13395 - Evolutionary Botany

Learning outcomes

At the end of the course the student has an appropriate knowledge of diversity relative to Plant reign interpreted in the light of phylogenetic processes, and is able to identify the principal taxa from their macro- and micromorphological features.

Course contents

Topics borrowed for 13395 - BOTANICA EVOLUZIONISTICA - 6 cfu (Biological Sciences)

Taxonomy, evolution of land plants, main clades of land plants. Notes on cyanobacteria and algae. Bryophytes, Pteridophytes, Gymnosperms, Angiosperms - main families. Notes on Fungi; lichenized Fungi

History and functions of herbaria

Species identification tools (bryophytes, vascular plants, lichenized fungi)

Identification laboratories of plants, lichens and bryophytes and facultative preparation of a herbarium (samples of at least 100 species

 

Topic not borrowed (only for Natural Sciences)

Introduction to biogeography

General patterns of biodiversity distribution (latitudinal and altitudinal) and mechanisms that determine them

Biogeographic regions and floristic kingdoms

Chorotypes of the Italian flora with particular focus on endemisms and allochthonous species

Functional aspects: life forms

Physiognomic and syntaxonomic classification of vegetation

Vegetation dynamics

Anthropogenic impacts on flora and vegetation: agriculture, forest management and climate change

Biogeographical regions, vegetation and habitat macro-categories in Italy (notes)

Outdoor laboratories aimed at observing vegetation typologies and recognizing species typical of each typology

Readings/Bibliography

W.S. Judd - Botanica Sistematica - Un Approccio Filogenetico - Piccin

Pasqua, Abbate, Forni - Botanica generale e diversità vegetale - Piccin

Pignatti S., 1994 - Ecologia del paesaggio

Blasi & Biondi - La Flora in Italia. Pdf Ministero Ambiente

Scientific papers

Teaching methods

Lectures, indoor and outdoor laboratories. These three components are integrated in a functional way trying to stimulate the participation of the students and the interaction between them and the teacher, thus creating interest in the topics covered and an atmosphere of active and serene participation. The preparation of the herbarium is proposed to students as an opportunity to facilitate knowledge of the most common species representing the most important families and typical of different types of vegetation. To further stimulate the interest of the students, seminars held by experts on topics closely related to the program may be included in the course. The seminars are also conceived as an opportunity for discussion and comparison. Finally, the practical activities are supported by the figure of a classroom tutor who assists the teacher by assisting the students in the phases of species identification and preparation of the herbarium.

In consideration of the types of activities and teaching methods adopted, the attendance of this training activity requires the performance of all students of modules 1 and 2 in e-learning mode and participation in module 3 of specific training on safety and health in the places of study. Information on dates and methods of attendance of module 3 can be consulted in the specific section of the degree program website.

Assessment methods

Learning will be verified during an oral exam contextual to the Phytogeography module. The test includes the taxonomic discussion of herbarium specimens, and the analysis of the topics covered during the course, stimulating reasoning and the connection between the topics. The final grade integrates the assessments reported on the different parts that make up the exam. The achievement of a complete, organic and reasoned vision of the topics covered, together with the ability to express oneself appropriately, will be evaluated with marks of excellence. Knowledge mostly mechanical and mnemonic as well as not very thorough, and a capacity for expression that is not always appropriate, will lead to fair evaluations. Minimal knowledge and inappropriate language will lead to sufficient assessments. Serious gaps in knowledge and expression will lead to poor assessments.

Teaching tools

Power-Point video projections

Laboratory equipment

Outdoor labs

Seminars

Indoor laboratories

Herbarium

Analysis of original sources

Office hours

See the website of Juri Nascimbene