B8393 - BIODIVERSITA' ED EVOLUZIONE DEGLI ORGANISMI FOTOAUTOTROFI

Learning outcomes

The main educational objective of this course is to offer an advanced-level overview of the characteristics of all the main groups of photoautotrophic organisms, discussed by identifying the key morphological, physiological, functional, ecological adaptations, which are also the basis for the use of these organisms as indicators and proxies in environmental sciences. Special emphasis is on the acquisition of professional knowledge on distinctive characters, procedures, materials and resources (texts, websites, etc.) for the taxonomic identification of organisms of the groups considered, i.e.: cyanoprokaryotes, diatoms, all the main algal groups, bryophytes (hornworts, liverworts, mosses), tracheophytes (vascular plants: lycophytes, ferns, Gymnosperms, Angiosperms).

Course contents

The course examines the biodiversity and evolution of photoautotrophic organisms from a phylogenetic, ecological and applied perspective.

Fundamental concepts of taxonomy, systematics and phylogeny are introduced together with the major evolutionary events that occurred throughout geological time, including the role of endosymbiosis in the evolution of photosynthetic eukaryotes.

For each major group, the following aspects are discussed:

• morphology and anatomy;
• cellular organization;
• reproductive biology;
• physiological and ecological adaptations;
• phylogenetic relationships;
• ecological significance and practical applications.

The course covers the major groups of photoautotrophic organisms, including:

• Cyanobacteria (and Prochlorophytes)
• Red algae
• Cryptophytes
• Dinoflagellates
• Xanthophytes
• Diatoms
• Chrysophytes
• Brown algae
• Euglenophytes
• Green algae
• Desmids
• Charophytes
• Lichens
• Algal groups considered ancestral to land plants
• Bryophytes (hornworts, liverworts and mosses)
• Lycophytes, horsetails and ferns
• Gymnosperms
• Angiosperms, including basal angiosperms and Mesangiosperms.

Selected Angiosperm amilies are examined with particular attention to their diagnostic characters, ecology, evolutionary significance and systematic relationships.

Special emphasis is placed on the evolutionary innovations that enabled the colonization of terrestrial environments, as well as on the importance of photoautotrophic organisms as bioindicators, palaeoenvironmental proxies and essential components of natural ecosystems.

The course also discusses the importance of plants for global food production, food security and ecosystem sustainability.

Throughout the course, evolutionary innovations are continuously linked to the diversification of photoautotrophic organisms and to their ecological roles. Rather than studying taxonomic groups in isolation, students are encouraged to interpret biodiversity as the result of evolutionary processes and as a key to understanding ecosystem functioning, environmental monitoring and biodiversity conservation.

Laboratory and Field Activities

Practical activities include:

• microscopy laboratories on algae, cyanobacteria, diatoms, bryophytes, ferns and Angiosperms;
• preparation and observation of permanent microscope slides;
• histochemical techniques (including BCIP staining for phosphatase detection);
• taxonomic observations on living material collected in the University Botanical Garden;
• microscopic identification of Lemnoideae;
• field excursions to the University Botanical Garden, the Labante petrifying spring and the Parco dei Gessi Bolognesi Regional Park, aimed at observing organisms in their natural habitats, practicing taxonomic identification and interpreting plant communities from an ecological perspective.

Laboratory and field activities are an integral component of the learning process. They are designed to develop observational skills, taxonomic competence and ecological interpretation through direct examination of natural materials using microscopy and field investigation techniques.

Readings/Bibliography

Teaching material provided by the instructor

• Lecture slides.
• Additional teaching material available through the Virtuale e-learning platform.
• Selected digital resources and image collections.

Recommended textbooks

Strasburger. Botany. Evolution, Systematics and Ecology. Volume II. 10th Edition.

Judd W.S., Campbell C.S., Kellogg E.A., Stevens P.F., Donoghue M.J. (2019).

Plant Systematics: A Phylogenetic Approach.

(Italian edition: Piccin.)

Scientific papers

Recent scientific papers will be provided throughout the course to deepen selected topics and illustrate current developments in plant systematics, ecology and environmental sciences.

Teaching methods

The course combines lectures, laboratory-based teaching, microscopy sessions and field excursions.

Lectures provide the theoretical framework concerning the evolution, ecology and systematics of photoautotrophic organisms.

Laboratory classes integrate theoretical concepts with direct observation of living material, permanent microscope slides and fresh biological specimens.

Microscopy laboratories develop practical skills in taxonomic identification and specimen preparation.

Field excursions allow students to observe organisms in their natural habitats, interpret ecological adaptations and consolidate taxonomic identification skills.

The course adopts an integrated teaching approach in which each systematic group is presented as part of a continuous evolutionary framework. Laboratory work and field activities are closely linked to classroom teaching, enabling students to progressively develop observational, analytical and scientific reasoning skills similar to those required in professional environmental biology and research.

Illustrations, videos, fresh material and authentic case studies are extensively used to strengthen the connection between theoretical concepts and practical applications.

Considering the nature of the laboratory activities, all students are required to complete Modules 1 and 2 of the University's online Health and Safety training and attend Module 3 on laboratory safety. Further information is available on the Degree Programme website.

Attendance is not compulsory but is strongly recommended, particularly for laboratory sessions and field excursions.

Assessment methods

Learning outcomes are assessed through an oral examination consisting of at least three major questions, one of which specifically concerns laboratory activities, laboratory-based classes or field excursions.

The examination evaluates the student's ability to:

• describe the principal groups of photoautotrophic organisms;
• interpret their systematic, evolutionary and ecological relationships;
• apply taxonomic identification criteria;
• critically discuss their use as bioindicators and palaeoenvironmental proxies;
• communicate using appropriate scientific terminology.

Students may submit an illustrated report (preferably in PowerPoint or Word format) on one laboratory activity or field excursion no later than the evening before the examination. If positively evaluated, the report may contribute to improving the final examination mark.

Assessment Criteria

30 cum laude – 30

Outstanding and comprehensive knowledge, excellent integration of systematic, evolutionary, ecological and applied concepts, highly developed critical thinking, complete autonomy of judgement and excellent scientific communication.

27–29

Very good knowledge with only minor inaccuracies, good analytical and interpretative abilities, appropriate scientific language and sound independent judgement.

24–26

Good overall preparation with some minor gaps, adequate application of concepts, satisfactory critical thinking and generally appropriate terminology.

18–23

Basic but sufficient knowledge of the fundamental topics, limited analytical abilities, partial autonomy of judgement and acceptable scientific language.

Fail (<18)

Learning outcomes not achieved. Serious deficiencies in fundamental knowledge, inability to apply key concepts appropriately and insufficient scientific communication.

Artificial Intelligence (AI) may be used to support individual learning through literature exploration, summarization and self-assessment. During the in-person examination, however, the use of AI is strictly prohibited. Any unauthorized use constitutes a violation of academic integrity.

Teaching tools

Teaching resources include:

• PowerPoint presentations;
• the University's Virtuale platform;
• selected educational videos;
• fresh biological material;
• permanent microscope slides;
• optical microscopes and laboratory equipment;
• field sampling equipment for water, sediments and ecological measurements.

Students with specific learning disabilities (SLD), temporary or permanent disabilities are encouraged to contact the University's dedicated support service (https://site.unibo.it/studenti-con-disabilita-e-dsa/it ). Appropriate accommodations may be proposed and must be submitted to the course instructor at least 15 days before the examination for approval, taking into account the intended learning outcomes of the course.

Office Hours

Monday to Friday by appointment arranged via e-mail.

Office hours

See the website of Marco Cantonati