Plant Biology

Objectives

Knowledge: 

Program

Learning objectives (knowledge, skills and competences to be developed by students)

Knowledge: a) History and scope of Plant Biology; b) To know the main plant classification systems; c) To know the systematic, structural and functional diversity of the main plant groups; d) To understand the evolutionary mechanisms that originated the main plant lineages; e) Understand the meaning of speciation; f) To recognize plant species endemic to the Azores; g) To understand the importance of Genetics in current studies of plant systematics; h) To understand the importance of knowledge and conservation of endemic plant lineages; i) Recognize the potential of plant species in phytoremediation and climate change mitigation.

Skills and competences: j) Describe and identify specimens of the flora of the Azores; Build a herbarium of plant specimens; k) Actively participate in group work; l) Critically analyse published case studies; m) To analyse, in a critical way, scientific points of view on the evolution of the main groups of plants.

 

Theoretical syllabus

I. Introduction to Plant Biology

1. History and scope of the discipline;
2. Brief review of key concepts about plant anatomy;
3. Plant classification systems;
4. Overview of the evolution of the main plant strains.

II. Plant Diversity and Systematics

1. Bryophyta, Marchantiophyta, Anthocerotophyta, Lycopodiophyta and Monilophyta - General characteristics; Life cycle and reproduction, e.g. Marchantia, Selaginella, Pteridium; study of the gametophyte and sporophyte; Diversity existing in each of the main groups, with emphasis on some more relevant cases; Ecological, economic and environmental importance; Phylogenetic and evolutionary issues.

2. Spermatophyta

2.1. Cycadophyta, Ginkgophyta, Pinophyta and Gnetophyta - General characteristics; Reproduction and life cycle e.g. Cycas, Pinus; Diversity and increased complexity within the group; Phylogenetic and evolutionary issues.

2.2. Magnoliophyta - General characteristics; Meaning and importance of the reproductive structures ovary, fruit and seed; double fertilization; mechanisms of fruit and seed dispersal; Life cycle; Monocotyledones and Eudicotyledones with reference to basal lineages and Magnoliids; morphological, biological, life-forming, and developmental diversity; Main families with interest in terms of systematics, economy and environment, e.g., Fabaceae, Solanaceae, Poaceae; Phylogenetic and evolutionary issues.

III. Genetics, Evolution and Conservation

1. Genetics: Mutations, with emphasis on ploidy alterations; heredity.
2. Evolutionary Biology: Evolution of plants; concept of speciation in plants; the case of the Azores.
3. Conservation and Environmental Biology: Biodiversity conservation; strategies and laws with a focus on the Azores; Applications of phytoremediation in environmental management; potential role of plants in climate change mitigation.

Laboratory syllabus

1. Structural and functional diversity;
2. Main adaptations of root, stem, leaf, flower, fruit and seed;
3. Description and identification of specimens of the flora of the Azores;
4. Preparation of herbarium specimens.

Teaching Methodologies

Demonstration of the coherence of the syllabus with the objectives of the course

The contents selected for this course allow an integrated approach to plant biology. The theoretical component addresses the fundamental areas of this discipline with a strong focus on the systematics and evolution of the main groups of plants, without neglecting other relevant issues such as the conservation and knowledge of the endemic flora of the Azores.

 

Demonstration of the coherence of the teaching methodologies with the learning objectives of the course

Knowing that active learning methodologies, centered on the student, promote in a more efficient way the acquisition of skills and competences by students, and improve their performance in general, these strategies will be applied, during theoretical-practical classes, throughout the course. The teaching of this component is expected to take place in a room equipped with Internet access and video projection technology. The judicious use of databases of scientific articles such as Google Scholar, which is open to consultation, and the Web of Knowledge, accessible through the portal of the Documentation Services of the University of the Azores, will be encouraged. The proposed tasks will be carried out collaboratively, in groups of 2-3 students. It is not intended that student-centered teaching strategies replace the direct transmission of theoretical content, because teacher-centered teaching, particularly at this level of learning, in which the acquisition of complex concepts is necessary, is essential to achieve conceptual objectives. The importance of the direct transmission of theoretical content through lectures given by the teacher and complemented by multimedia presentations is recognized. This teacher-centred strategy is particularly advantageous in the case of subjects in which it is necessary for students to acquire, a priori, a set of basic concepts from which student-centred enrichment and consolidation activities can then be proposed. The laboratory practices component will allow the student to acquire fundamental skills and competences within the syllabus, such as the identification of specimens and the construction of a herbarium.

Bibliography

Main bibliography

Evert R.F., Raven P.H. & S.E. Eichhorn (2012) Biology of Plants 8^th Ed. W.H. Freeman.

Graham L.E., Graham J.M. & L.W. Wilcox (2024). Plant Biology 4^th Ed. LJLM Press.

Judd W.S., Campbell C.S., Kellog E.A. & P.F. Stevens (1999) Plant Systematics - A Phylogenetic Approach. Sinauer Associates, Sunderland.