ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 90 Expository Class: 30 Interactive Classroom: 30 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Botany
Areas: Botany
Center Higher Polytechnic Engineering School
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
Students are intended to learn and understand basic knowledge related to:
• Identify the main plant groups and their growth patterns
• Know the main reproductive structures, as well as their functions and processes
• Recognise, name, and describe a selection of significant plants within different landscape types
• Understand landscape changes due to seasonal alternation (colors and shapes)
The degree report includes the following content for the course:
• Plant architecture: Morphological variability, growth, and plant strategies.
• Reproductive biology of plants and phenology
• Evolutionary plant development; main taxonomic groups
• Plant uses, plant landscapes and phytogeography
Expository activities 30 hours and 45 of student work
TOPIC BLOCK I: INTRODUCTION AND THE VEGETATIVE BODY OF PLANTS (8 contact hours, 12 self study hours)
INTRODUCTION: Definition of Botany and study object. Relationships to other disciplines. Origin and evolution of plants. Characteristics and strategies. Basic organization levels: protophytes, tallophytes, and cormophytes.
PLANT TISSUES. Meristems: characteristics and classification. Adult tissues: parenchyma, collenchyma, and sclerenchyma. Epidermis. Vascular tissues: xylem and phloem. Secretory tissues and laticifers.
ROOTS: Concept and function. Inner structure. External morphology and types of roots. Modifications and adaptations of roots.
STEMS: Concept and function. Inner structure. External morphology and types of stems. Modifications and adaptations of stems.
LEAVES: Concept and function. Inner structure. External morphology and types of leaves. Arrangement of leaves: phyllotaxis. Modifications and adaptations of stems.
SECONDARY BODY: Vascular cambium and phellogen. Secondary xylem and phloem. Secondary structure of roots and stems. Peridermis and lenticels.
TOPIC BLOCK II: GROWTH, DEVELOPMENT AND REPRODUCTION (7 contact hours, 10.5 self study hours)
LIFE CYCLE AND ADAPTATIONS. Annual, biannual, and perennial plants. Life forms: strategies and adaptations. Duration of the life cycle. Ephemeral and long-living plants. The seasonal cycle: phenology.
SEXUAL REPRODUCTION. Reproductive structures. Flowers: concept and function. Flower parts. Flower morphology: types of flowers and classification. Inflorescences.
REPRODUCTIVE PROCESSES. Pollination, fertilisation, and fructification. Fruits and seeds: concept and types. Interactions: types and agents involved. Germination and recruitment. Mechanisms and structures of vegetative propagation.
TOPIC BLOCK III: CLASSIFICATIONA O PLANTS (10 contact hours, 15 self study hours)
CLASSIFICATION. Systematics and Taxonomy. Classification systems. Taxonomical categories. Botanical nomenclature. Identification keys. Organization levels of Biodiversity.
BRYOPHYTES AND PTERIDOPHYTES. Main characteristics and life cycles. Main groups and species of landscape importance.
GYMNOSPERMS. Main characteristics and life cycle. Systematics: Classes Cycadopsida, Pinopsida, and other groups of interest. Main taxa of landscape importance.
ANGIOSPERMS I. Main characteristics. Life cycle. Classification criteria. Basal angiosperms and subclasses Magnoliidae and Liliidae (monocots). General characteristics, and main taxa of landscape interest.
ANGIOSPERMS II: Subclasses Rosidae and Asteridae. Other dicots. General characteristics, and main taxa of landscape interest.
TOPIC BLOCK IV: HUMANS, ENVIRONMENT AND PLANTS (5 contact hours, 7.5 self study hours)
PLANT UTILIZATION. Overview of the use of plants. Traditional uses in different cultures. Ethnobotany, conservation, and sustainable development.
PLANT FORMATIONS. Flora vs. vegetation. Geobotany: definition and study objects. Factors determining plant distribution. Plant formations and communities. Zonation, succession, and dynamics of vegetation: spatio-temporal changes.
PLANT GEOGRAPHY. Chorology of plants and communities. Endemicities and rarities. Biomes: characteristics and distribution. Introduction to the flora and vegetation of the Iberian Peninsula and Galicia.
FLORA AND COMMUNITY DISTURBANCE. Disturbance and colonization processes. Pioneer species. Native flora vs. alien. Invasive species: typology and characteristics. Effects on the components of the environment. Some species of interest.
In addition, interactive activities will be carried out, including internships and seminars. In the first, during 6 laboratory sessions of 2 hours each, and 1 field session of 6 hours, special emphasis will be placed on learning and observing the main characters used in the recognition of the main families; from these recognitions, specimens will be determined using dichotomous keys. The contents of the planned internships are as follows:
Lab practices
Practice 1. Observation of plant tissues and organs. Internal structure of root, stems, and leaves.
Practice 2. Morphological variability of plants. Diagnostic characteristics of root, stems, and leaves. Attributes for plant description and identification. Use of identification keys.
Practice 3 Bryophytes, pteridophytes, and gymnosperms. Vegetative and reproductive morphology. Study of the family Pinaceae.
Practice 4. Plants with rudimentary flowers. Family Poaceae. Families of woody plants of landscape interest (Fagaceae, Betulaceae, Salicaceae, Oleaceae…).
Practice 5. Plants with free petals. Study of families of interest (Brassicaceae, Caryophyllaceae, Fabaceae, Cistaceae…)
Practice 6. Plants with fused petals (Ericaceae, Solanaceae…). Study of the family Asteraceae (Compositae).
Field practices:
Practice 7. In situ observation and characterization of several vegetation formations, plants, and phenological stages along ecological and/or geographical gradients in inland Galicia.
Seminars
The purpose of the seminars is to disseminate and discuss daily issues related to plants, in which it is convenient to go in depth. The work to be carried out by the students may be individual or in groups. Seminars may include the following activities:
• Reading comprehension, group discussion, and public defence of a scientific/divulgation paper.
• Explanation of a lecture by the professor, followed by group work in order to write a report and/or answer a questionnaire.
• Field or bibliographic group work, with subsequent public defence in the classroom.
Visit to the Basketry Workshop Farm in Outeiro de Rei to learn in situ the techniques for obtaining, treating and handcrafting fibers used in the elaboration and design of objects and organic structures
4 seminars are contemplated throughout the course, one of them will be in Cela, Outeiro de Rei; the theme and content will touch on different aspects of an emotive, informative and educational nature related to the role of plants in the landscape.
General texts
AIRA, M.J; VÁZQUEZ, R.e IZCO, J. (eds.). Manual de prácticas de Botánica. Laboratorio y campo. Servizo de Publicacións e Intercambio Científico. Universidade de Santiago de Compostela, 2014.
IZCO, J. et al., Botánica, 2ª ed. Ed. McGraw-Hill Interamericana, Madrid, 2004.
NABORS, M.W. Introducción a la Botánica. Ed. Pearson. 2005
PRIETO, J.A.; DÍAZ, T.E.; FERNÁNDEZ, M.C. Curso de Botánica. Ediciones Trea, S.L., Xixón. 2004.
RIGUEIRO RODRÍGUEZ, A (coord.). Galicia. Naturaleza. Tomo XLII. Botánica II. Cap. 3-9, 2004.
RIGUEIRO RODRÍGUEZ, A (coord.). 2005. Galicia. Naturaleza. Tomo XLIII. Botánica III, 2005.
STRASBURGER, E. et al., Tratado de Botánica, 35ª ed., Ed. Omega, Barcelona, 2002.
Field and key books
AIZPURU, C. et al., Flora del País Vasco y territorios limítrofres, Serv. Central de Publicaciones del Gobierno Vasco, Vitoria-Gasteiz, 1999.
GARCIA, X.R. Guía das plantas de Galicia, Ed. Xerais. 2007
Complementary texts
CHRISTENHUSZ, M.J.M, FAY M.F. & CHASE M.W. Plants of the World. An illustrated encyclopedia of vascular plants. Royal Botanical Gardens, Kew, 2017.
FONT QUER, P., Diccionario de Botánica, Ed. Labor, Barcelona, 1985.
HEYWOOD, V.H., Las plantas con flores, Ed. Reverté, Barcelona, 1985.
LÜTTGE, U. et al., Botánica, ed. McGraw-Hill Interamericana, Madrid, 1993
Electronic resources
APG IV classification and others groups
http://www.mobot.org/MOBOT/research/APweb/
http://www.worldfloraonline.org/
http://www.plantgateway.com/poster/
https://www.conifers.org/zz/gymnosperms.php (The Gymnosperm Database)
World flora informartion
https://powo.science.kew.org/ (Plants of the World)
http://www.theplantlist.org/
https://www.delta-intkey.com/angio/index.htm
Peninsula Iberica flora information
http://www.floraiberica.es/
http://www.anthos.es/
https://www.asturnatura.com/naturaleza/flora/
https://flora-on.pt/
https://www.gbif.org/es/dataset/91fecd78-0986-4713-9c36-77532846ee25
https://www.asturnatura.com/naturaleza/flora/
Galician flora information
http://www.bosquesdegalicia.es/
https://cmatv.xunta.gal/seccion-tema/c/CMAOT_Conservacion?content=Direc…
Students will achieve some generic and specific competences required for the academic curriculum. This will involve the following general (CG) specific (CE) and transversal (CT) competences.
General
CG5. Knowledge on basic, scientific and technological topics that will allow a continuous learning, as well as the capability to adapt to new situations.
CG6. Knowledge of the main physical and environmental problems; hydrological and climatic factors; soil characteristics and vegetation quality determining landscape.
Specific
CE8: Scientific and technical knowledge about the landscape: geology, soil science, climatology, geomorphology
CE09: Adequate knowledge of ecology, sustainability, and the principles of conservation of energetic and environmental resources.
CE15: Knowledge of the principles of landscape engineering, edaphology and botany: soil treatment and planting, etc
Transversal
CT1: Correct oral and writing expression in the official languages of the autonomous community. Capability of analysis and synthesis. Capability for reasoning and argumentation. Capability to develop an organized and understandable text. Capability for public oral explanations in a clear, concise and coherent way.
CT2: Ability to carry out a clear, concise and coherent public presentation.
CT3: Correct use of the basic tools of communication and information technologies for their profession and learning through their life. Ability in the use of information and communication technologies. Capability of obtaining adequate, diverse, and actual information. Usage of bibliographic information and internet.
CT4: To evolve for an open, cultural, critic, compromised, democratic, and solidary citizenship, being able to analyse real situation, diagnose problems, and formulate an establish solutions that are based on knowledge, and focused on common interests. Ability for group work, and collectively face problematic situations.
CT5: Understand the importance of entrepreneurial culture and understand the means to or reach of enterprising people.
CT6: To critically evaluate knowledge, technology, and the information available to solve problems that must be faces. Capability of solving problems according to the integrative application of their knowledge. Compromise of veracity in the information delivered to others.
CT7: To assume, as a professional and citizen, the importance of learning throughout life. Capability of individual work, with a self-critical actitude.
CT8: To appreciate the importance of research, innovation, and technological development in the socio-economic advance and culture of the society.
The following teaching methodologies will be employed.
• MD2: Keynote lecture
• MD3: Objective test
• MD4: Guided discussion
• MD6: Study cases (lab practices)
• MD7: Field trips
• MD8: Supervised works
• MD9: Multiple choice tests
Expository teaching
Expository contact hours will involve the following methodology:
MD2: Keynote lecture
• Participative Keynote lectures, including presentations (Competencies CG5, CG6, CE8, CE9, CE15, CT2).
• Use of classical or digital boards. Use of e-learning (Competencia CT3).
• Individual and group tutorials (Competency CT6).
MD3: Objective test
• Evaluation of competences through control tests (Competencies CG5, CG6, CT1, CT6)
Interactive teaching
Interactive contact hours will involve the following methodology, with their corresponding methodologies and competencies:
a. - Laboratory practices:
They will include the observation and study of different structures and/or plant species, followed by the corresponding questionnaires or reports of the activities carried out. (Methodology MD6; Competencies CG5, CT1, CT5, CT6, CT8)
b.- Field trips
They will involve routes crossing different communities and plant landscapes, where several observations and analyses will be carried out as related to the main study topics, wich must be reflected in the report (Methodology MD7; Competencies CG6, CT4, CT6, CE09, CE14, CE15)
c.- Seminar visit to the farm-basketry workshop. It will consist of knowing first-hand the species and varieties used in the elaboration of organic structures, the processes for obtaining fibers and sheets and their anatomy, morphology and physiology. (Methodologies MD2, MD4, MD6, MD7; Competencies CG5, CT4, CT5, CT6, CT7, CT8, CE09, CE14, CE15).
d.- Classroom seminars. These seminars will consist of group work of two students, based on different aspects (reading comprehension, elaboration of a bibliographical or practical work, exposition of a topic by the teacher). From these works the students will have to prepare a report, answer questionnaires, or make a presentation in class. (Methodologies MD4, MD6, MD8, MD9; Competencies CG5, CG6, CE08, CE09, CT1, CT2, CT3, CT4, CT6, CT7, CE09, CE14).
Non-contact work (test preparation, practice reports, works, etc.) will under go the following methodology:
* Self work and study (Competencies CG5, CT5, CT6, CT7, CT10)
* Individual or group tutorials (Competencies CG5, CG6, CE08, CE09, CE15, CT1, CT2)
Students will need to independently pass the contents on theory, practices, and seminars. Methods for the qualification assessment, as well as the weight of each part on the final qualification, and the corresponding competences, are indicated as follows:
• Objective contact written tests (60%). Contents will be assessed for each topic block. Part(s) not passed during the continuous assessment can be assessed again in the final examination; mark improvement of each block is also possible at this final test (Competencies CG5, CG6, CE08, CE09, CE15, CT1, CT6).
• Attendance and satisfactory participation during expositive activities and/or e-learning activities (5%). (Competencies CG5, CG6, CT1, CT2).
• Participation, achievement, and quality of the practice activities (20%). Attendance to these activities is compulsory. (Competencies CG5, CG6, CT1, CT5).
• Quality and performance of activities during seminars (15%). Attendance to these activities is compulsory. (Competencies CG5, CT1, CT2, CT5, CT6, CT7, CE14).
Attendance at these activities is mandatory, and therefore necessary to pass the subject (Competencias CG5, CE8, CE9, CE14, CT1, CT2, CT5, CT6, CT7).
Students who have not completed any of the practical or seminar activities, or delivered their corresponding reports, must take a test of their respective contents, coinciding with the dates of the final exams (first and/or second opportunity).
The methodology for the assessment of practices and seminars will be the same for the first and second calls.
Prior students who passed practices and seminars within the last two previous academic years will keep these qualifications, but they will need to pass a theoretical examination; nevertheless, they can repeat these activities for a new qualification. After two years, student will be required to pass each part. Students who can keep previous qualifications will be informed at the beginning of the course.
Waiver for attendance, only in justified cases, will be just given for expository activities. In such cases, their evaluation will be provided by the final exam, which will account for 65% of the final qualification. Interactive activities will be assessed in the same way as the rest of the students.
In the case of fraudulent tests or exercises, the present regulation at the USC for academic assessment and qualifications will be applied.
Contact hours:
Expositions (theory): 30
Interactive: 30
• Field internships (6 h)
• Laboratory practices (12 h)
• Seminars (8 h)
• Objective tests (4 h)
Total face-to-face: 60 h
Non-contact hours
Theory: 45 h
Interactives: 45 h
Total non-contact: 90 h
Total face-to-face and non-face-to-face: 150
We highly recommend to regularly work on the subject, and consult the recommend literature, at least the basic one, as well as the proposed electronic resources, especially the Online Campus (USC Virtual). The attendance to office hours for doubt clearance is highly advisable.
Remember the compulsory classes of theory, practice, including field trip, and seminar.
Teresa Cornide Paz
- Department
- Botany
- Area
- Botany
- teresa.cornide [at] usc.es
- Category
- Professor: University School Lecturer
Joaquin Gimenez De Azcarate Cornide
Coordinador/a- Department
- Botany
- Area
- Botany
- joaquin.gimenezdeazcarate [at] usc.es
- Category
- Professor: Temporary PhD professor
| Tuesday | |||
|---|---|---|---|
| 12:00-14:00 | Grupo /CLE_01 | Spanish | Seminario do Territorio (Pav.II-PSI) |
| Wednesday | |||
| 10:00-12:00 | Grupo /CLE_01 | Spanish | Seminario do Territorio (Pav.II-PSI) |