12818 - Plant Biology

Learning outcomes

At the end of the course, the student has: (a) basic knowledge to master specialist terminology and understand a medium complexity non-popular scientific text; (b) basic knowledge in the field of plant biology at a cellular, organismic and population level from an evolutionary perspective, useful for implementing knowledge in further fields of biology; also knows how to: (c) critically discuss, through formally correct exposures, biological issues related to plant biology and evolutionary aspects derived from different sources; (d) provide suggestions for teaching didactically the various aspects of plant biology in secondary school classes.

Course contents

The course aims to analyse with students the epistemological structure of plant biology, identifying some particularly relevant core concepts. The syllabus recalls the fundamental contents of plant biology, selected on the basis of their biological importance, accessibility, and ability to connect the cellular, organismal, ecosystem, and evolutionary levels.

The foundations and main teaching and communication obstacles related to the plant cell, photosynthesis, and the role of plants in the relationships between organisms, the environment, and human society will be discussed. Particular attention will be devoted to microscopic observation, basic experimental techniques, plant biodiversity, and the understanding of plants as complex, dynamic organisms that are central to the functioning of ecosystems. A necessary prerequisite is knowing the topics covered in high school chemistry and biology courses

The course therefore aims to analyse the following core concepts:

Plant cytology

The cell as the fundamental unit of living organisms, with particular attention to the distinctive characteristics of the plant cell: cell wall, vacuole, plastids, cellular organisation, and the relationship between structure and function. Microscopic observation will be considered both as a tool for knowledge acquisition and as a teaching practice to introduce students to the complexity of biological organisation.

Photosynthesis and plant metabolism

Photosynthesis as a central process for life on Earth, for the flow of energy in ecosystems, and for the production of organic matter. This core concept will make it possible to connect cellular, physiological, ecological, and global aspects, also highlighting the most common conceptual difficulties in understanding the relationships between light, energy, matter, respiration, and plant growth.

Plants in the relationships between living organisms, the environment, and society

The role of plants in biodiversity, ecosystems, and human life, with reference to the interactions between plant organisms, the environment, and human activities. Plants will be considered as a food, ecological, cultural, and environmental resource, from the perspective of enhancing and maintaining biodiversity and sustainability.

Readings/Bibliography

Lecture materials used for lectures, as well as articles, book chapters and other materials from the specialized literature will be provided during the course by the lecturer and/or deposited on the Virtuale platform (https://virtuale.unibo.it/.)

Suggested reference texts:
Longo C. Didactics of Biology. Ledizioni, 2014.
E. Padoa Schioppa. Methods and tools for teaching and learning biology. Edises
Sadava et al. Principles of Biology. Zanichelli (5th Italian edition out of 11th American edition)
Morris et al. Biology. How life works. Volume Plants and Fungi first Italian edition and Volume Cell, Genetics, Evolution, Animal Biology, Human Body first Italian ediz. Zanichelli.
Any additional references will be discussed with students

Teaching methods

The core concepts of plant biology will be discussed through a workshop-based approach, integrating introductory lectures and moments of reflection and reworking. For each selected topic, the professor will provide a theoretical and methodological framework, followed by individual or group activities aimed at producing short videos dedicated to the core concepts of plant biology. These products must explore in greater depth the contents addressed in class, highlighting conceptual difficulties, frequent errors, teaching examples, and possible strategies for scientific communication. Each student may present up to 2 videos on 2 of the 3 core concepts. The videos must be submitted via the Virtuale platform in time for classroom discussion and, in any case, no later than one week before the exam date.

Students who live away from University and/or do not attend classes are advised, as far as possible, to get in touch and collaborate with students attending in person, distributing the work so as to be able to take part in the development of the projects; however, should this not be possible, the work may be carried out independently. In any case, the production of the videos is not strictly mandatory, but represents added value for the exam assessment.

Particular attention will be devoted to the microscopic observation of the plant cell and plant structures, the use of simple basic experimental techniques, the critical reading of teaching and scientific materials, and the analysis of the main misconceptions concerning plants. These include, for example, the difficulty of recognising plants as complex living organisms, understanding the relationships between photosynthesis, respiration, growth, and nutrition, and the role of plants in ecosystems and human society.

Students will be guided to reflect not only on biological contents, but also on the most effective ways to present them, taking into account the accessibility of concepts, terminological accuracy, and the possibility of enhancing observations, practical experiences, and connections with environmental and sustainability issues.

In view of the types of activities and teaching methods adopted, attendance of this learning activity requires all students to complete Modules 1 and 2 in e-learning mode on safety, and to participate in Module 3 of specific training on health and safety in study environments, according to the instructions provided by the Degree Programme.

Assessment methods

The assessment of learning aims to verify knowledge of the core concepts of plant biology covered during the course, the ability to use specific terminology correctly, and the ability to rework the contents. The assessment will take into account any materials produced by students, individually or in groups; these consist of videos dedicated to the core concepts of plant biology. These materials will be assessed on the basis of (1) the accuracy and completeness of the contents, (2) the level of critical reworking, and (3) the clarity of the language used. For each of these criteria, a score of up to 0.5 points will be awarded, for a total of 1.5 points/video. The total score of all the videos produced (max. 4 videos/student) will be added to the oral exam mark.

The production of the videos is not strictly mandatory, but represents added value for the exam assessment: if no videos are produced, the assessment will be based entirely on the oral exam. The oral exam includes questions aimed at verifying basic knowledge of the core concepts of plant biology provided during the course, with particular reference to plant cytology, photosynthesis, and the role of plants in the relationships between living organisms, the environment, and society. The ability to connect the different levels of biological organisation, from the cellular level to the organismal and ecosystem levels, will also be assessed. The two animal and plant modules must be taken in the same exam session.

Artificial Intelligence can be a useful tool to support work through in-depth exploration, summaries, self-assessment pathways, and video editing tools. As far as the assessment of learning is concerned, limited, declared, and non-substantial use of Artificial Intelligence is permitted for support activities, such as summaries and reformulations.

Students with SLD or temporary or permanent disabilities

Students with SLD or temporary or permanent disabilities are recommended to contact the responsible University office in good time, so that any adjustments can be assessed and proposed. Requests for adjustments must be submitted to the instructor sufficiently in advance, according to the deadlines set by the University, and will be assessed in relation to the learning outcomes of the course unit and the activities planned for the module.

Teaching tools

Teaching activities may take place in classrooms equipped with personal computers and a projector. When available, teaching laboratories and instruments for microscopic observation and simple experimental activities related to plant biology may be used.

To support the activities, materials provided by the instructor, articles, book chapters, images, specimens, digital resources, and materials uploaded to the Virtuale platform will be used. For the production of any multimedia materials, presentations, or videos, the use of open-source software for recording, audio-video editing, and content reworking may be suggested.

Office hours

See the website of Stefano Del Duca