilise the principles of good experimental, observational or
computational design
3. Conduct an in-depth scientific review of a subject
4. Organise desktop, computational, field- or laboratorybased research including: logistics,
recording, archiving, qualitative or numerical analysis and presentation and interpretation
of data
5. Manage a project through continuous assessment of progress and improvement of skills
6. Effectively work with a team including their supervisor and other members of the research
team
7. Demonstrate technical competence in the handling of research facilities and operate
safely in a computational, laboratory and/or field environment, both individually and as
part of a team
8. Present and communicate results in the form of a dissertation and poster presentation

Assessment Details:
Continuous assessment: Thesis (18 ECTS credits), poster presentation (2 ECTS credits)

27
 SENIOR SOPHISTER OPEN MODULES

BOU44060: Plant Breeding and Biotechnology

Co-ordinator: Professor Trevor Hodkinson

Other Lecturer: Dr Brian Murphy

Assessment: 50% Examination, 50% Continual Assessment
ECTS: 5 credits
Semester: 1

Description:
The module covers the principles and practice of plant breeding and biotechnology. Lectures cover key topics
such as the origins of agriculture, genetic resources, disease resistance, conventional breeding, modern
breeding, genetic engineering, and case studies in breeding and biotechnology. Practicals cover crop
diversity, polyploid estimation and at least one site visit to a Teagasc Research Centre (e.g Ashtown Dublin).

Learning outcomes:
On successful completion of this module students should be able to:

1. Discuss core elements within the field of plant breeding and biotechnology.
2. Show laboratory skills in plant breeding.
3. Demonstrate knowledge of plant breeding techniques.

BOU44111: Restoration Ecology and Rewilding

Co-ordinator: Dr Marcus Collier
Other Lecturers Guest Lecturers and virtual field trip(s)
Assessment: 50% Examination, 50% Continual Assessment
ECTS: 5 credits
Semester: 1

Description:

Restoration ecology, like conservation biology, is a ‘crisis’ discipline, having emerged as a science/practice
response to the social and ecological impacts directly and indirectly driven by human activities. Restoration
ecology has proven to be highly effective in some cases but has also given rise to some controversy as well
as policy difficulties. Rewilding and novel ecosystems are new and controversial areas within restoration
ecology making it difficult to know how and when to intervene. This module will introduce you to the
challenges and opportunities, failings and fallacies of the complex world of restoration ecology, rewilding,
and the work of restoration ecologists. It will look at how rewilding could be the most efficient of nature-
based solutions and asks if this is feasible in the modern world. As the discipline struggles to navigate global
climate issues, integrate with the social sciences, incorporate politics and economics, and derive policy
actions, this module will draw on case studies of restoration globally to will challenge students to rethink
ecology and ecosystems in the Anthropocene. It will also discuss areas of employment where students might
consider after graduation, with some invited guests providing insight into the practice of restoration and
rewilding.

28
Learning Outcomes:
On successful completion of this module students should be able to:

1. Understand the principals of restoration ecology as they apply in a modern context

2. Comprehend the nuanced nature of restoring ecosystems and habitats as well as re-introducing
species in practice
3. Carry out restoration case study analysis
4. Understand the complex relationship between ecology, social values and policies
5. Evaluate the success of restored ecosystems and species

Indicative Reading:
Aronson, J, Milton, S.J., & Blignaut, J. Eds. (2007) Restoring Natural Capital. Island Press
Hobbs, R. J., Higgs, E. S. & Hall, C. M. Eds. (2013) Novel Ecosystems. Wiley
Marris, E. (2011) Rambunctious Garden. Bloomsbury
Monbiot, G. (2015) Feral. Penguin

BOU44114: CONSERVATION HORTICULTURE

Co-ordinators: Professor Jennifer McElwain and Dr Darrach Lupton (National Botanic Gardens
Glasnevin)
Assessment: 100% Continual Assessment
ECTS: 5 credits
Semester: 2

Description:
The loss of plant diversity is happening at an extraordinarily fast rate, the urgent need for conservation
action has never been so crucial. Botanic Gardens are well-positioned to take on this challenge – they have
a large pool of specialist horticultural expertise trained in propagation and cultivation techniques, scientific
staff with an understanding of population and genetic basis of a conservation collection, and the accurate
record-keeping and management of genetically representative living plant collections – skills and
knowledge essential to the successful recovery of threatened plant species. Conservation horticulture is an
emerging field in plant science that brings together the disciplines of conservation and horticulture. It
remains formally undefined; however we define it here, as the practice within mainly Botanic Gardens and
Arboreta of targeting, collecting and maintaining living plant collections that are representative of the
genetic diversity of wild populations for ex situ conservation and habitat restoration purposes. This
unique, timely and highly practical-focused module will be co-taught by staff at Trinity College Botanic
Garden, Trinity Botany Department and the National Botanic Gardens, Glasnevin. Five practical sessions in
hands-on conservation horticulture will be held at NBG and TCBG. 10 lectures will cover theory and both
global and national case studies. One optional full Saturday field excursion will show case examples of
good conservation horticulture practice in Ireland.
Learning outcomes:
On successful completion of this module students should be:

1. Able to explain the fundamental role of Botanic Gardens and Arboreta in local and global plant
conservation
2. Able to describe both national and international policy frameworks for plant conservation
3. Familiar with basic hands-on horticulture practice used in plant conservation including growing a
wide range of taxa from diverse habitats, soil mixes, tree conservation etc.
4. Familiar with hands-on plant propagation techniques of different plant types (e.g. woody
perennials, bulbs, ferns, palms, cycads, orchids.) used in conservation horticulture
5. Familiar with the practices of seed collecting and seed banking as tools in plant conservation

29
 6. Able to describe basic practices of maintenance of a living plant collection including pest
management, ethical plant trade, integrated pest management and plant passports/ plant
quarantine
7. Able to research and describe successful case studies of conservation horticulture globally

Indicative Reading:
A Handbook for Botanic Gardens on the Reintroduction of Plants to the Wild By J. Akeroyd (Editor) and
Peter Wyse Jackson (Editor) Botanic Gardens Conservation International, 1995 ISBN: 0952027526

Restoring Diversity: Strategies for Reintroduction of Endangered Plants By Donald A. Falk (Editor),
Constance I. Millar (Editor) and Margaret Olwell (Editor) Island Press, 1996 ISBN: 1559632976

Medicinal Plants: Conservation, Cultivation and Preservation by A. Chopra Daya Publishing House (August
1, 2007) ISBN: 8170354862

30
 EQUIPMENT
All students taking Botany or Environmental Sciences modules should acquire dissection kits for
laboratory work: these must include a fine forceps (blunt forceps are of little use); also a couple
of mounted needles.

➢ Weatherproof clothing (protection against soaking and/or chilling may be required at any
season!).
➢ Stout footwear (suitable for both rough and wet terrain - mountaineering boots are the
most generally suitable, but rubber boots may be preferred for wet lowlands).
➢ Handlens (x 10 or x 8 are the most generally useful; x 15 or x 20 are valuable for finer details,
e.g. for bryophytes).
➢ Notebook (waterproof is recommended).
➢ Relevant plant identification books.
➢ Sun protection lotion.
➢ If you have a mobile phone it is very useful to bring that too.

FINANCE
The Department makes every effort to keep down expenditure on field courses. It is necessary,
however, that students should budget appropriately. For information on financial assistance,
contact: Senior Tutor's Office, No. 27, College, or your tutor.

Note:
Students will be required to pay the full amount before the start of the Field Courses.

31
 SAFETY

WE WILL NOT BE HIRING OUT LAB COATS. ANY STUDENT WITHOUT A LAB COAT WILL
UNFORTUNATELY NOT BE ALLOWED IN THE PRACTICAL.

LABORATORY AND FIELDWORK SAFETY

Legal Background
The University must exercise a "duty of care" to employees and those they supervise. This duty
of care is recognised in both criminal and civil law. There is also a duty on everybody to take
reasonable care for their own safety and the safety of those around them.

The Laboratory
In formal laboratory exercises you will be under supervision in a controlled environment where
all reasonable safety precautions have been considered and all hazards identified. For that
reason laboratory safety is reasonably taken care of provided you follow the instructions of
those in control of the laboratory. However, you have a duty of care for yourselves and those
who may be affected by your actions. This means that your behaviour in the laboratory must
be such that you do nothing to place either yourself or other laboratory users at risk. There is
only so much we can do and you have a legal obligation to follow instructions, look out for
yourself and do nothing to put either yourself or others at risk.

Instrumentation in a laboratory is one area where this can be a problem. If you have never used
an instrument before you will not know the potential danger it may pose. Do not interfere with
any piece of equipment. You may muddle through with it but you might also cause injury to
yourself or others. The staff, both academic and technical, along with the demonstrators, are
available to instruct you, so always ask to be taken through the use and dangers of any piece of
equipment which you have to use.

Fieldwork
Fieldwork is defined as any practical work carried out in the field by staff or students of the
University for the purpose of teaching and/or research. By definition it occurs in places which
are not under the control of the University, but where the University is responsible for the safety
of its staff and students.

Please note: Voluntary and Leisure activities are excluded.

Outside of Voluntary and Leisure activities, the Head of Discipline has overall responsibility for
health and safety in their area. They are required to ensure that the risk assessment of the
fieldwork is made and to ensure that a safe system of work has been established for all staff
and students. This duty is frequently delegated to the member of staff organising the fieldwork.
The Head of Discipline must ensure that the fieldwork meets the safety criteria of the School,
and that accidents are reported and investigated. There is a Department Safety Officer, who is
responsible for day-to-day safety matters.

There is a duty on the fieldwork participants to take reasonable care for their own safety and
the safety of those affected by them.

32
Some staff and students may be unable to carry out certain types of fieldwork due to any
number of physical or medical conditions and early identification of such issues are essential.
There are a number of forms that must be completed before Laboratory or Fieldwork is begun.
Please note that it is compulsory for each student to fill these forms in prior to beginning
fieldwork. The forms must be returned to Discipline Safety Officer.

Relevant and suitable protective equipment must be worn. Participants must dress
appropriately especially in cold and wet conditions. When the activity involves the use of boats
other than registered ferries appropriate life jackets must be worn.

The School of Natural Sciences has prepared a detailed set of instructions relating to fieldwork.
These will be issued prior to the first field course.

FIRE

Fire Prevention
Copies of the College General Fire Notice are displayed in the Department. Familiarise yourself
with the instructions in case of fire. Individuals are responsible for checking the fire precautions
in their own work areas. Any defect or potential fire hazards should be reported to the building
Fire Warden.

Note the position of fire extinguishers in your working area. Familiarise yourself with the
operating sequence for each extinguisher It is a criminal offence to misuse a fire extinguisher.

Before leaving offices or laboratories:-

- ensure that all litter bins do not contain any smouldering materials.
- do not leave litterbins under or near to any combustible items e.g. desks, tables, shelving,
etc.
- close all filing cabinets and presses.
- switch off and unplug electrical equipment not in use.

In Case of Fire
There is a fire alarm system in the buildings controlled by Botany. If the alarm bells ring or
someone shouts 'fire', all persons in the building must exit as rapidly as possible and assemble
at the east end of the rugby pitch.

For emergency exit from the Old Anatomy Building laboratories, unlock the exit doors using
keys stored behind glass in a key box beside the doors.

At the assembly point organise yourselves into laboratory or functional groups and the senior
person present must take a roll-call. Missing persons must be reported immediately so that a
search can be instituted quickly.

If possible, before exiting from the building, turn off all bunsens, electrical equipment etc.

33
CLOSE ALL WINDOWS AND DOORS IN YOUR LABORATORY AND IMMEDIATE WORK AREAS.
If possible inform the Front Gate Security Officer, emergency no. ext: 1999 or the 24 hour
security no. ext: 1317, who will call the fire brigade, (from a mobile call 01 8961999 or 01
8961317 if Out of Hours). Then inform the Chief Steward, ext: 1144, (01 8961144 from a mobile).
There is an emergency phone on the ground floor of the Botany Building for this purpose. Warn
firemen of possible missing persons and potential hazards in the area of the fire – hazardous
chemicals, pathogens, gas cylinders, etc.

BOMBS/HOAX BOMB CALLS/BOMB WARNINGS

Keep an eye out for suspicious packages at all times. If one is observed report it to the Chief
Technician or another staff member. If a bomb is thought to be in the building, procedures
essentially follow those employed in the case of fire except that report is made to College
authorities on ext: 1999/1317 (Front Gate Security Officer & 24 hour Security) who will call the
Gardai.

FIRST AID
First Aid boxes are placed in every laboratory. These boxes contain a range of dressings and
bandages for treatment of minor cuts and burns. Placed on top of each box there should be an
eye-wash bottle containing Sterile Saline solution. DO NOT USE AN ITEM WITHOUT
SUBSEQUENTLY INFORMING A TECHNICIAN. This ensures the incident is recorded and the items
used are replaced. A list of trained First Aiders is displayed on each first aid cabinet.

REPORT ANY DEFICIENCY OF THE ITEMS IN OR ON THE BOX TO THE CHIEF TECHNICIAN.

All accidents must be reported to the Safety Officer and entered in the accident book which is
kept in the Chief Technician's office. An accident report form will be completed. Dangerous
occurrences must also be reported on the appropriate form.

In the event of serious accident or medical emergency, quickly report it to the Chief Technician
(Main Building) or the senior person present and call the Front Gate Security Officer ext:
1999/1317 who will notify the Emergency Services, or if off Campus call the ambulance service
at no. 999 or 6778221 (Tara Street) if necessary. In the event of eye injuries, the victim should
be taken directly to the Royal Victoria Eye & Ear Hospital, Adelaide Road. During office hours
medical assistance can be obtained from the Student Health Service ext: 1556/1591.

In cases involving poisoning call the Poisons Information Centre, Beaumont Hospital no. 837
9964/ 837 9966 or contact the Pharmacology Department ext: 1563.

Familiarise yourself with the standard first aid procedures to be followed in the event of acid
and alkali contact with the body, reagent ingestion, cuts, electrical shock, burns, etc.

In the field, all staff and demonstrators carry an individual first aid kit. Departmental vehicles
carry a more extensive kit. Report all field injuries or illness immediately to the leader of the
field trip. You must always adhere to the instructions and directions of the field-leader.

Health and safety issues for laboratory and field projects must be discussed in detail with
supervisors.

34
 SOPHISTER ASSESSMENT AND EXAMINATIONS
Assessment Dates
According to the new degree structure outlined in TEP, each semester will now be examined
separately. This means that you will need to revise and read around your subject from week
4. Please do not leave revision to the last minute.

Junior Sophister and Senior Sophister

A full listing of the Academic Year Calendar 2022/2023 can be viewed on this website page
https://www.tcd.ie/calendar/academic-year-structure/2021-22/academic-year-structure.pdf

External Examiner
An external examiner, currently Professor Colin Osborne, University of Sheffield,
UK, moderates the Junior and Senior Sophister examination. It is common practice for external
examiners to viva some students following the completion of their final examinations. The viva
timetable will be available during the examinations.

Module Assessment
Junior Sophister modules are assessed by in-course continuous assessment and/or
examination.

Note: Junior Sophister mark will count for 30% of the Senior Sophister mark in 2022/23
academic year

Senior Sophister modules are also assessed by in-course continuous assessment and/or
examination. Your final degree classification is based on a combination of marks; continuous
assessment; research project including submission of a thesis, examinations, and thirty per cent
of the Senior Sophister overall mark is carried forward from the Junior Sophister year.

You should take care not to engage in plagiarism when completing exercises: for instance
colluding with others to complete a word-processed practical report would be plagiarism unless
approval had been sought in advance from the relevant lecturer. [see section below on College
policy dealing with plagiarism.]

You must indicate on any practical write-ups the name of your Partner(s) and his/her ID
number(s).

Written submitted exercises will be scanned by plagiarism-detecting software (‘Blackboard’).

Again you must display your own and your partner’s names and IDs on any submitted work.

The penalties and procedures applied by the College are given at:
http://tcd-ie.libguides.com/plagiarism/levels-and-consequences
Please see below for your information, the deduction of marks for plagiarised submissions
within the Discipline:

35
 Deduction of Marks for Plagiarism

% of Plagiarism % Marks Deducted

61% or higher No mark, referred to
Course Coordinator
51 - 60% 40%
41 - 50% 30%
31 - 40% 20%
Up to 30% 10%

SUBMISSION OF CONTINUOUS ASSESSMENT MATERIAL

To avoid any misunderstandings arising in relation to submitting continuous assessments please
adhere to the following points as they are absolute:

- Please submit your continuous assessment either electronically or by hand, as directed by the
module coordinator.
- Electronic submissions are to be made through Blackboard. Please note that the Blackboard
web-site rejects any submission up-loaded after 5pm. These deadlines are absolute! The only
exception to this is when assessments are taken in at the end of a practical by the staff
member providing the session. The Blackboard software detects the percentage of plagiarised
material and marks will be deducted as a result.

- Unless otherwise instructed, assessments left in staff pigeonholes, or handed to other

members of staff will not be marked.

- For late submissions there will be a deduction of 5% per day, (including weekends).
Submissions received more than three days late, without a medical certificate, will not be
marked. ALL LATE SUBMISSIONS MUST BE HANDED IN DIRECTLY TO THE BOTANY OFFICE TO
THE EXECUTIVE OFFICER TO BE DATE STAMPED.

Any alternative arrangements must be approved by the staff member responsible for the
assessment, and the Departmental Executive
Officer notified.

Please remember it is important to keep all

Continuous Assessment exercises when returned
to you, until the Court of Examiners has awarded
your final mark.

36
 SOPHISTER ESSAY & EXAMINATION MARKING GUIDE
Class Mark Criteria
Range
90-100 EXCEPTIONAL ANSWER; This answer will show original thought and a
sophisticated insight into the subject, and mastery of the available information on
the subject. It should make compelling arguments for any case it is putting
forward, and show a rounded view of all sides of the argument. In exam
questions, important examples will be supported by attribution to relevant
authors, and while not necessarily giving the exact date, should show an
awareness of the approximate period. In essays, the referencing will be
comprehensive and accurate.
80-89 OUTSTANDING ANSWER; This answer will show frequent originality of thought
I and make new connections between pieces of evidence beyond those presented
in lectures. There will be evidence of awareness of the background behind the
subject area discussed, with evidence of deep understanding of more than one
view on any debatable points. It will be written clearly in a style which is easy to
follow. In exams, authors of important examples may be provided. In essays all
important examples will be referenced accurately.
70-79 INSIGHTFUL ANSWER; showing a grasp of the full relevance of all module material
discussed, and will include one or two examples from wider reading to extend the
arguments presented. It should show some original connections of concepts.
There will be only minor errors in examples given. All arguments will be entirely
logical, and well written. Referencing in exams will be sporadic but referencing
should be present and accurate in essays.
65-69 VERY COMPREHENSIVE ANSWER; good understanding of concepts supported by
broad knowledge of subject. Notable for independent synthesis of information
rather than originality. Evidence of relevant reading outside lecture notes and
module work. Mostly accurate and logical with appropriate examples.
II-1 Occasionally a lapse in detail.
60-64 LESS COMPREHENSIVE ANSWER; mostly confined to good recall of module work.
Some independent synthesis of information or ideas. Accurate and logical within
a limited scope. Some lapses in detail tolerated. Evidence of reading assigned
module literature.
55-59 SOUND BUT INCOMPLETE ANSWER; based on module work alone but suffers
from a significant omission, error or misunderstanding. Usually lacks synthesis of
information or ideas. Mainly logical and accurate within its limited scope and with
lapses in detail. The content is sensible and relates a reasonable narrative, if
limited in synthesis and sophistication. There is reasonably good citation practice
II-2 and a well presented reference list in essays.
50-54 INCOMPLETE ANSWER; suffers from significant omissions, errors and
misunderstandings, but still with understanding of main concepts and showing
sound knowledge. Several lapses in detail. Content may be disjointed and lacking
good structure. Poor citation practice and reference list in essays.
45-49 WEAK ANSWER; limited understanding and knowledge of subject. Serious
omissions, errors and misunderstandings, so that answer is no more than
adequate.
III 40-44 VERY WEAK ANSWER; a poor answer, lacking substance but giving some relevant
information. Information given may not be in context or well explained, but will
contain passages and words, which indicate a marginally adequate
understanding.
F-1 30-39 MARGINAL FAIL; inadequate answer, with no substance or understanding, but with a
vague knowledge relevant to the question.
F-2 0-29 UTTER FAILURE; with little hint of knowledge. Errors serious and absurd. Could also be a
trivial response to the misinterpretation of a question.
U.G Ungraded

37
 FBU44000 THESIS MARKING CRITERIA

Class Mark Range Criteria

Exceptional project report showing deep understanding of the topic and

literature similar to that expected in a published paper. Clear grasp and
expression of the justification for the research, with clear explanation of the
importance and implications of the work within the subject area. Methods
described with the clarity and detail expected in a published paper, showing
80-100 sound experimental design. Exceptional presentation, analysis and exploration
of results focussed on the question asked, using the most appropriate analyses
for the question and data. Thoughtful, critical evaluation of the findings,
discussed insightfully in their full context within the literature. Excellent
I
presentation of the finished thesis, which contains very few, if any, editorial
errors.
Excellent project report showing evidence of wide reading and broad
understanding of the topic, with clear presentation, focused and thorough
analysis of results and a demonstrated ability to critically evaluate and discuss
70-79 research findings. Clear indication of insight, originality, and appreciation of the
implications of the findings for the research field. An excellent, highly competent
and well-presented report overall but falling short of outstanding in at least one
aspect.
A very good project report, showing a reasonably wide understanding of the
topic and its associated literature, with some indication of how the research
adds to the field. Methods described clearly and in sufficient detail for someone
to repeat the work, and showing sound experimental design, or the appreciation
of how it could have been made sound. Competent analysis of the results and
65-69
valid and accurate interpretation of the findings. Results presented accurately
using appropriate figures and/or tables. Accurate appreciation of any
shortcomings of the experimental design and the implications for interpretation.
Discussion of the results puts them into some level of context but may not
reflect all the implications for the research field.
A good project report, showing some understanding of the wider topic and its
II-1
associated literature, with some indication of the relevance of the research.
Methods described clearly, though perhaps not in sufficient detail for someone
else to repeat the work. Sound experimental design, or some appreciation of
how it could have been made sound. Competent analysis of the results, though
perhaps through the use of simpler tests than would be ideal. Accurate
60-64
presentation of results, though perhaps not with the best choice of graphics.
Interpretation of findings mostly valid and accurate. Some appreciation of any
major shortcomings in experimental design and the implications for
interpretation. Discussion may focus mostly on the findings, with only occasional
references to other work, though those contextual references should be
present.

38
 A moderately weak project report which shows some understanding of the
research question, but lacks a strong grasp of the wider research topic or the
relevance of the project. Methods mostly described clearly, but there may be
lapses in detail. Experimental design may not be entirely sound, and any
weakness may be undescribed. Analysis of the results generally sound but may
be simple and contain errors such as incorrect statistical reporting or the use of
II-2 50-59 less than ideal graphs. Interpretation of the findings may not be entirely
accurate, and shortcomings in the design or analysis unlikely to be taken into
account during interpretation, but some level of interpretation of the results
must be present. Discussion may focus solely on the findings of the work, and
may lack references to other work, though some indication of the relevance of
the project should be present. Insufficient attention paid to organisation and
presentation of the report.
A weak project showing only limited understanding of the research question,
reported without understanding of the wider context or relevance of the
project. Methods not complete. Experimental design may contain obvious
unrecognised flaws and may not be described completely. Analysis of results
III 40-49 simple and may show basic errors. Interpretation of results may be limited or
absent. Discussion may be minimal and restricted to the direct findings of the
project. General standard of presentation poor.

An unsatisfactory or incomplete project report, lacking sections or with little

content in some. Very limited understanding of the question or failure to express
it at all. Methods may be incomplete, possibly lacking description of
20-39 experimental design. Results may be incomplete, with poor choice of graphics
and / or tables. Analysis of data may be lacking or contain fundamental errors.
Interpretation of the results likely to be limited or absent. Discussion restricted
to a restatement of results. Very poor overall standard of presentation.
Fail
An extremely poor project report containing very little substance and showing
no real understanding or awareness of the problem. No attempt at a relevant
literature review or relevant support from published work. Methods chaotic or
0-19 incomprehensible. Almost absent or completely absent presentation of results.
Any analysis of results incorrect or inappropriate. Clear inability to interpret
results in relation to other work or ideas. Very poor overall standard of
presentation.

39
 PLAGIARISM
To ensure that you have a clear understanding of what plagiarism is, how Trinity deals with
cases of plagiarism and how to avoid it, you will find a repository of information at http://tcd-
ie.libguides.com/plagiarism.

We ask you to take the following steps:

(i) Visit the online resources to inform yourself about how Trinity deals with plagiarism and
how you can avoid it at http://tcd-ie.libguides.com/plagiarism. You should also
familiarize yourself with the 2015-16 Calendar entry on plagiarism located on this
website and the sanctions which are applied.
(ii) Complete the ‘Ready, Steady, Write’ online tutorial on plagiarism at http://tcd-
ie.libguides.com/plagiarism/ready-steady-write. Completing the tutorial is compulsory
for all students.
(iii) Familiarise yourself with the declaration that you will be asked to sign when submitting
course work at http://tcd-ie.libguides.com/plagiarism/declaration.
(iv) Contact your College Tutor, your Course Director, or your Lecturer if you are unsure
about any aspect of plagiarism.

ETHICS
In line with Trinity College Dublin’s Policy on Good Research Practice, all research in the School
of Natural Sciences (SNS) should be conducted according to the overarching ethical principles
of “respect for the individual subject or population, beneficence and the absence of maleficence
(research should have the maximum benefit with minimal harm) and justice (all research
subjects and populations should be treated fairly and equally).”

All individuals involved in research should facilitate and ensure research is conducted ethically.
Ethical conduct in research is a shared responsibility. Primary responsibility rests with the
Principal Investigator(s). Ethical responsibilities and legal obligations may overlap. All staff and
students conducting research are required to ensure that their research is carried out in
compliance with this policy. Ethical review is required before any studies involving human
subjects, other living organisms and natural or man-made habitats commence. For field work,
ethical consideration needs to be given to the disturbance of species and habitats that may not
be subject of your particular study, ethical considerations also need to apply to access to private
land. This requirement applies to staff, postgraduate and undergraduate students and
volunteers/interns. Field- and laboratory work cannot commence until review has been
completed and/or approval has been gained. STUDENTS PLANNING TO UNDERTAKE RESEARCH
SHOULD COMPLETE THE SNS Research Ethics Application.

For further details please follow this link: www.naturalscience.tcd.ie/research/ethics

40
 GENERAL INFORMATION
Academic Issues
If you experience any academic problems, below are some sources of assistance:

• Course Lecturer
• Course Director
• Class representatives
• Head of Discipline
• Personal tutor (or any other tutor if you cannot find yours)
• Senior Tutor
• Head of School
• Director of Teaching and Learning (Undergraduate)
• Class representatives
• Students’ Union Education Officer, (01) 646 8439,
Email: [email protected]

Personal Issues
If you experience any personal problems, below are some sources of assistance:
• Personal tutor (or any other tutor if you cannot find yours)
• Senior Tutor
• Student Counselling Service, 199/200 Pearse Street, College, Email: student-
[email protected]; (01) 896 1407
• Niteline: (each night of term, 9pm - 2.30am) at 1800 793 793 see poster below
• Student Health Service, House 47 - Medical Director: Dr David McGrath 01 896 1556;
Doctor: Dr David Thomas 896 1556; Health Promotion Officer, Ms Aileen McGloin 01
896 1556; Physiotherapist: Ms Karita Cullen 01 896 1591;
• Welfare Officer, Students’ Union, House 6, College (01) 646 8437, mailto:
[email protected]
• Chaplains; House 27, College: Paddy Gleeson (Roman Catholic) 896 1260; Darren
McCallig (Church of Ireland) 01 896 1402; Julian Hamilton (Presbyterian) 896 1901;
Kieran Dunne (Roman Catholic) 01 896 1260
• Disability Services, Mr Declan Treanor, Room 3055, Arts Building (01 896 3111), Email:
[email protected]
• Any student, member of staff or other person with whom you feel able to discuss your
problems.

41
42
 Student 2 Student

From the moment you arrive in College right the way through to your end of year exams
Student 2 Student (S2S) is here to make sure your first year is fun, engaging and a great
foundation for the rest of your time in Trinity. You’ll meet your two S2S mentors in Freshers’
Week and they’ll make sure you know other people in your course before your classes even
start. They’ll keep in regular touch with you throughout your first year and invite you to events
on and off campus. They’ll also give you useful information about your course and what to
look out for. Mentors are students who have been through first year and know exactly what
it feels like, so you never have to worry about asking them a question or talking to them about
anything that’s worrying you.

S2S also offers trained Peer Supporters if you want to talk confidentially to another student or
just to meet a friendly face for a coffee and a chat. S2S is supported by the Senior Tutor's
Office and the Student Counselling Service.

Website: http://student2student.tcd.ie

E-mail: [email protected]

Phone: 896 2438

General Information

Central Societies Committee http://trinitysocieties.ie/

Dublin University Central Athletics Club DUCAC http://www.tcd.ie/Sport/student-

sport/ducac/?nodeId=94&title=Sports_Clubs

Trinity College Students Union https://www.tcdsu.org/

Trinity College Graduate Students Union https://www.tcdgsu.ie/

Key Locations

Academic Registry https://www.tcd.ie/academicregistry/

TCD Portal my.tcd.ie

Blackboard https://tcd.blackboard.com/webapps/login/

43
 DISCIPLINE INFORMATION
Departmental Office
The Executive Officers are responsible for the management of the Departmental Office. All
queries regarding the Department are initially dealt with by the Executive Officers.

Chief Technician’s Office

The Chief Technician is directly responsible for all the services provided by the technical staff.
They are as follows:
1. Support for teaching classes and field courses.
2. Stores and purchase of consumables/equipment.

Please note:
(i) The day-to-day running of the stores is the responsibility of the Technicians. All orders sent
to an outside firm or College Department must be placed by the Preparer using the
Colleges Financial Information System with the correct code authorised by the Head of
Botany or the Research Account Holder. No responsibility can be accepted for orders
processed in any other manner.
(ii) Undergraduates working on their research projects are expected to wash the glassware
they use and return it to where it is stored.
(iii) Any experimental material in laboratories or greenhouses must be removed at the
conclusion of the practical work. Consult your supervisor or a technician regarding
disposal.
(iv) The Departmental photocopier is available only for the copying of articles in Library
journals and books that cannot be removed from the Department. The Departmental
library is an extension of the College Library and therefore Copyright restrictions are
identical.

Instrumentation

New Users
All new and potential users of equipment and instruments in the building must declare their
intention of using such apparatus on the first occasion to a technician or a member of staff who
will then arrange appropriate familiarisation briefings about the particular apparatus.

This requirement does not apply to organised practical classes where alternative arrangements
will ordinarily be made (i.e. by demonstrators supervising use of instrument, etc.).

Booking of Instruments and Apparatus

Booking calendars are supplied with some of the instruments in the building. Irrespective of
whether you actually require to advance book an instrument or not, you must sign on to show
that you were a user of that particular instrument.

Borrowing of Equipment
No equipment may be loaned by undergraduates.

44
 LIBRARY

The Botany Library rules must be adhered to. They are as follows:

(i) Books may be borrowed by:

(a) Members of academic staff.
(b) Research students in Botany.
(c) Sophister students attending Botany classes.

Other members of the College may read in the Library but may not borrow books
without the written permission of the departmental librarian.

(ii) Periodicals may not be borrowed from the library by anyone. Articles may be
photocopied in the Library by arrangement with the relevant course lecturer or
research supervisor.

(iii) Books on loan from the College library may not be borrowed, except by members of the
academic staff, who may borrow them on the same terms as from the College library.

(iv) Books marked with a red seal and books on shelves K7, 8 & 9 must not be borrowed by
anyone.

(v) Books borrowed must be entered in the loan book in an orderly and legible form.

(vi) No more than three books may be on loan to an under-graduate student at one time.

(vii) Books borrowed must be returned within three weeks and may not be borrowed again
by the same person until three days have elapsed since their return.

(viii) Books and periodicals should be returned to their correct shelf.

(ix) Books in the Herbarium Library may be borrowed only at the discretion of the
Herbarium librarian (Prof. J. Parnell). Borrowings must be entered into the Herbarium
library loan book.

(x) Missing books or periodicals should be reported to the Librarian in writing.

(xi) PERSISTENT OFFENDERS AGAINST THE RULES WILL BE EXCLUDED FROM THE LIBRARY.

Please Note: The Library is used for morning coffee (11.00 - 11.30 a.m.), lunch (1 –
2p.m.) and afternoon tea (4.00 - 4.20 p.m.) by the Botany staff and research students.
It is also used outside these times for meetings.

45
 BOTANIC GARDENS
Main Function of the Garden
Support of botanical teaching and research in TCD by providing living plant material, controlled
growth environments, glasshouses and other experimental facilities. The Garden also houses
the Irish Rare and Threatened Plant Genebank.

Main Research of the Garden

Conservation biology, taxonomy, physiological ecology, plant response to climate change.

Facilities
Four heated glasshouses, three unheated glasshouses, walk-in controlled environment
chambers, seed processing facility, deep-freeze seed genebank, low temperature growth
facilities, experimental plots including open top chambers, growing beds including systematic
garden and arboretum, potting shed and ancillary facilities. The diverse plant collection reflects
teaching and research needs.

Director:
Professor Jenny McElwain

Curator/Administrator:
Professor Stephen Waldren

Ground Staff:
Mr Michael McCann
Ms Elizabeth Bird
Dr Michelle Murray (Outreach Officer)

For further information, please see the Botanic Gardens web pages at:
https://trinitybotanicgarden.ie

46
 HERBARIUM
Main Function of the Herbarium
Support of botanical teaching and research in systematics, ecology and physiology by providing
a comprehensive reference collection of preserved plant material. The herbarium houses very
large numbers of plant specimens from overseas including very many type specimens. It is of
international importance.

Main Research of the Herbarium

Systematics of selected plant groups, especially from SE Asia, Europe and Central America.

Facilities
About 300,000 preserved plant specimens and an associated library of many thousand books
and journals.

Herbarium Curator:
Professor John Parnell

Deputy Curator:
Professor Trevor Hodkinson

Curator Hepatic Collection:

Emeritus Professor Daniel Kelly

Herbarium Assistant:
Ms. Marcella Campbell

For further information, please see the Herbarium’s web pages at:
http://www.tcd.ie/Botany/herbarium/about.php

47