79451 - Mineral Nutrition

Learning outcomes

The course will aim at improving the knowledge about the mechanisms underlying the soil availability, root uptake, translocation and allocation of mineral nutrients in fruit tree crops. This knowledge will allow to manage the fertilization practices in orchards according to the physiological needs of plants.

Course contents

General aspects of ion uptake mechanisms of plants: short- (root-level) and long- (xylem and phloem) distance transport and allocation. Ion uptake by leaves (mechanisms underlying foliar fertilization). Soil-plant system dynamics: forms and availability in the soil-plant system, plant contents, metabolic functions, symptoms of deficiency/excess, field use of fertilizers and best practices of macro (N, P, K, Ca, Mg) and micronutrients (B, Fe, Cu, Mn, Zn) in relation to nutrient use efficiency and sustainability. Nutrient interactions (e.g. N vs Fe, N vs S, Fe vs S, K-induced Mg deficiency). Examples of biofortification (Si, Se) and emerging agronomic strategies such as intercropping, PGPR, phosphate solubilizers, and mycorrhizae. Practical activities include diagnosis of nutrient deficiency symptoms, lab evaluation of root physiological responses, and company visits focused on fertilization and fruit quality.

Readings/Bibliography

Mineral Nutrition of Higher Plants, Ed: Petra Marschner , Academic press, 2012, ISBN: 978-0-12-384905-2

Teaching methods

The course consists of lectures (18 hours frontal lessons) during which the Professor presents the different topics. Practical activities include 12 hours of laboratory sessions and field excursions. These are conducted by the Professor and the Teaching Assistants and are designed to provide hands-on experience with: analysis of nutrient deficiency symptoms in plants, laboratory evaluation of physiological mechanisms induced by plants under nutrient deficiency, fertilizer content analysis, and a guided visit to a fruit production cooperative to observe nutrient management strategies in practice.
Active learning methods, such as cooperative learning and technical consultancy simulations, are also employed to enhance professional and diagnostic skills.

Assessment methods

Assessment (at the end of the course) is conducted orally and is structured as a professional consultancy scenario with a farmer. The student is presented with a case of visible nutrient deficiency symptoms and is required to identify the likely causes, explain them clearly to the farmer, and propose appropriate solutions, both conventional and innovative, with an emphasis on sustainability.

The discussion also includes: a) questions to assess the knowledge and understanding of the course topics, and b) questions designed to evaluate the ability to apply this knowledge to real-world crop production case studies.
In addition, space is dedicated to assessing the student’s ability to reflect on and rework the knowledge gained through laboratory and field activities.

A single final mark is awarded based on the following criteria: clarity of responses, ability to summarize and establish connections between topics, critical thinking and independent judgment, communication and problem-solving skills demonstrated during the consultancy simulation, and the capacity to integrate and rework practical experiences.

Teaching tools

Course topics will be presented using PowerPoint presentations. At the end of each lecture, a PDF copy of the slides will be shared with students via the university's reserve collection.
Additional teaching tools include laboratory protocols and diagnostic keys for the identification of nutrient deficiency symptoms. In light of scientific or regulatory updates relevant to the course topics, selected scientific articles or technical documents may also be provided during the course and shared through the reserve collection.
These resources are aimed at supporting both theoretical understanding and the development of up-to-date practical and diagnostic skills.

Office hours

See the website of Stefano Cesco