LEARNING OBJECTIVES
The aim of the course is to provide students with the main notions of the analysis mathematics aimed at making students learn techniques necessary to study the functions, solve problems based on integral calculus and solve some easy differential equations. Where possible, the concepts covered will be applied to build and study mathematical models of real phenomena related to applied sciences, in particular biology.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: Acquire knowledge:
• the concepts of function, limits and derivability of the functions of one real variable and all the notions that allow you to study a function;
• the notion of integral, integration methods and the main ones applications of integral calculus;
• differential equations and some solving methods.
2) Applying knowledge and understanding: Knowing how to use the concepts learned for:
• solve equations and inequalities;
• calculate limits, derivatives, integrals and study functions;
• solve differential equations.
3) Making judgements:
• Be able to identify the appropriate rules to apply to solving new problems, similar to those discussed in class.
4) Communication skills:
• Students' ability to talk, reason and will be stimulated discuss the questions raised during the lessons regarding the topics treated.
5) Learning skills:
• Be able to discuss some scientific topics by building simple mathematical models.
Functions and number sets
Introduction: operations among sets. Function; domain, co-domain, image and graph of functions. Injective, surjective, inverse function and composition. Increasing and decreasing, odd and even functions, Number sets N, Z, Q, R.
Elementary functions
Review on lines, parabolas, exponential, logarithmic and trigoniometric functions. Absolute value. Neighborhood of a real number.
Limit and continuity
Finite and infinite limit; sign permanence theorem. Right-side and left-side limit. Existence and uniqueness of the limit. Comparison theorem. Algebra of limits and indeterminate forms. Infinite and infinitesimal. Vertical, horizontal and oblique asymptote. Continuous functions. Weierstrass theorem. Intermediate value theorem. Intermediate zero theorem.
Derivatives
Definition of derivative and its geometric interpretation. Calculation of derivatives. Differentiability and continuity. Point of non differentiability. Higher derivatives. Rolle's and Lagrange's theorem. De L’Hôpital's theorems. Taylor's theorem and McLaurin's expansion. Fermat's theorem. Maximum and minimum points. Convexity and concavity. Inflection point. Study of a function.
Integral
Definition of indefinite integral and its properties. Straightforward anti-derivatives. Integration by parts. Integration by substitution. Definite integral and its properties. The fundamental theorem of calculus. generalized integral. Area.
Differential Equations
Differential Equations: an introduction. Differential Equations of first and second order and Cauchy problems. Separate variables differential equations. Malthus model; logistic growth.
Statistical data; mean, median, mode. Variance and covariance. Correlation. Elements of probability; discrete and continuous aleatory variables
examMode
Written exam, 1,5 hours long, with theoretical questions and exercises. If the written exam has a score at leat 18/30, it can be registered. Oral examination is possible under request.
Intermediate exams have the same structure.
The exam is passed with a score of at least 18/30.
books
"Elementi di Calcolo. Versione semplificata per i nuovi corsi di laurea"
Paolo Marcellini and Carlo Sbordone
Liguori Editore
"Matematicq per le Scienze"
Marco Bramanti, Fulvia Confortola and Sandro Salsa
Zanichelli Editore
classRoomMode
Participation is not mandatory. However, to emphasize the active role of students, it is highly recommended.
118923 - GENERAL AND INORGANIC CHEMISTRY
GIORDANO PONETIGIORDANO PONETI
First Semester
7
CHEM-03/A
Learning objectives
LEARNING OBJECTIVES
The course introduces, through frontal lessons and exercises, the basic concepts of Chemistry, aiming to the understanding and to the theoretical and experimental analysis of biological phenomena. The study of stoichiometry allows to describe the quantitative aspects of chemical reactions. The knowledge of the atomic structure and the periodicity of the atomic properties is the foundation for the discussion of the different kinds of chemical bonds and interactions, of the molecular geometries as well as the nomenclature of simple chemical compounds. Chemical thermodynamics deals with the energy involved in chemical processes (both reactions and phase transitions), while chemical kinetics describes the rate of such processes, allowing to rationalise the concept of chemical equilibrium, a central topic in biochemical phenomena. Examples of fundamental chemical reactions are finally presented, like acids and bases, precipitation and redox reactions. These concepts are key to the critical understanding of the chemical aspects underlying the different topics of the degree course.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: knowledge of the basic principles of General Chemistry to understand the reactivity and fundamental chemical properties of matter, with particular reference to its application in Biochemistry.
2) Applying knowledge and understanding: the students will be able to balance chemical reactions, estimate the heat, rate and spontaneity of a chemical process, solve problems about colligative properties, chemical, acidic and base and solubility product equilibria.
3) Making judgements: gain the basic knowledge required to interpret the chemical topics discussed in the course.
4) Communication skills: develop a good exposing ability (written and oral) of the acquired concepts.
5) Learning skills: to be able to learn and analyse the topics in different contexts and autonomously.
1. Introduction
Introduction to Chemistry and to the course. Concepts of elements, compound and homogeneous and heterogenous mixtures. The atomic structure: from Democritus to Dalton. Protons, neutrons and electrons. The laws of conservation of matter, of defined proportions and multiple proportions. Atomic number and mass number, concept of isotope. Atomic masses and relative atomic masses.
2. Stoichiometry
Avogadro's number, mole and molar mass. Balance of a chemical reaction: elements of stoichiometry (yield of a reaction and limiting reagent). Classes of compounds and nomenclature. The oxidation number. Balancing redox equations.
3. The electronic structure of the atom
The Bohr model of the hydrogen atom, atomic spectra. The duality wave/particle of matter and the De Broglie equation. Heisenberg's uncertainty principle. The Schroedinger equation. Atomic orbitals, quantum numbers and electron spin. Pauli exclusion principle. Electronic configuration of the elements. Principle of Aufbau. The periodic system of the elements. Periodic properties: ionization energy, electron affinity, atomic and ionic radius. Metals, non-metals and metalloids.
4. The chemical bond
The covalent bond (pure and polar), ionic, dative and metallic bonding. Electronegativity and electric dipole moment. Valence and oxidation number. Bond properties: order, distance and energy. Classification and nomenclature of oxides and their hydrolysis products. Coordination compounds and their significance in biochemistry. Lewis structures. VSEPR model and geometry of molecules. Orbital hybridization. Sigma and pi orbitals. Resonance. Intermolecular forces: Van der Waals, London and hydrogen bond.
5. The gaseous state
Ideal gas state equation. Dalton's Law for gaseous mixtures. Density and relative density of gases and gaseous mixtures. Kinetic-molecular theory and velocity distribution. Graham's effusion law.
6. Chemical thermodynamics
Thermodynamic systems definitions: open, closed, isolated. Status functions. Reversible and irreversible transformations. Heat, work and internal energy. First principle of thermodynamics. Enthalpy and Hess law. Thermochemistry. Second principle of thermodynamics: microscopic and macroscopic definitions of entropy. Spontaneous processes. Gibbs Free energy. Temperature effects on the spontaneity of a chemical reaction. Introduction to the concept of chemical equilibrium.
7. Chemical equilibrium
Thermodynamic equilibrium in chemical reactions. Mass action law: KC and KP. Homogeneous and heterogeneous equilibria. The principle of Le Chatelier. Effect of the variation in concentration of a reagent or a product on equilibrium. Effect of variation of volume, pressure and temperature on homogeneous equilibria.
8. Chemical Kinetics
Definition of the rate of a chemical reaction. Kinetic laws and kinetic order of a reaction. Integrated kinetic laws. Order and molecularity of a reaction. Arrhenius equation and activation energy. Kinetic mechanism of reactions. Collision theory and theory of activated complex. Catalysis.
9. Physical properties of solutions
Concentration units of solutions. Solubility and thermodynamics of dissolution. Enthalpy of dissolution and effect of temperature on solubilization processes. Colligative properties: lowering of vapor pressure (Raoult's law), elevation of boiling point, depression of freezing point, osmotic pressure. Henry's law. Colloids: lyophilic and hydrophilic. Amphiphilic substances: micelles.
10. Acids and bases
General definitions (Arrhenius, Broensted-Lowry, Lewis). Strength of acids and bases and equilibrium constants. Molecular structure and relation with the acid-base properties. Water autoprotolysis, pH and pOH. Calculation of pH of acidic, basic, monoprotic and polyprotic solutions. Buffer solutions.
11. Electrochemical
Galvanic and electrolytic cells. Standard potential and electromotive force. The electrochemical series and the spontaneity of a redox reaction. Thermodynamics of galvanic cells: the Nernst equation and the equilibrium constants of a redox reaction.
examMode
The exam consists in a three-hour test, focusing on the whole program of the course, including open questions about theory, exercises, multiple-answer questions and true/false questions. Each question reports its contribution to the final mark of the test. Students attending the lessons will be given the opportunity to split the final exam in two written tests, each one on a specific part of the program.
Examples of questions to be found in the test:
1. Considering the Aufbau principle, discuss why the first period of the periodic table contains only two elements, whereas the second contains eight. Write the electron configuration of gallium (Ga).
2. Describe the effect of a catalyst on the rate of a reaction, using the Arrhenius equation.
3. Disulfur dichloride (S₂Cl₂), used in the vulcanization of rubber, is prepared by heating sulfur (S₈) in an atmosphere of chlorine (Cl₂): S₈(l) + 4 Cl₂(g) → 4 S₂Cl₂(l)
What is the theoretical yield of S₂Cl₂ in grams if 4.06 g of S₈ react with 6.24 g of Cl₂? If the actual yield of S₂Cl₂ is 6.55 g, what is the percent yield?
books
R. Chang, K. Goldsby, “Chemistry”, McGraw-Hill Education, 2020. ISBN: 8838668019
classRoomMode
Attendance to the classes is not mandatory, yet strongly encouraged.
bibliography
Recommended texts:
P. W. Atkins, L. Jones, "Chemical Principles - The quest for insight", V edition, W. H. Freeman and Co., New York
J. C. Kotz, P, M. Treichel, J. R. Townsend, "Chemistry and chemical reactivity", VII edition, Brooks/Cole, Cengage Learning
T. E. Brown , H. E. LeMay , B. E. Bursten , C. Murphy , P. Woodward, "Chemistry, the central science", XIII edition, Pearson
NOTE: The teacher will communicate at the beginning of the course the link to the additional teaching material available to the students.
1. Introduction
Introduction to Chemistry and to the course. Concepts of elements, compound and homogeneous and heterogenous mixtures. The atomic structure: from Democritus to Dalton. Protons, neutrons and electrons. The laws of conservation of matter, of defined proportions and multiple proportions. Atomic number and mass number, concept of isotope. Atomic masses and relative atomic masses.
2. Stoichiometry
Avogadro's number, mole and molar mass. Balance of a chemical reaction: elements of stoichiometry (yield of a reaction and limiting reagent). Classes of compounds and nomenclature. The oxidation number. Balancing redox equations.
3. The electronic structure of the atom
The Bohr model of the hydrogen atom, atomic spectra. The duality wave/particle of matter and the De Broglie equation. Heisenberg's uncertainty principle. The Schroedinger equation. Atomic orbitals, quantum numbers and electron spin. Pauli exclusion principle. Electronic configuration of the elements. Principle of Aufbau. The periodic system of the elements. Periodic properties: ionization energy, electron affinity, atomic and ionic radius. Metals, non-metals and metalloids.
4. The chemical bond
The covalent bond (pure and polar), ionic, dative and metallic bonding. Electronegativity and electric dipole moment. Valence and oxidation number. Bond properties: order, distance and energy. Classification and nomenclature of oxides and their hydrolysis products. Coordination compounds and their significance in biochemistry. Lewis structures. VSEPR model and geometry of molecules. Orbital hybridization. Sigma and pi orbitals. Resonance. Intermolecular forces: Van der Waals, London and hydrogen bond.
5. The gaseous state
Ideal gas state equation. Dalton's Law for gaseous mixtures. Density and relative density of gases and gaseous mixtures. Kinetic-molecular theory and velocity distribution. Graham's effusion law.
6. Chemical thermodynamics
Thermodynamic systems definitions: open, closed, isolated. Status functions. Reversible and irreversible transformations. Heat, work and internal energy. First principle of thermodynamics. Enthalpy and Hess law. Thermochemistry. Second principle of thermodynamics: microscopic and macroscopic definitions of entropy. Spontaneous processes. Gibbs Free energy. Temperature effects on the spontaneity of a chemical reaction. Introduction to the concept of chemical equilibrium.
7. Chemical equilibrium
Thermodynamic equilibrium in chemical reactions. Mass action law: KC and KP. Homogeneous and heterogeneous equilibria. The principle of Le Chatelier. Effect of the variation in concentration of a reagent or a product on equilibrium. Effect of variation of volume, pressure and temperature on homogeneous equilibria.
8. Chemical Kinetics
Definition of the rate of a chemical reaction. Kinetic laws and kinetic order of a reaction. Integrated kinetic laws. Order and molecularity of a reaction. Arrhenius equation and activation energy. Kinetic mechanism of reactions. Collision theory and theory of activated complex. Catalysis.
9. Physical properties of solutions
Concentration units of solutions. Solubility and thermodynamics of dissolution. Enthalpy of dissolution and effect of temperature on solubilization processes. Colligative properties: lowering of vapor pressure (Raoult's law), elevation of boiling point, depression of freezing point, osmotic pressure. Henry's law. Colloids: lyophilic and hydrophilic. Amphiphilic substances: micelles.
10. Acids and bases
General definitions (Arrhenius, Broensted-Lowry, Lewis). Strength of acids and bases and equilibrium constants. Molecular structure and relation with the acid-base properties. Water autoprotolysis, pH and pOH. Calculation of pH of acidic, basic, monoprotic and polyprotic solutions. Buffer solutions.
11. Electrochemical
Galvanic and electrolytic cells. Standard potential and electromotive force. The electrochemical series and the spontaneity of a redox reaction. Thermodynamics of galvanic cells: the Nernst equation and the equilibrium constants of a redox reaction.
examMode
The exam consists in a three-hour test, focusing on the whole program of the course, including open questions about theory, exercises, multiple-answer questions and true/false questions. Each question reports its contribution to the final mark of the test. Students attending the lessons will be given the opportunity to split the final exam in two written tests, each one on a specific part of the program.
Examples of questions to be found in the test:
1. Considering the Aufbau principle, discuss why the first period of the periodic table contains only two elements, whereas the second contains eight. Write the electron configuration of gallium (Ga).
2. Describe the effect of a catalyst on the rate of a reaction, using the Arrhenius equation.
3. Disulfur dichloride (S₂Cl₂), used in the vulcanization of rubber, is prepared by heating sulfur (S₈) in an atmosphere of chlorine (Cl₂): S₈(l) + 4 Cl₂(g) → 4 S₂Cl₂(l)
What is the theoretical yield of S₂Cl₂ in grams if 4.06 g of S₈ react with 6.24 g of Cl₂? If the actual yield of S₂Cl₂ is 6.55 g, what is the percent yield?
books
R. Chang, K. Goldsby, “Chemistry”, McGraw-Hill Education, 2020. ISBN: 8838668019
classRoomMode
Attendance to the classes is not mandatory, yet strongly encouraged.
bibliography
Recommended texts:
P. W. Atkins, L. Jones, "Chemical Principles - The quest for insight", V edition, W. H. Freeman and Co., New York
J. C. Kotz, P, M. Treichel, J. R. Townsend, "Chemistry and chemical reactivity", VII edition, Brooks/Cole, Cengage Learning
T. E. Brown , H. E. LeMay , B. E. Bursten , C. Murphy , P. Woodward, "Chemistry, the central science", XIII edition, Pearson
NOTE: The teacher will communicate at the beginning of the course the link to the additional teaching material available to the students.
120397 - BIOLOGY
MARIA LUISA VANNUCCINI
First Semester
6
BIOS-10/A
Learning objectives
LEARNING OBJECTIVES
The course aims to provide basic knowledge of cell biology, such as cell structure, differences and characteristics of animal and plant cells, viruses and bacteria; provide basic knowledge on biochemistry, therefore the characteristics of carbohydrates, lipids and nucleic acids as well as the role and function of enzymes and proteins. Furthermore, the course aims to provide an introduction to genetics by providing initial information on heredity, phenotype/environment and some hints of epigenetics. Finally, the course aims to give an introduction to molecular biology by describing PCR and sequencing methods.
The student will have to acquire knowledge and understanding of cellular structure, fundamentals of biochemistry and genetics; Furthermore, the student will have to acquire the ability to learn basics of molecular biology such as PCR and sequencing methods.
EXPECTED LEARNING RESULTS
1) Knowledge and understanding: At the end of the training activity the student will acquire knowledge on the structure of the animal and plant cell. He will also have the knowledge to understand the fundamental processes of biochemistry. Finally, he will know the processes and methods underlying genetics.
2) Applying knowledge and understanding: At the end of the training activity the student will have to demonstrate that they: (a) know the structure of the cell and its functions; (b) understand the differences between animal cells, plant cells, viruses and bacteria; (c) know cellular biochemistry; (d) understand the processes and methods underlying genetics.
3) Making judgements: At the end of the training activity the student will be able to formulate a judgment on cellular and biochemical processes.
4) Communication skills: The student will acquire an appropriate language in the different aspects of cell biology and will be able to communicate the knowledge acquired.
5) Ability to learn: The student must be able to independently develop coherent reasoning that leads him to recognize the different cellular structures and the processes that occur within the cell.
The organization of living things at the level of biological macromolecules (carbohydrates, amino acids, and proteins, nucleotides and nucleic acids) and lipids.
Prokaryotes and Eukaryotes.
DNA and RNA Viruses.
Evolution of the Eukaryotic Cell.
The Prokaryotic Cell.
Archaebacteria and Eubacteria.
Unicellular Eukaryotes: Protists.
Fungi and Plants
Structure, Organization, and Function of Prokaryotic and Eukaryotic Cells and Organelles.
Cell Membranes and Membrane Transport.
Intracellular Trafficking.
Energy and Metabolism.
Energy Production in Living Things.
Mitochondria and Oxidative Phosphorylation.
The Mitochondrial Genome (Notes).
DNA Structure and Replication.
The Transmission of Genetic Information.
Mutations.
The Genetic Code.
Transcription.
Types of RNA.
Ribosomes, translation, and protein synthesis.
Cellular communication.
Cell cycle.
Apoptosis, mitosis, meiosis, and gametogenesis.
Biological basis of animal and plant diversity.
examMode
The student will be presented with a written assignment consisting of both open-ended and multiple-choice questions relating to the topics covered during the lessons and present in the syllabus.
The exam includes two optional written tests. Alternatively, a written test covering the entire course syllabus will be administered. Following the written test, an optional oral exam on the same topics can be taken to increase the written test grade.
books
David Sadava David M. Hillis H. Craig Heller Sally Hacker. 2021. Biologia. Quinta edizione italiana condotta sulla undicesima edizione americana. Zanichelli
classRoomMode
Attendance is not mandatory, but recommended.
118926 -
ZOOLOGY
PAOLO MOMIGLIANOGIANPASQUALE CHIATANTE
First Semester
9
BIOS-03/A
Learning objectives
LEARNING OBJECTIVES
The course, which deals with a basic subject in the initial phase of the study path, has as its fundamental objective the formation of critical analysis skills based on scientific methodology, integrating general and contextual knowledge with those concerning specific technical and methodological tools of the zoological discipline, with particular reference to environmental aspects. It is proposed to provide basic knowledge on the structure and functioning of animals, on the principles of evolution by selection, on adaptations to aquatic and terrestrial environments. It also provides for the acquisition of skills on the rules of taxonomy and zoological nomenclature and the achievement of orientation skills in the recognition of fauna, with particular regard to Italian fauna.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: The acquired knowledge will concern zoological techniques and methods (nomenclature, taxonomy, methods of data collection and analysis); fundamental topics of biology (evolution, natural selection, adaptation); topics of general zoology (structure and apparatus, species and reproductive isolation, ethology); biodiversity (knowledge and summary identification of the fauna with particular regard to the Italian fauna). Understanding skills will be achieved through the practice of rules and methods specific to the subject (for example, taxonomy and nomenclature rules).
2) Applying knowledge understanding: The aspects concerning the application of knowledge involve the ability to analyze and interpret scientific contributions in the field of Zoology, and to identify fauna at a summary level for environmental assessment purposes.
3) Making judgements: The exercise of critical analysis and knowledge, although at a general level, of fundamental methods and concepts will allow the ability to formulate independent assessments.
4) Communication skills: These skills will be developed through the exercise of one's own expression (interventions during the lessons) and with a brief knowledge of the methods of scientific communication.
5) Learning skills: The notions and the use of the sources and the relative information can allow the application of the learning modalities to contexts different from those treated specifically in the course.
A – General Concepts (2 CFU)
1. Animals among living organisms
2. Taxonomic categories and taxa;
3. Analogy, homology, adaptive convergence;
4. Criteria and methods of classification;
5. Phylogenetic reconstruction;
6. Species concepts;
7. Species structure;
8. Properties of species: variability;
9. Properties of species: dispersal capacity and ecological tolerance;
10. Evolutionary mechanisms;
11. Natural selection;
12. Speciation;
13. Reproductive isolation;
14. Rules of zoological nomenclature.
B – Systems and Apparatuses (2 CFU)
1. Stages of embryonic development;
2. Body cavities;
3. Symmetry;
4. Classification of the Animal Kingdom;
5. Reproduction: general concepts and comparison between sexual and asexual reproduction;
6. Types of asexual reproduction;
7. Gonochorism: sexual characteristics;
8. Gonochorism: mate recognition and synchronization;
9. Gonochorism: copulation;
10. Hermaphroditism;
11. Parthenogenesis;
12. Reproductive strategies and parental care;
13. Digestive systems and feeding function;
14. Feeding strategies in animals;
15. Functions and structure of the integument;
16. Animal coloration;
17. Adaptive colorations;
18. Functions of respiration;
19. Physical factors in respiration;
20. Biological and environmental factors in respiration;
21. Respiratory structures in animals.
The assessment will consist of an oral exam based on open-ended questions. At the end of each module, students will receive a set of questions to support their exam preparation.
During the exam, students will be expected to demonstrate the ability to critically analyze and connect the content covered across the different modules.
books
Hickman, C. P. Jr., Keen, S. L., Eisenhour, D. J., Larson, A., & L’Anson, H. (2020). Zoologia (18ª ed.; trad. italiana a cura di V. Arizza, O. Coppellotti & L. Guidolin). McGraw‑Hill Education. ISBN 978‑88‑386‑9694‑7.
Other Zoologia textbooks such as :
Casiraghi, M., Cerrano, C., De Eguileor, M., & Puce, S. (2019). Zoologia. [Manuale universitario]. Milano: Edizioni Universitarie di Lettere Economia Diritto. ISBN: 978-88-392-1045-4
Ballarin, L. (a cura di). (2023). Manuale di zoologia (1ª ed., pp. 1320). Padova: Piccin-Nuova Libraria. ISBN: 978-88-299-3454-6
A – General Concepts (2 ECTS)
1. Animals among living organisms; 2. Definitions of Taxonomy, Identification, Classification, Faunistics, and Biogeography; 3. Taxonomic categories and taxa; 4. Analogy, homology, and adaptive convergence; 5. Criteria and methods of classification; 6. Phylogenetic reconstruction; 7. Species concepts; 8. Species structure; 9. Species properties: variability; 10. Species properties: dispersal ability and ecological tolerance; 11. Evolutionary mechanisms; 12. Natural selection; 13. Speciation; 14. Reproductive isolation; 15. Rules of zoological nomenclature.
B – Organ Systems and Apparatuses (2 ECTS)
1. Stages of embryonic development; 2. Body cavities; 3. Symmetry; 4. Classification of the Kingdom Animalia; 5. Reproduction: general aspects and comparison between sexual and asexual reproduction; 6. Types of asexual reproduction; 7. Gonochorism: sexual characteristics; 8. Gonochorism: mate recognition and synchronization; 8. Gonochorism: copulation; 10. Hermaphroditism; 11. Parthenogenesis; 12. Reproductive strategies and parental care; 13. Digestive systems and feeding function; 14. Feeding strategies in animals; 15. Structure and functions of the integument; 16. Colours in animals; 17. Adaptive coloration; 18. Functions of respiration; 19. Physical factors in respiration; 20. Biological and environmental factors in respiration; 21. Respiratory structures in animals.
D – Practical Activities (2 ECTS)
At least two field and laboratory practical sessions are scheduled for the identification of animals (and their remains and traces) from various taxonomic groups.
examMode
The examination is conducted in accordance with Article 23 of the University Teaching Regulations. An electronic examination record is produced and signed by the Chair of the Examination Board. The final grade is expressed on a scale of thirty (30/30), with the possibility of cum laude. Passing the examination requires a minimum grade of eighteen out of thirty (18/30) and entitles the student to the award of the corresponding university credits.
The examination consists of the following components: 1) Assessment of knowledge of the basic elements of zoological nomenclature and zoological taxonomic methodologies; 2) An oral question on general aspects of animal biology (Part A of the syllabus); 3) An oral question on Part B of the syllabus; 4) A practical test on the identification of animal taxa based on photographs (Part C of the syllabus).
In evaluating the examination components and assigning the final grade, the following criteria will be considered: level of knowledge (superficial, adequate, accurate and complete, comprehensive and in-depth); ability to apply theoretical concepts (incorrect application, fair, good, well-established); ability to analyse, synthesise, and establish interdisciplinary connections (sufficient, good, excellent); critical thinking and ability to formulate judgments (sufficient, good, excellent); clarity and appropriateness of expression (poor, simple, clear and correct, rich and accurate).
books
Any recent university-level textbook in Zoology (e.g. M. Casiraghi, M. de Eguileor, C. Cerrano, S. Puce – Zoology – UTET, 2023).
Additional materials (PDF files, PowerPoint presentations, identification sheets) will be provided by the instructor.
Examples of textbooks:
M. Casiraghi, M de Eguileor, C. Cerrano, S. Puce - ZOOLOGIA - UTET – 2023
Cleveland P. Hickman, Jr., Susan L. Keen, David J. Eisenhour, Allan Larson, Helen Lanson, Vincenzo Arizza, Olimpia Coppellotti, Laura Guidolin - ZOOLOGIA - McGraw Hill – 2020
Cleveland P. Hickman, Jr., Susan L. Keen, David J. Eisenhour, Allan Larson, Helen Lanson, Olimpia Coppellotti, Laura Guidolin - Diversità animale - McGraw Hill - 2020
classRoomMode
Attendance is strongly recommended, as the achievement of some learning objectives requires active interaction between the instructor and students during classes.
120398 - BOTANY
LAURA SELBMANN
Second Semester
6
BIOS-01/B
Learning objectives
LEARNING OBJECTIVES
The aim of this course is to provide students with the information necessary to understand the diversity of the plant component, morphology/anatomy, organs and tissues, and adaptation strategies to the environment. The course will provide a framework for understanding current issues related to plant organisms (climate warming, soil stability, desertification processes) and their use in applied terms. The course, additionally, aims to provide the basis for further in-depth studies in the fields of ecology and many other disciplines that will be addressed in the following two years.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: Developing knowledge of the variety of plant organisms present in nature and their morphological and physiological characteristics, resulting from adaptation to specific and different environmental conditions.
2) Applying knowledge and understanding: Knowing how to use the notions learned during the course and developed in the exercises to interpret morpho-functional alterations due to variations in environmental conditions.
3) Making judgements: Being able to formulate hypotheses in response to any problems.
4) Communication skills: Students' acquisition of scientifically correct terminology relating to the topics covered during the course.
5) Learning skills: Being able to use the methods learned for the recognition of the organisms studied. This skill will also be developed through the active involvement of students through oral discussions in the classroom, educational excursions and laboratory experiences.
Fungal evolution. Fungal biology, fungal cells, nutrition and growth, differentiation, spores and sporogenesis. Metabolism and metabolites of biotechnological interest. Fungal ecology, symbionts, parasites, saprotrophs. Fungal systematics, major phyla, recognition. Molecular phylogenetic techniques; sequence reconstruction, blast search, alignment construction, phylogenetic inference, multilocus analysis.
examMode
The student will have the opportunity to give the exam in two written exemptions, one will be administered in the week of teaching interruption and will cover the first part of the program (plant cell, tissue, organs), the second will be administered at the end of the course and will focus on the second part of the program (photosynthesis, transport, taxonomic groups). For those who have passed both exemptions,
For those who do not intend to take the written exemptions, there will be the possibility to take the entire exam in oral form.
books
Pasqua G., Abbate G., Forni C., 2015. Botanica generale e diversità vegetale. Piccin Editore
Speranza, Calzoni. Struttura delle piante in immagini. Zanichelli Ed.(si consiglia la consultazione del volume, di cui sono presenti diverse copie in biblioteca).
In alternativa:
Venturelli F., Virli L., 2009. Invito alla Botanica. Zanichelli, Bologna.
Ray F. Evert, Eichhorn S.E., 2013. La biologia delle piante di Raven. Zanichelli, Bologna
Integrazioni al testo ed alcune lezioni (in pdf) verranno caricati su Moodle.
classRoomMode
Free
118927 - ORGANIC CHEMISTRY
BRUNO MATTIA BIZZARRI
Second Semester
7
CHEM-05/A
Learning objectives
LEARNING OBJECTIVES
The course introduces the concepts and the experimental approaches of organic chemistry, working on the consolidation of principles acquired in the field of physics and general and inorganic chemistry to advance the knowledge of carbon chemistry. In the first part of the course, the cultural and practical bases for understanding the structure of organic molecules will be provided, paying particular attention to the existing relationships between the chemical structure and the chemical-physical and biological properties associated with them. The different physical hybridization states of the carbon will allow the three-dimensional vision of the molecules, facilitating the understanding of their role in the cell. The second part of the course is dedicated to the application of properties in the context of chemical reactivity. The student will have the opportunity to have answers to some of the key questions in his study: why do molecules react? What are the experimental factors that control the kinetics of the reactions? When is a reaction under thermodynamic control rather than kinetic? How is it possible to synthesize complex molecules from simple reagents? What is the impact of organic chemistry on the environment and how can it be reduced? This knowledge will allow the student to undertake subsequent study courses with strong structural and molecular expertise.
EXPECTED LEARNING RESULTS
1) Knowledge and understanding: Knowledge of the principles governing the formation of the chemical bond, using traditional theories (valence bond theory) and advanced theories (theory of molecular orbital and quantum mechanics). Knowledge of nomenclature and classification (theory of functional groups) of organic molecules, with particular attention to the association between the family of organic molecules and biological and chemical-physical properties. Knowledge of the reactivity of organic molecules and experimental parameters capable of controlling thermodynamics and kinetics of organic transformations. Knowledge of the relationship between organic molecules and the origin of life.
2) Applying knowledge and understanding: In addition to the knowledge gained through the study of organic chemistry, students will be able to apply the acquired concepts for the resolution of practical exercises related to the identification and classification of substances based on Their activity on the body, the effect of chirality on pharmacological activity, the possibility of separating organic isomers and the general methodologies for their analysis and their recognition.
3) Making judgements: The course offers links to other disciplines (Physics, General Chemistry, Biochemistry, Molecular Biology, Computational Chemistry and Genetics) by providing an integrated knowledge. The student's critical judgment will be stimulated by constantly referring to the reading of recent studies published in scientific journals, questioning the current issues related to some of the core concepts of the discipline. Thanks to the multi-disciplinary and interdisciplinary nature of organic chemistry, it will be also possible to link the acquired concepts to other disciplines, allowing the student to form his own autonomy of judgment about the effectiveness of an integrated scientific approach.
4) Communication skills: At the end of each part of the course, the students will be invited to form working groups to develop solutions and compete with others in solving practical exercises. The educational gain is aimed at increasing the communication skills and the ability to know how to work in a group, all aimed at consolidating the acquired concepts.
5) Learning Skills: Students' learning abilities will be evaluated during the course of the course by exonerary tests that will allow you to individually monitor the maturation state of the knowledge, highlighting the student's ability to return.
The aim of the course is to provide students with the fundamental concepts of physics while conveying, at the same time, the logical-deductive tools necessary to arrive at a full understanding of the topics presented. Students will have to acquire the basic principles of the scientific method that combines the experimental approach with a mathematical-deductive approach. Particular attention will be paid to the critical and historical analysis of the concepts on which a scientific theory is based. The course also aims to provide the basis for understanding the physical principles involved in some biological processes and in the applications of some physical methodologies in the biomedical field.
Expected learning outcomes
Knowledge and ability to understand: To have developed the knowledge of the fundamental principles of Physics and of the relative methodologies.
Ability to apply knowledge and understanding: Knowing how to use the concepts learned even in contexts different from those presented.
Autonomy of judgment: Develop critical analysis skills and be able to solve new problems even if similar to those discussed in class.
Communication skills: Students' ability to discuss the implications of concepts presented in class and the possible questions that may emerge from the topics discussed will be stimulated.
Learning ability: Being able to discuss fundamental scientific topics of Physics and its applications. This skill will be developed and verified by involving students in oral discussions in the classroom.
Models, theories, laws, measures and uncertainties. Unit of measurement (International System). Physics and its relationship with other disciplines.
Motion description: kinematics in one dimension and kinematics in two dimensions. Vectors and operations between them.
Come on, mass. Newton's laws. Applications of the laws of dynamics (inclined plane, circular motion, friction). Law of gravitation
Job. Kinetic energy. Power. Kinetic energy theorem. Conservative forces. Potential energy. Conservation of mechanical energy.
Momentum. Rotary motion.
Vibrations and waves. harmonic motion. Pendulum. Sound, intensity.
Bodies in balance: elasticity and fracture.
Fluids (static, dynamic, viscosity, surface tension).
Review of: temperature and kinetic theory of gases, heat, principles of thermodynamics, thermal machines, entropy.
Electric charge and electric field. Electric potential and electricity. Electric dipole. Electric capacity. Dielectrics. Electric currents. Direct current circuits. Ohm's law. Magnetism. Electromagnetic induction and Faraday's laws. Magnetic properties of matter.
Electromagnetic waves and their spectrum.
Light: Geometric optics, laws of reflection and refraction
Lenses, microscope
Wave nature of light (interference, diffraction, spectroscopy, polarization).
Introduction to modern physics. Black body. Photoelectric effect.
Quantum theory. Models of the atom. Radioactive decay. Measurement of ionizing radiation doses.
examMode
The written test focuses on the entire program carried out. The student will be asked to solve 6 exercises. Each exercise can be solved according to the methodologies, the understanding of the physical principles and the examples presented in class. In addition to questions that require application and development of formulas, as well as numerical resolution, open questions can be introduced, to which the student must answer concisely. The exam is passed if the student receives an evaluation of at least 18/30 in the written test. The student can undergo the oral exam if you intend to improve your written grade. If the oral test is also taken, the final grade is the average between the written test and the oral test.
The oral exam focuses on ascertaining the knowledge of the topics that are not easily traceable to the logic of the numerical exercise and, if necessary, on the deepening of the theoretical notions underlying the exercises carried out by the student in the written tests.
In the same session it is possible to participate in sessions for the written exam which are at least 15 days apart.
books
Fisica, Giancoli, Ambrosiana (III edizione con fisica moderna)
classRoomMode
Attendance of the course is not required.
bibliography
The supporting teaching material (slides of the lessons and examples of exam tests) will be available on the teacher's website.
Models, theories, laws, measures and uncertainties. Unit of measurement (International System). Physics and its relationship with other disciplines.
Motion description: kinematics in one dimension and kinematics in two dimensions. Vectors and operations between them.
Come on, mass. Newton's laws. Applications of the laws of dynamics (inclined plane, circular motion, friction). Law of gravitation
Job. Kinetic energy. Power. Kinetic energy theorem. Conservative forces. Potential energy. Conservation of mechanical energy.
Momentum. Rotary motion.
Vibrations and waves. harmonic motion. Pendulum. Sound, intensity.
Bodies in balance: elasticity and fracture.
Fluids (static, dynamic, viscosity, surface tension).
Review of: temperature and kinetic theory of gases, heat, principles of thermodynamics, thermal machines, entropy.
Electric charge and electric field. Electric potential and electricity. Electric dipole. Electric capacity. Dielectrics. Electric currents. Direct current circuits. Ohm's law. Magnetism. Electromagnetic induction and Faraday's laws. Magnetic properties of matter.
Electromagnetic waves and their spectrum.
Light: Geometric optics, laws of reflection and refraction
Lenses, microscope
Wave nature of light (interference, diffraction, spectroscopy, polarization).
Introduction to modern physics. Black body. Photoelectric effect.
Quantum theory. Models of the atom. Radioactive decay. Measurement of ionizing radiation doses.
examMode
The written test focuses on the entire program carried out. The student will be asked to solve 6 exercises. Each exercise can be solved according to the methodologies, the understanding of the physical principles and the examples presented in class. In addition to questions that require application and development of formulas, as well as numerical resolution, open questions can be introduced, to which the student must answer concisely. The exam is passed if the student receives an evaluation of at least 18/30 in the written test. The student can undergo the oral exam if you intend to improve your written grade. If the oral test is also taken, the final grade is the average between the written test and the oral test.
The oral exam focuses on ascertaining the knowledge of the topics that are not easily traceable to the logic of the numerical exercise and, if necessary, on the deepening of the theoretical notions underlying the exercises carried out by the student in the written tests.
In the same session it is possible to participate in sessions for the written exam which are at least 15 days apart.
books
Fisica, Giancoli, Ambrosiana (III edizione con fisica moderna)
classRoomMode
Attendance of the course is not required.
bibliography
The supporting teaching material (slides of the lessons and examples of exam tests) will be available on the teacher's website.
120400 - FUNDAMENTALS OF EARTH SCIENCES
-
12
-
-
Learning objectives
GENERAL LEARNING OBJECTIVES
The course provides students with basic theoretical concepts on the geological processes and structures of the Earth, as well as their evolution over time. The course introduces the composition of the Earth and focuses attention on the lithogenic cycle and rock classification. The exogenous and endogenous processes that supervise the formation of the rocks and their position constitute central themes of the course. Through frontal lessons, exercises and field surveys, the course introduces the understanding and analysis of the Earth surface processes and landform, also in relation to human activities. The main characteristics of geomaterials are also examined and the main geological risks are considered.
Module A: Geology
LEARNING OBJECTIVES
The objectives of the course are the transmission of the basic notions of geology. The course introduces the composition of the Earth, the dynamics of the planet and its deep and superficial structure. The lithogenetic cycle and the exogenous and endogenous processes that lead to the formation of rocks are central themes of the course.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: At the end of the training, the student will acquire knowledge on the internal constitution of the Earth and on the main endogenous and exogenous processes that characterize the Planet. He will be able to distinguish the most common types of rocks relating them to the processes of their formation. He will be able to understand the principles of stratigraphy, the main geological structures and the large-scale dynamic processes.
2) Applying knowledge and understanding: At the end of the training, the student will be able to: distinguish and classify the main types of rocks and their fundamental mineral constituents, use the main concepts of stratigraphy and structural geology, read and interpret topographic and geological maps.
3) Making judgements: At the end of the training, the student will be able to make a judgement on geological phenomena in different contexts and on information related to the main aspects of geology.
4) Communication skills: The student will acquire an appropriate language in the different aspects of geology and will be able to communicate the acquired knowledge.
5) Learinign skills: The student will be able to trace the essential geological characteristics of a simple areal context, and to deepen independently the main aspects of geology.
Module B: Geomorphology and applied geology
LEARNING OBJECTIVES
The objectives of the course are the transmission of the basics of geomorphology and applied geology. The course introduces the understanding and analysis of the Earth surface processes and landform, also in relation to human activities. The main characteristics of geomaterials are also introduced and the main geological risks are considered.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: At the end of the training activity, the student will acquire knowledge on geomorphology, erosional processes and slope dynamics, geological risks. The student will be able to distinguish the most common types and forms of erosion by linking them to their origins. The student will be able to understand the processes that determine the geological risks.
2) Applying knowledge and understanding: At the end of the training activity, the student will have to demonstrate that he is able: to read and interpret geomorphological maps, to analyze geological data for the site characterization and for risks assessment.
3) Making judgements: At the end of the training the student, will be able to make a judgment on the geomorphological and geological phenomena applied in different contexts, and on the information related to the main aspects of geomorphology.
4) Communication skills: The student will acquire an appropriate language in the different aspects of geomorphology and applied geology and will be able to communicate the acquired knowledge.
5) Learning skills: The student will be able to trace the essential geomorphological and geological characteristics of a simple geological context, and to deepen independently the main aspects connected to them.
GEOLOGY
VINCENZO PISCOPO
First Semester
6
GEOS-03/A
Learning objectives
Module A: Geology
LEARNING OBJECTIVES
The objectives of the course are the transmission of the basic notions of geology. The course introduces the composition of the Earth, the dynamics of the planet and its deep and superficial structure. The lithogenetic cycle and the exogenous and endogenous processes that lead to the formation of rocks are central themes of the course.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: At the end of the training, the student will acquire knowledge on the internal constitution of the Earth and on the main endogenous and exogenous processes that characterize the Planet. He will be able to distinguish the most common types of rocks relating them to the processes of their formation. He will be able to understand the principles of stratigraphy, the main geological structures and the large-scale dynamic processes.
2) Applying knowledge and understanding: At the end of the training, the student will be able to: distinguish and classify the main types of rocks and their fundamental mineral constituents, use the main concepts of stratigraphy and structural geology, read and interpret topographic and geological maps.
3) Making judgements: At the end of the training, the student will be able to make a judgement on geological phenomena in different contexts and on information related to the main aspects of geology.
4) Communication skills: The student will acquire an appropriate language in the different aspects of geology and will be able to communicate the acquired knowledge.
5) Learinign skills: The student will be able to trace the essential geological characteristics of a simple areal context, and to deepen independently the main aspects of geology.
Shape and dimensions of the Earth. The internal structure of the Earth: core, mantle and crust. Lithosphere and asthenosphere. Notes on plate tectonics.
Elements of mineralogy: main physical and chemical properties, main minerals of rocks.
Magmatic processes and igneous rocks. Magmatic consolidation. Structure and texture of igneous rocks. Methods of classification of intrusive, extrusive and hypabyssal rocks. Characteristics of the main igneous rocks. Volcanism: types of eruptions and types of volcanoes. Pyroclastic rocks.
Exogenous processes and sedimentary rocks. Sedimentary processes: weathering, transport, sedimentation and diagenesis. Classification and characteristics of sedimentary rocks: silicoclastic; carbonatic; evaporitic; other chemical and biochemical rocks, residual rocks. Properties of sedimentary rocks. Principles of stratigraphy.
Metamorphic processes and metamorphic rocks. Metamorphic factors: temperature, pressure and fluid phase. Texture and structure of metamorphic rocks. Metamorphic facies and types of metamorphism. Main metamorphic rocks.
Outline of structural geology: folds, faults and thrusts.
Earthquakes: causes, mechanisms and distribution of earthquakes.
Overview of the chronology of Earth.
Topographical maps. Geological maps.
examMode
The 2-hour test involves the construction of a simple geological cross-section on the basis of a 1:50000 geological map and the recognition of a rock sample. The student’s test will be evaluated in thirtieths. Passing the practical test with a grade of 18/30 or higher will give access to the test of the Geomorphology and Applied Geology Module. The vote earned in the practical test will be an element of the arithmetic average for the final vote of the modular examination.
Attendance is not compulsory, but strongly recommended.
bibliography
Grotzinger J.P., Jordan T.H. (2019) Understanding Earth. WH Freeman & Co. Ed.
Notes provided by the teacher.
GEOMORPHOLOGY AND APPLIED GEOLOGY
VINCENZO PISCOPO
First Semester
6
GEOS-03/B
Learning objectives
Module B: Geomorphology and applied geology
LEARNING OBJECTIVES
The objectives of the course are the transmission of the basics of geomorphology and applied geology. The course introduces the understanding and analysis of the Earth surface processes and landform, also in relation to human activities. The main characteristics of geomaterials are also introduced and the main geological risks are considered.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: At the end of the training activity, the student will acquire knowledge on geomorphology, erosional processes and slope dynamics, geological risks. The student will be able to distinguish the most common types and forms of erosion by linking them to their origins. The student will be able to understand the processes that determine the geological risks.
2) Applying knowledge and understanding: At the end of the training activity, the student will have to demonstrate that he is able: to read and interpret geomorphological maps, to analyze geological data for the site characterization and for risks assessment.
3) Making judgements: At the end of the training the student, will be able to make a judgment on the geomorphological and geological phenomena applied in different contexts, and on the information related to the main aspects of geomorphology.
4) Communication skills: The student will acquire an appropriate language in the different aspects of geomorphology and applied geology and will be able to communicate the acquired knowledge.
5) Learning skills: The student will be able to trace the essential geomorphological and geological characteristics of a simple geological context, and to deepen independently the main aspects connected to them.
Geomorphology: morphogenetic processes, climatic and non-climatic geomorphology, morphoclimatic equilibrium.
Weathering. Slow soil flow and creep. Water erosion: sheet erosion, rill erosion, gully erosion. Soil loss and measurement methods.
River processes: erosion, transport and deposition; river landforms.
Coastal processes and landforms.
Glacier and glacial morphology.
Arid geomorphology.
Landslides: Varnes classification, morphology, causes.
Structural geomorphology.
Karst geomorphology.
Geomorphological maps.
Soil characterization: general types of soils, index properties and classification, soil particle size, grain size distribution curves, relative density of cohesionless soils, consistency of clay soils, Atterberg limits, plasticity chart. Physical and elastic characteristics of rocks. Rock mass. Compressibility and consolidation of soils. Concept of shearing resistance and shearing strength.
Landslide hazard and risk and risk mitigation.
Volcanic risk. Seismic risk.
examMode
The assessment includes an oral test of about 30 minutes on the topics of the module starting from a geological map and aims to check the level of knowledge of the topics, the ability to apply knowledge, the technical language and critical ability to interpret Earth Science phenomena. The final evaluation of the oral test mediated with that of the Geology Module will constitute the final evaluation of the modular examination, according to the rules of the Regolamento Didattico di Ateneo.
books
Bell F.G. (1998) Environmental geology: principles and methods. Wiley-Blackwell.
Grotzinger J.P., Jordan T.H. (2019) Understanding Earth. WH Freeman & Co. Ed.
classRoomMode
Attendance is not compulsory, but strongly recommended.
bibliography
Bell F.G. (1998) Environmental geology: principles and methods. Wiley-Blackwell.
Grotzinger J.P., Jordan T.H. (2019) Understanding Earth. WH Freeman & Co. Ed.
Notes provided by the teacher.
SUBJECT
SEMESTER
CFU
SSD
LANGUAGE
120387 - CARTOGRAPHY AND HYDROLOGY
-
12
-
-
Learning objectives
GENERAL LEARNING OBJECTIVES
The course has as its fundamental objective the transmission of the basic concepts for the representation of geographic information, as well as information concerning the hydrologic cycle, by means of the application of basic computer tools. The hydrologic cycle and its interconnections with natural processes and environmental matrices, and the representation of geographic information useful for the management of Nature and the environment, are key topics of the course, that is structured in two modules.
Module A: Cartography
LEARNING OBJECTIVES
To acquire knowledge and techniques for the representation of geographic information as well as for managing spatial data of interest for Natural and Environmental Sciences.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: Knowledge of the concepts and tools for the representation of Earth surface. Knowledge of the process of maps representation. Knowledge of Geographic Information Systems (GIS) for analysing and making thematic cartography.
2) Applying knowledge and understanding: Ability to analyse map data and building thematic cartography in the GIS environment.
3) Making judgements: Ability to make maps using freeware software informatic. Ability to collect, organize and process natural and environmental data.
4) Communication skills: Ability to explain the results of the analyses and ability to interact with technicians and professional figures.
5) Learning skills: Ability to delve into different natural and environmental contexts. Ability to apply methods and techniques in different natural and environmental situations.
Module B: Hydrology
LEARNING OBJECTIVES
The course aims to provide students with knowledge of hydrological processes to understand and manage issues related to the hydrological cycle. Three primary objectives can be identified:
• Understanding Hydrological Phenomena: The course will delve into the properties of precipitation and the dynamics of river flood formation.
• Comprehending and Learning the Concept of Design Flow: This central learning objective forms the basis of most hydraulic design projects.
• Learning and Applying the Rational Formula: This objective focuses on a modeling approach with practical rather than phenomenological applications.
In addition to the three main objectives, students will also develop some soft skills related to the course topics, including basic computer tools (spreadsheets, GIS).
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: Students will be encouraged to understand hydrological processes (precipitation and flows) through various approaches, including traditional theoretical methods and direct comprehension and analysis (real-time monitoring of phenomena, illustrative videos, online research).
2) Applying knowledge and understanding: Concepts with a more technical and practical aspect (design flow and the Rational Formula) will be reinforced through both traditional exercises and project-based tasks (small independent reports).
3) Making judgements, Communication Skills, and Learning skills: These skills will be developed by analyzing precipitation-flow phenomena observed by students in real-time through institutional websites dedicated to hydrological monitoring. Students will be required to draft a report analyzing a precipitation-flow event (communication skills) to support the hypotheses they formulate regarding the evolution of the observed phenomenon.
CARTOGRAPHY
Second Semester
6
GEO/04
Learning objectives
Module A: Cartography
LEARNING OBJECTIVES
To acquire knowledge and techniques for the representation of geographic information as well as for managing spatial data of interest for Natural and Environmental Sciences.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: Knowledge of the concepts and tools for the representation of Earth surface. Knowledge of the process of maps representation. Knowledge of Geographic Information Systems (GIS) for analysing and making thematic cartography.
2) Applying knowledge and understanding: Ability to analyse map data and building thematic cartography in the GIS environment.
3) Making judgements: Ability to make maps using freeware software informatic. Ability to collect, organize and process natural and environmental data.
4) Communication skills: Ability to explain the results of the analyses and ability to interact with technicians and professional figures.
5) Learning skills: Ability to delve into different natural and environmental contexts. Ability to apply methods and techniques in different natural and environmental situations.
119718 - CLIMATOLOGY
First Semester
6
GEO/12
Learning objectives
LEARNING OBJECTIVES
The aim of the course is to provide knowledge about the earth's climate on a global and regional scale in order to understand the climatic patterns and for a correct understanding of the dynamics and evolution of natural systems. At the end of the course students will have acquired the knowledge of the climate system thus supporting the understanding of dynamics and evolution of natural phenomena. Students will enrich their knowledge with a critical sense and responsibility, comparing themselves with different sources. They will develop learning skills such as to be able to carry out, autonomously, in-depth analysis of both standard and innovative methodologies for analysing climate phenomena.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: At the end of the course students will have acquired the knowledge of the climate system thus supporting the understanding of dynamics and evolution of natural phenomena. Students will enrich their knowledge with a critical sense and responsibility, comparing themselves with different sources. They will develop learning skills such as to be able to carry out, autonomously, in-depth analysis of both standard and innovative methodologies for analysing climate phenomena.
2) Applying knowledge and understanding: Through lectures, practical activities in the field and laboratory activities in the computing room, students will acquire ability for collecting, processing and analysing (through statistical methods) meteorological and oceanographic data to extract climatological information. Students will have to acquire adequate skills in instrumental techniques, analysis and interpretation of the main meteo-oceanographic parameters, in order to analyse the Global Change scenario using a multidisciplinary approach.
3) Making judgements: At the end of the training, students must be able to evaluate and face the causes and effects of Climate Change with adequate skills, competences and critical sense by using meteo-oceanographic data (coming from in-situ measures, remote sensing imageries, numerical models) at global and regional scale.
4) Communication skills: Students must be able to master the arguments provided during the course with an appropriate scientific language.
5) Learning skills: Students must be able to apply the knowledge acquired, during the lectures and field/laboratory activities, to the study of Global Change and to autonomously study the main aspects of climatology.
119005 - PHYSICS WITH LABORATORY
-
12
-
-
Learning objectives
Module A: Physics
LEARNING OBJECTIVES
The objectives of the course are the transmission of the basic notions of physics useful for correctly framing environmental issues and natural sciences. The course introduces the definition, understanding and use of physical quantities and fundamental physical laws and their application to processes and phenomena of interest in environmental sciences. This within a simple, but rigorous modeling and mathematical treatment aimed at familiarizing students with graphical representations and estimates of the scales of quantities and physical phenomena. In particular, the course aims to introduce the student to the fundamental principles of Physics in particular of the Scientific Method, Mechanics, Statics and Dynamics of fluids, Thermodynamics, Electromagnetism, providing him with the fundamental knowledge of physics for a correct application to the processes and phenomena of interest. of Natural and Environmental Sciences.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: At the end of the course the student is expected to have learned the theoretical and experimental foundations of Classical Physics, its fundamental laws and to have acquired the ability to apply the laws of physics to solve simple problems. An important expected result is the understanding of the scientific method and methods of research in Physics, combined with the ability to present the topics covered during the course. The course aims to develop the ability to identify the essential aspects of physical phenomena and the logical and critical skills that allow you to propose and / or verify phenomenological models capable of describing them.
2) Applying knowledge and understanding: The student is expected to know how to use the notions learned even in contexts other than those presented.
3) Making judgements: The student is expected to develop critical analytical skills and be able to solve new problems even if similar to those discussed in class.
4) Communication skills: Students' ability to discuss the implications of concepts presented in class and the possible questions that may emerge from the topics covered will be stimulated.
5) Learning skills: The student is expected to become able to discuss fundamental scientific issues of Physics and its applications.
MODULE A - PHYSICS
ANNA RITA BIZZARRI
Second Semester
8
FIS/07
Learning objectives
Module A: Physics
LEARNING OBJECTIVES
The objectives of the course are the transmission of the basic notions of physics useful for correctly framing environmental issues and natural sciences. The course introduces the definition, understanding and use of physical quantities and fundamental physical laws and their application to processes and phenomena of interest in environmental sciences. This within a simple, but rigorous modeling and mathematical treatment aimed at familiarizing students with graphical representations and estimates of the scales of quantities and physical phenomena. In particular, the course aims to introduce the student to the fundamental principles of Physics in particular of the Scientific Method, Mechanics, Statics and Dynamics of fluids, Thermodynamics, Electromagnetism, providing him with the fundamental knowledge of physics for a correct application to the processes and phenomena of interest. of Natural and Environmental Sciences.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: At the end of the course the student is expected to have learned the theoretical and experimental foundations of Classical Physics, its fundamental laws and to have acquired the ability to apply the laws of physics to solve simple problems. An important expected result is the understanding of the scientific method and methods of research in Physics, combined with the ability to present the topics covered during the course. The course aims to develop the ability to identify the essential aspects of physical phenomena and the logical and critical skills that allow you to propose and / or verify phenomenological models capable of describing them.
2) Applying knowledge and understanding: The student is expected to know how to use the notions learned even in contexts other than those presented.
3) Making judgements: The student is expected to develop critical analytical skills and be able to solve new problems even if similar to those discussed in class.
4) Communication skills: Students' ability to discuss the implications of concepts presented in class and the possible questions that may emerge from the topics covered will be stimulated.
5) Learning skills: The student is expected to become able to discuss fundamental scientific issues of Physics and its applications.
Models, theories, laws, measures and uncertainties. Unit of measurement (International System). Physics and its relationship with other disciplines.
Motion description: kinematics in one dimension and kinematics in two dimensions. Vectors and operations between them.
Come on, mass. Newton's laws. Applications of the laws of dynamics (inclined plane, circular motion, friction). Law of gravitation
Job. Kinetic energy. Power. Kinetic energy theorem. Conservative forces. Potential energy. Conservation of mechanical energy.
Momentum. Rotary motion.
Vibrations and waves. harmonic motion. Pendulum. Sound, intensity.
Bodies in balance: elasticity and fracture.
Fluids (static, dynamic, viscosity, surface tension).
Review of: temperature and kinetic theory of gases, heat, principles of thermodynamics, thermal machines, entropy.
Electric charge and electric field. Electric potential and electricity. Electric dipole. Electric capacity. Dielectrics. Electric currents. Direct current circuits. Ohm's law. Magnetism. Electromagnetic induction and Faraday's laws. Magnetic properties of matter.
Electromagnetic waves and their spectrum.
Light: Geometric optics, laws of reflection and refraction
Lenses, microscope
Wave nature of light (interference, diffraction, spectroscopy, polarization).
Introduction to modern physics. Black body. Photoelectric effect.
Quantum theory. Models of the atom. Radioactive decay. Measurement of ionizing radiation doses.
examMode
The written test focuses on the entire program carried out. The student will be asked to solve 6 exercises. Each exercise can be solved according to the methodologies, the understanding of the physical principles and the examples presented in class. In addition to questions that require application and development of formulas, as well as numerical resolution, open questions can be introduced, to which the student must answer concisely. The exam is passed if the student receives an evaluation of at least 18/30 in the written test. The student can undergo the oral exam if you intend to improve your written grade. If the oral test is also taken, the final grade is the average between the written test and the oral test.
The oral exam focuses on ascertaining the knowledge of the topics that are not easily traceable to the logic of the numerical exercise and, if necessary, on the deepening of the theoretical notions underlying the exercises carried out by the student in the written tests.
In the same session it is possible to participate in sessions for the written exam which are at least 15 days apart.
books
Fisica, Giancoli, Ambrosiana (III edizione con fisica moderna)
classRoomMode
Attendance of the course is not required.
bibliography
The supporting teaching material (slides of the lessons and examples of exam tests) will be available on the teacher's website.
MODULE B - PHYSICS LABORATORY
INES DELFINO
Second Semester
4
FIS/07
Learning objectives
The aim of the course is to provide students with further basic notions of physics beyond those introduced during Module A and the tools necessary to design and implement a scientific experiment and analyze the data obtained using the most appropriate statistical analysis tools (using graphical and analytical). The course aims to make students acquire the ability to present an argument orally and to write a scientific report. This within a simple, but rigorous modeling and mathematical treatment aimed at familiarizing students with graphical representations and estimates of the scales of quantities and physical phenomena.
KNOWLEDGE AND UNDERSTANDING.
at the end of the training activity the person will be able to: A) define the measurement of a physical quantity directly and indirectly; B) describe a physical quantity using numerical and graphical methods, linear and non-linear; C) identify the right dimensional equations and the system of measurement units; D) describe the functioning of an instrument and highlight its properties; E) distinguish systematic and random errors of measuring instruments in their absolute and relative representation; F) define a propagation of the error in derived quantities; G) define the significant figures of a measure; H) outline the concept of probability distribution; I) identify a confidence interval; L) make a comparison between experimental results; M) design an experiment in mechanics, calorimetry and concerning the study of direct current circuits able to determine with good approximation some fundamental constants of physics or physical properties of the apparatuses; N) write a scientific report that gives the protocol and the data collected in a clear, complete and immediate control.
APPLYING KNOWLEDGE AND UNDERSTANDING.
At the end of this didactic activity, in an exercise or exam context, the student must demonstrate to be able to know: A) associate the quantities to be measured with the physical laws that describe the system; B) estimate the effects that modify the expected value of the measured quantity within the approximation in force for the application of the law; C) carry out an experiment and the optimal conditions for obtaining a measurement; D) to give an uncertainty value to a measurement, however precise, carried out by him; E) analytically evaluate how the error propagates on indirectly measured quantities; F) choose the most effective way to obtain the value to be measured that is affected by the minimum random error and systematic uncertainties; G) analyze the significance of the results through statistics.
AUTONOMY OF JUDGMENT.
At the end of this didactic activity, the student must demonstrate to be able to: A) know how to choose a working condition or an approximation for the experimental verification of a physical law; B) formulate and support appropriate hypotheses on the type of experiment best suited to obtain an experimental result; C) apply the most appropriate protocols to increase the sensitivity of the measurement; D) apply the most appropriate protocols to reduce accidental and systematic errors.
COMMUNICATION SKILLS.
The student must demonstrate to be able to describe in a scientific report the physical law subject of the experience, the experimental conditions and the theory most suitable for determining the measurement of physical quantity, data collection and statistical analysis. Communication skills will be verified through the evaluation of the reports that each group of students will have to carry out to report on the experiments carried out during the course. They will then be verified during the examination.
LEARNING SKILLS.
At the end of this training activity, the student will have to demonstrate that he is able to use the experimental method learned to investigate the characteristics of other systems other than those considered during this course.
Second part
Data Analysis methods
Graphical representation of the experimental data.
Repeated measures.
Histograms.
Average, and mean weighted mean, standard deviation.
Probability. Distributions and distributions limit.
Gaussian distribution.
Confidence limit.
Error function.
Rejection of data, Chauvenet criterion.
Comparison between experimental data and theoretical models.
Fitting procedures. Principle of maximum likelihood.
Linear fit. Method of least squares.
Covariance. Linear correlation coefficient.
Adaptation of the method of least squares to other curves.
Weighted Fit.
Linearization of a function and method of least squares
Hypothesis tests. Chi2 test.
Poisson distribution.
Procedure, methods and tools for measuring various physical quantities.
Instruments for measuring currents, ddp, resistors, etc ..
Voltage generators (real and ideal) AC and DC
Principle of operation of the multimeter.
Using the multimeter to measure resistance, current, potential differences.
Instruments for measuring quantities in AC circuits .
Measurement of doses of ionizing radiation.
Instruments for measuring ionizing radiation.
Operating principle of the Geiger counter.
General safety rules for laboratory operations.
Experiments and specific data analysis examples to be carried on during laboratory lessons (mandatory attendance)
Statistics
Mechanics:
Calorimetry
Ohm's law in direct current.
Optics.
examMode
The evaluation will be relative to the contents of both modules.
The assessment methods for the contents of Module B are described here.
Knowledge is assessed through three tests:
- a practical test (or participation, with profit, in the laboratory lessons that take place during the course)
- a written test, which consists, as regards Module II, in the analysis of data relating to one of the experiments presented in the laboratory lessons, of the exercises on the part relating to the part of Physics (carried out mainly in module A; the methods of related assessment are described in that module), and in an exercise on a Physics topic carried out in Module B;
- an oral test aimed at verifying the completeness of knowledge on the topics of the program. During the oral exam, the examining commitee will ask questions aimed at understanding of the student's acquired knowledge of at least 3 macro-topics indicated in the syllabus.
During the course, ongoing tests are carried out for attending students. Passing the on-going tests allows the exemption from the written test and the verification of part of the program, which, therefore, will not be subject to verification during the oral test.
books
Giancoli, "Fisica" (Edizione con Fisica Moderna), Casa Editrice Ambrosiana.
Taylor, “Introduzione all’analisi degli errori”, Casa Editrice Zanichelli.
mode
Module B of the course consists of 8 hours of classroom lessons and 24 hours of highly practical lessons to be carried out also in the laboratory (these with compulsory attendance)
classRoomMode
For the most of the 24 hours of highly practical lessons of Module B there is a mandatory attendance
bibliography
Giancoli, "Fisica" (Edizione con Fisica Moderna), Casa Editrice Ambrosiana.
Taylor, “Introduzione all’analisi degli errori”, Casa Editrice Zanichelli.
LEARNING OBJECTIVES
The course will permit the comprehension of the morphological, physiological and metabolic characteristics of microorganisms (mainly prokaryotes); particularly, regarding their role in nature and their interactions with other organisms. Moreover, it will consent to know the basic techniques for the manipulation of microorganisms in the Laboratory. The course will provide a framework for understanding current issues related to microorganisms and their potential applications (e.g. the importance of microorganisms for humans and other animals, the danger of certain microorganisms and the countermeasures necessary to counter their potential damage). The course will supply the basic formation for further specialised studies in microbial ecology, and environmental and medical microbiology.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: To get knowledge regarding the basic principles of microbial biology, their metabolism, their role in nature, the interaction between microorganisms and other organisms.
2) Applying knowledge and understanding: To understand the issues related to the relationships between microorganisms and mankind and the environment. To acquire the basic knowledge regarding the experimental approach to studying the microbial world.
3) Making judgements: The ability to construe the results obtained by the various studies in microbiology. The ability to understand the role of microorganisms in the environment and their influence on the biology of other organisms.
4) Communication skills: Ability to communicate information and issues concerning general microbiology and the importance of microorganisms in nature and their relations with other living beings to people in the field and beyond.
5) Learning skills: Ability to describe scientific topics related to microbiology both in written and oral forms by a specific scientific/technical language. Ability to learn the methods for microorganism recognition and cultivation. This ability will be developed also through the active involvement of the students in discussions during the lectures.
1) History of microbiology: discovery of the microbial world; the “Abiogeny” dispute, microorganisms and their environment, impact of microorganisms on man: pathogenic, harmful and useful microorganisms.
2) Cytology: prokaryotic and eukaryotic cells: prokaryotic and eukaryotic cells: general concepts, structure and ultra-structure of bacterial cells, structure and function of cytoplasmic membrane, transports through the cytoplasmic membrane, cell wall, structure and function, the cell wall of Gram + and Gram – bacteria, Archaeal and eukaryotic cell walls, capsules and other envelopes, motility, flagella and chemotaxis, endospore structure and function, mentions of eukaryotic spores.
3) Cell physiology: reminders of chemistry and cell biochemistry (redox reactions, hydrogen and electron transport, high energy compounds), biological energy production, glycolysis and alternative pathways; NAD re-oxidation: fermentations (alcoholic and lactic); aerobic respiration (TCA, electron transport phosphorylation, energy balance in respiration), mentions of anaerobic respiration and biosynthesis.
4) Microbial growth: growth of a single cell and of a microbial population, diauxic growth, effect of environmental parameters on growth (pH, temperature, etc.), methods for the control of microbial growth.
5) Microbial ecology and mention of environmental biotechnology: isolation and identification of microorganisms (recalls), interactions among microbial population and between microorganisms and other organisms; microbial ecosystems; methods for the study of microbial ecology and diversity; biogeochemical cycles (Carbon, Nitrogen, Iron, Sulphur, etc.), role of microorganisms in environmental decontamination, aerobic/anaerobic catabolism of environmental pollutants, treatment of water and wastewater.
examMode
The student evaluation will be done by an oral examination regarding the whole course program
books
Brock, Biologia dei Microrganismi di M.T. Madigan e J.M. Martinko, D.A. Stahl, D.P. Clark, Pearson, 2012. Vol.1 e 2 (or any other more recent edition)
Brock, Biologia dei Microrganismi di M.T. Madigan e J.M. Martinko, Casa Editrice Ambrosiana. Vol. 1 e 2A
Biologia dei microrgamismi di G. Dehò e E. Galli, Casa Editrice Ambrosiana, 2018.
The lectures slides (PDF) are available on line. During the course, some scientific publications will be distributed and discussed.
Other recent textbooks of General Microbiology could be used after a preliminary check with the teacher.
mode
The course will consist in oral lectures regarding the published program and supported by Power Point presentations (available on line on Moodle platform). It is possible that few scientific papers will be discussed too
classRoomMode
Attendance to classes is not mandatory, but strobgly suggested.
bibliography
-PESCIAROLI C., CUPINI F., SELBMANN L., BARGHINI P. and FENICE M. 2012. Temperature preferences of bacteria isolated from sea water collected in Kandalaksha Bay, White Sea, Russia. Polar Biol 35: 435-445. *
-SILVI S., BARGHINI P., AQUILANTI A., JURAEZ-JIMENEZ B., and FENICE M. 2013. Physiologic and metabolic characterization of a new marine isolate (BM39) of Pantoea sp. producing high levels of exopolysaccharide. Microb Cell Fac 12:10. DOI: 10.1186/1475-2859-12-10*
-PESCIAROLI C., RODELAS B., JUAREZ-JIMÉNEZ B., BARGHINI P. and FENICE M. 2015. Bacterial community structure of a coastal area in Kandalaksha Bay, White Sea, Russia: possible relation to tidal hydrodynamics. Ann. Microbiol. 65: 443-453.*
-PESCIAROLI C., BARGHINI P., CERFOLLI F., BELLISARIO B., and FENICE M. 2015. Relationship between phylogenetic and nutritional diversity in Arctic (Kandalaksha Bay) seawater planktonic bacteria Ann. Microbiol. 65: 2405-2414.* DOI 10.1007/s13213-015-1083-4*
-TIMPERIO A.M., GORRASI S., ZOLLA L. AND FENICE M. 2017. Evaluation of MALDI-TOF mass spectrometry and MALDI BioTyper in comparison to 16S rDNA sequencing for the identification of bacteria isolated from Arctic sea water. Plos-One. 12, 7. Article number e0181860. DOI: 10.1371/journal.pone.0181860*
-BARGHINI, P., PASQUALETTI, M., GORRASI, S., and FENICE, M. 2018. Bacteria from the “Saline di Tarquinia” marine salterns revealing very atypical growth profiles in relation to salinity and temperature Mediterr. Mar. Sci, 19 (3) 513-525. doi:http://dx.doi.org/10.12681/mms.15514,*
-PASQUALETTI M., BARGHINI P., GIOVANNINI V., AND FENICE M. 2019. High production of chitinolytic activity in halophilic conditions by a new marine strain of Clonostachys rosea. Molecules. 24(10), 1880 10.3390/molecules24101880*
-GORRASI, S., PESCIAROLI, C., BARGHINI, P., PASQUALETTI, M. AND FENICE M. 2019. Structure and diversity of the bacterial community of Kandalaksha Bay (White Sea, Russia), a complex Arctic estuarine system submitted to intense tidal currents. J. Mar. Syst. 196: 77-85.
-PASQUALETTI, M., GIOVANNINI, V., BARGHINI, P., GORRASI, S., AND FENICE M. 2020. Diversity and ecology of culturable marine fungi associated with Posidonia oceanica leaves and their epiphytic algae Dictyota dichotoma and Sphaerococcus coronopifolius. Fungal Ecology 40, Published on line.
1) History of microbiology: discovery of the microbial world; the “Abiogeny” dispute, microorganisms and their environment, impact of microorganisms on man: pathogenic, harmful and useful microorganisms.
2) Cytology: prokaryotic and eukaryotic cells: prokaryotic and eukaryotic cells: general concepts, structure and ultra-structure of bacterial cells, structure and function of cytoplasmic membrane, transports through the cytoplasmic membrane, cell wall, structure and function, the cell wall of Gram + and Gram – bacteria, Archaeal and eukaryotic cell walls, capsules and other envelopes, motility, flagella and chemotaxis, endospore structure and function, mentions of eukaryotic spores.
3) Cell physiology: reminders of chemistry and cell biochemistry (redox reactions, hydrogen and electron transport, high energy compounds), biological energy production, glycolysis and alternative pathways; NAD re-oxidation: fermentations (alcoholic and lactic); aerobic respiration (TCA, electron transport phosphorylation, energy balance in respiration), mentions of anaerobic respiration and biosynthesis.
4) Microbial growth: growth of a single cell and of a microbial population, diauxic growth, effect of environmental parameters on growth (pH, temperature, etc.), methods for the control of microbial growth.
5) Microbial ecology and mention of environmental biotechnology: isolation and identification of microorganisms (recalls), interactions among microbial population and between microorganisms and other organisms; microbial ecosystems; methods for the study of microbial ecology and diversity; biogeochemical cycles (Carbon, Nitrogen, Iron, Sulphur, etc.), role of microorganisms in environmental decontamination, aerobic/anaerobic catabolism of environmental pollutants, treatment of water and wastewater.
examMode
The student evaluation will be done by an oral examination regarding the whole course program
books
Brock, Biologia dei Microrganismi di M.T. Madigan e J.M. Martinko, D.A. Stahl, D.P. Clark, Pearson, 2012. Vol.1 e 2 (or any other more recent edition)
Brock, Biologia dei Microrganismi di M.T. Madigan e J.M. Martinko, Casa Editrice Ambrosiana. Vol. 1 e 2A
Biologia dei microrgamismi di G. Dehò e E. Galli, Casa Editrice Ambrosiana, 2018.
The lectures slides (PDF) are available on line. During the course, some scientific publications will be distributed and discussed.
Other recent textbooks of General Microbiology could be used after a preliminary check with the teacher.
mode
The course will consist in oral lectures regarding the published program and supported by Power Point presentations (available on line on Moodle platform). It is possible that few scientific papers will be discussed too
classRoomMode
Attendance to classes is not mandatory, but strobgly suggested.
bibliography
-PESCIAROLI C., CUPINI F., SELBMANN L., BARGHINI P. and FENICE M. 2012. Temperature preferences of bacteria isolated from sea water collected in Kandalaksha Bay, White Sea, Russia. Polar Biol 35: 435-445. *
-SILVI S., BARGHINI P., AQUILANTI A., JURAEZ-JIMENEZ B., and FENICE M. 2013. Physiologic and metabolic characterization of a new marine isolate (BM39) of Pantoea sp. producing high levels of exopolysaccharide. Microb Cell Fac 12:10. DOI: 10.1186/1475-2859-12-10*
-PESCIAROLI C., RODELAS B., JUAREZ-JIMÉNEZ B., BARGHINI P. and FENICE M. 2015. Bacterial community structure of a coastal area in Kandalaksha Bay, White Sea, Russia: possible relation to tidal hydrodynamics. Ann. Microbiol. 65: 443-453.*
-PESCIAROLI C., BARGHINI P., CERFOLLI F., BELLISARIO B., and FENICE M. 2015. Relationship between phylogenetic and nutritional diversity in Arctic (Kandalaksha Bay) seawater planktonic bacteria Ann. Microbiol. 65: 2405-2414.* DOI 10.1007/s13213-015-1083-4*
-TIMPERIO A.M., GORRASI S., ZOLLA L. AND FENICE M. 2017. Evaluation of MALDI-TOF mass spectrometry and MALDI BioTyper in comparison to 16S rDNA sequencing for the identification of bacteria isolated from Arctic sea water. Plos-One. 12, 7. Article number e0181860. DOI: 10.1371/journal.pone.0181860*
-BARGHINI, P., PASQUALETTI, M., GORRASI, S., and FENICE, M. 2018. Bacteria from the “Saline di Tarquinia” marine salterns revealing very atypical growth profiles in relation to salinity and temperature Mediterr. Mar. Sci, 19 (3) 513-525. doi:http://dx.doi.org/10.12681/mms.15514,*
-PASQUALETTI M., BARGHINI P., GIOVANNINI V., AND FENICE M. 2019. High production of chitinolytic activity in halophilic conditions by a new marine strain of Clonostachys rosea. Molecules. 24(10), 1880 10.3390/molecules24101880*
-GORRASI, S., PESCIAROLI, C., BARGHINI, P., PASQUALETTI, M. AND FENICE M. 2019. Structure and diversity of the bacterial community of Kandalaksha Bay (White Sea, Russia), a complex Arctic estuarine system submitted to intense tidal currents. J. Mar. Syst. 196: 77-85.
-PASQUALETTI, M., GIOVANNINI, V., BARGHINI, P., GORRASI, S., AND FENICE M. 2020. Diversity and ecology of culturable marine fungi associated with Posidonia oceanica leaves and their epiphytic algae Dictyota dichotoma and Sphaerococcus coronopifolius. Fungal Ecology 40, Published on line.
LEARNING OBJECTIVES
Understand the diversity of plants at the level of the highest taxonomic ranks. Knowing how to correctly use the scientific names of plant taxa. Master a picture of the diversity of Italian tracheophytes. Knowing how to use the identification techniques of vascular plant species. Being able to recognize the most common families of conifers and angiosperms of Italian flora in the field. Get a picture of the flora and vegetation of Italy. Master the basics of biodiversity and environmental distribution of vascular plants and simple applications (elements of floristic monitoring).
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: To master a picture of the diversity of Italian tracheophytes. To understand the phylogenetic relationships between the main families of angiosperm. Understand the main factors of ecological filtering and the causes of heterogeneity in the plant landscape. Have a picture of the flora and vegetation of Italy.
2) Applying knowlege and understanding: Know how to use techniques for the identification of vascular plant species. Be able to recognize in the field the most common families of angiosperms of the Italian flora. Know how to prepare herbarium samples. To know how to recognize in the field the main elements of the plant landscape (main descriptors of phytocenoses) and its causes of heterogeneity. Know how to use simple bio-indication techniques, floristic monitoring and stational diagnosis.
3) Making judgements: Interpretation of floristic identification problems.
4) Communication skills: Correct use of technical terminology for the description (diagnosis) of a tracheophyte. Correct use of geobotanical terms. Correct use of nomenclature rules to write the name of a taxon.
5) Learning skills: Ability to read floristic and taxonomic publications.
Plant taxonomy principles. International code of plant nomenclature. Plant phylogeny. The phyla of the kingdom Plantae. Elements of non-vascular plant systematic. How to identify a plant specimen. Taxonomy, phylogeny, ecology and identification of the following families: Pinaceae, Cupressaceae, Orchidaceae, “Liliaceae” s.l., Juncaceae, Cyperaceae, Poaceae, Ranunculaceae, Fabaceae, Rosaceae, Fagaceae, Betulaceae, Brassicaceae, Lamiaceae, Asteraceae, Apiaceae. The Italian flora. Flora vs. vegetation. Species ranges. Habitat factors. Plant successions. Life-forms. Alien species.Floristic monitoring.The vegetation of Italy.
examMode
Oral examination and presentation of a personal herbarium including the plant families studied during the course.
books
- Pasqua-Abbate-Forni "Botanica Generale e Diversità Vegetale", 5a edizione, PICCIN
- Y. Fragnière et al. – “Connaissances botaniques de base en un coup d’oeil” – Ulmer
- further information will be given during the classroom lectures
mode
Classroom lectures (48 h), field excursions (8h), laboratory practice (8h)
classRoomMode
Participation to field trips and lab practice is essential
bibliography
J.D. Mauseth – “Botanica” – IV Edizione Italiana – Idelson Gnocchi
R. Gerdol et al. - “La vegetazione delle montagne italiane” – CAI
G. Filibeck et al. – “Guida al Paesaggio Vegetale del Parco Naz. d’Abruzzo” – Ediz. del Parco
P. Marchi et al. – “Famiglie di Piante Vascolari Italiane: 1-140” – Università La Sapienza
15303 - ECOLOGY
ROBERTA CIMMARUTAROBERTA CIMMARUTADANIELE CANESTRELLIDANIELE CANESTRELLI
Second Semester
8
BIO/07
Learning objectives
LEARNING OBJECTIVES
The course aims to provide robust basic knowledge on the structure and functioning of environmental systems, with particular emphasis on the mechanisms that determine both the distribution and abundance of organisms as well as their relations with the environment. The course will provide the basis for further studies in ecosystem ecology, applied ecology, biodiversity conservation, and sustainable management of the environment.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: The students will acquire knowledge on the basic principles of ecology, with particular emphasis on the interdisciplinary nature of this discipline. This objective is reflected in the organization of the program that runs through the hierarchical layers of ecological organization, from the mechanisms underlying biodiversity (evolutionary ecology), passing through the relationships between organisms and species (population ecology) up to the structure and functioning of communities (community ecology).
2) Applying knowledge and understanding: The knowledge acquired will be applied to the ecological mechanisms that allow evaluating the state and functioning of ecosystems and biodiversity. Comprehension abilities will be applied by encouraging students to deal with complex and multi-scalar disciplines and problems.
3) Making judgements: The ability to formulate independent evaluations will be exercised thanks to the interdisciplinary and multilevel reasoning required by this discipline and by the analysis of the case studies proposed, that need the merging of complex and heterogeneous data to be understood.
4) Communication skills: These skills will be developed through the exercise of one's own expression (interventions during the lessons) and in the coordination of group activities, especially during field exercises.
5) Learning skills: The many concepts learned and the connections linking them all will stimulate a “learning-by-reasoning” process, essential to fully understand ecological mechanisms.
General Ecology - The historical development of ecology; Ecology and its domain; Current state of ecological research in Italy. Ecology of the interactions between organisms and the physical environment: Conditions; Spatial and temporal variations; Adaptations in response to variations in environmental conditions; Limiting factors; Tolerance ranges; Environmental optima; Biological rhythms - climatic factors.
Evolutionary Ecology - Genetic analysis of populations; Hardy-Weinberg's law; Genetic variability; Evolutionary forces (mutation, selection, gene flow, genetic drift); inbreeding; Wahlund effect; Balanced polymorphisms; Linkage disequilibrium; supergenes; Genetic divergence; Species concept; Reproductive isolation mechanisms; Speciation mechanisms; Hybrid zones and reinforcement; Sibling species; Biodiversity at the genetic level.
Population ecology - Demography and dynamics: population structure and growth; Demographic parameters; Demographic tables; Intrinsic growth rate - numerical regulation of populations; Density dependent and independent factors; Exponential growth; environmental carrying capacity - logistic growth curve. Interspecific interactions: symbiosis; commensalism; inquilinism; antibiosis; parasitism; adaptations to parasitic life; coevolution; predation - adaptations to predation; cryptism; mimicry; intraspecific competition; interspecific competition; ecological niche; Principle of competitive exclusion; character displacement; r and K selection.
examMode
The assessment test is oral and will contain a series of questions aimed at ascertaining the student's theoretical knowledge on the interpretation of the mechanisms that determine the distribution, abundance and relationships with the biotic and abiotic environment of organisms. In addition, some questions will be aimed at solving a practical problem on the type of those faced during the hours of practice.
The methods for attributing the final judgment are based on the number of correct answers, which must be greater than 60% of those proposed.
books
L. Bullini, S. Pignatti, A Virzo De Santo, "Ecologia Generale". UTET
M. L. Cain, W. D. Bowman, S. D. Hacker, “Ecologia”. Piccin Editore.
Krebs "Ecology", Neebo Ed.
mode
The course includes lectures, interactive and supported by Power Point presentations, audiovisuals, with stimulation to deepen specific topics and the choice of potential thesis topics. Propose an understanding of the multidisciplinary, interdisciplinary and integrative nature of the topics covered. Analysis of the ecological processes that regulate the functioning of environmental systems. Case study discussion. Training seminars on specific topics. Critical discussion of scientific articles. Go out into the field.
classRoomMode
Attendance to the course is not compulsory
bibliography
Tamagnini, D., Canestrelli, D., Meloro, C., Raia, P., Maiorano, L., 2021. New Avenues for Old Travellers: Phenotypic Evolutionary Trends Meet Morphodynamics, and Both Enter the Global Change Biology Era. Evolutionary Biology 48: 379-393.
Zampiglia M., Bisconti R., Maiorano L., Aloise G., Siclari A., Pellegrino F., Martino G., Pezzarossa A., Chiocchio A., Martino C., Nascetti G. & D. Canestrelli, 2019. Drilling down hotspots of intraspecific diversity to bring them into on-ground conservation of threatened species. Frontiers in Ecology and Evolution 7: 205.
Bisconti R., Porretta D., Arduino P., Nascetti G. & D. Canestrelli, 2018. Hybridization and rampant mitochondrial introgression among fire salamanders in peninsular Italy. Scientific Reports 8: 13187.
Arntzen J.W., de Vries W., Canestrelli D. & I. Martínez-Solano, 2017. Hybrid zone formation and contrasting outcomes of secondary contact over transects in common toads. Molecular Ecology 26: 5663-5675.
Bisconti R., Canestrelli, D. Tenchini R., Belfiore C., Buffagni A. & G. Nascetti, 2016. Cryptic diversity and multiple origins of the widespread mayfly species group Baetis rhodani (Ephemeroptera: Baetidae) on northwestern Mediterranean islands. Ecology and Evolution 6: 7901-7910.
General Ecology - The historical development of ecology; Ecology and its domain; Current state of ecological research in Italy. Ecology of the interactions between organisms and the physical environment: Conditions; Spatial and temporal variations; Adaptations in response to variations in environmental conditions; Limiting factors; Tolerance ranges; Environmental optima; Biological rhythms - climatic factors.
Evolutionary Ecology - Genetic analysis of populations; Hardy-Weinberg's law; Genetic variability; Evolutionary forces (mutation, selection, gene flow, genetic drift); inbreeding; Wahlund effect; Balanced polymorphisms; Linkage disequilibrium; supergenes; Genetic divergence; Species concept; Reproductive isolation mechanisms; Speciation mechanisms; Hybrid zones and reinforcement; Sibling species; Biodiversity at the genetic level.
Population ecology - Demography and dynamics: population structure and growth; Demographic parameters; Demographic tables; Intrinsic growth rate - numerical regulation of populations; Density dependent and independent factors; Exponential growth; environmental carrying capacity - logistic growth curve. Interspecific interactions: symbiosis; commensalism; inquilinism; antibiosis; parasitism; adaptations to parasitic life; coevolution; predation - adaptations to predation; cryptism; mimicry; intraspecific competition; interspecific competition; ecological niche; Principle of competitive exclusion; character displacement; r and K selection.
examMode
The assessment test is oral and will contain a series of questions aimed at ascertaining the student's theoretical knowledge on the interpretation of the mechanisms that determine the distribution, abundance and relationships with the biotic and abiotic environment of organisms. In addition, some questions will be aimed at solving a practical problem on the type of those faced during the hours of practice.
The methods for attributing the final judgment are based on the number of correct answers, which must be greater than 60% of those proposed.
books
L. Bullini, S. Pignatti, A Virzo De Santo, "Ecologia Generale". UTET
M. L. Cain, W. D. Bowman, S. D. Hacker, “Ecologia”. Piccin Editore.
Krebs "Ecology", Neebo Ed.
mode
The course includes lectures, interactive and supported by Power Point presentations, audiovisuals, with stimulation to deepen specific topics and the choice of potential thesis topics. Propose an understanding of the multidisciplinary, interdisciplinary and integrative nature of the topics covered. Analysis of the ecological processes that regulate the functioning of environmental systems. Case study discussion. Training seminars on specific topics. Critical discussion of scientific articles. Go out into the field.
classRoomMode
Attendance to the course is not compulsory
bibliography
Tamagnini, D., Canestrelli, D., Meloro, C., Raia, P., Maiorano, L., 2021. New Avenues for Old Travellers: Phenotypic Evolutionary Trends Meet Morphodynamics, and Both Enter the Global Change Biology Era. Evolutionary Biology 48: 379-393.
Zampiglia M., Bisconti R., Maiorano L., Aloise G., Siclari A., Pellegrino F., Martino G., Pezzarossa A., Chiocchio A., Martino C., Nascetti G. & D. Canestrelli, 2019. Drilling down hotspots of intraspecific diversity to bring them into on-ground conservation of threatened species. Frontiers in Ecology and Evolution 7: 205.
Bisconti R., Porretta D., Arduino P., Nascetti G. & D. Canestrelli, 2018. Hybridization and rampant mitochondrial introgression among fire salamanders in peninsular Italy. Scientific Reports 8: 13187.
Arntzen J.W., de Vries W., Canestrelli D. & I. Martínez-Solano, 2017. Hybrid zone formation and contrasting outcomes of secondary contact over transects in common toads. Molecular Ecology 26: 5663-5675.
Bisconti R., Canestrelli, D. Tenchini R., Belfiore C., Buffagni A. & G. Nascetti, 2016. Cryptic diversity and multiple origins of the widespread mayfly species group Baetis rhodani (Ephemeroptera: Baetidae) on northwestern Mediterranean islands. Ecology and Evolution 6: 7901-7910.
119009 - DENDROECOLOGY
GIANLUCA PIOVESAN
Second Semester
6
AGR/05
Learning objectives
LEARNING OBJECTIVES
The aim of the course is to provide the knowledge necessary for the identification, biology, and ecology of Italian tree species. Particular attention will be paid to the ontogenetic cycle of trees and the state and dynamics of forest populations with insights related to the naturalness of ecosystems (old forests, managed forests, degraded forests), the dynamics of forest vegetation, and the impact of climate change. Alternative management practices of forest populations will be analyzed from a structural, compositional and functional perspective, taking into account the impacts and the ecological processes involved. In particular, the study of the forest dynamics will be faced in the light of both theoretical and practical aspects of the dendroecological methods, in order to provide the student with applied skills for the monitoring of the resistance and resilience of forests to natural and anthropogenic disturbance.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: At the end of the course, the student must have acquired the ability to apply the criteria of taxonomic identification of trees of forest interest and be able to understand the environmental needs and the bio-ecological role of each species in the dynamism of forest populations.
2) Applying knowledge and understanding: At the end of the course, the student will be able to identify the different tree species typical of distinct landscapes. Moreover, the student will possess the ability to discuss the status and dynamics of forest ecosystems by applying the dendroecological method.
3) Making judgements: At the end of the course, the student will be able to assess the conservation level of forest ecosystems by interpreting the past dynamics, and to infer future scenarios also in the light of anthropic pressures.
4) Communication skills: The student will acquire an appropriate dendrological and dendroecological vocabolary to communicate effectively with all stakeholders concerned with the theme of nature conservation and sustainable use of natural resources.
5) Learning skills: During the course, the student will be encouraged to develop autonomy of judgment and ability to learn independently through direct involvement in classroom activities and exercises.
General part
Bases of nomenclature and evolution. Concept of species. Diagnostic characters for the identification of forest taxa: the habitus, the posture, the bark, the leaf apparatus, the reproductive apparatus. Variability of diagnostic characters. Hybridization in forest trees. Classifications based on morphology and on a molecular basis. Growth and development of trees. Phenological cycles. Predetermined and indeterminate growth. Reproductive cycles in temperate forests. The longevity of forest trees.
Bioclimatology and forest ecoregions. Biodiversity in forest ecosystems. Succession processes and structuring dynamics of forest stands. Principles and practice of dendroecology. Environmental gradients and climate changes. Old-growth forests and natural levels. Monumental trees and their role in the landscape and nature conservation.
Special part
Dendrology: monographic treatment of species of forest interest in Europe: taxonomy, habitus, chorology, habitat, cenology, xylology and traditional uses.
Taxus baccata, Cedrus spp., Larix decidua, Picea abies, Abies alba, Mediterranean firs, Pinus halepensis, P. pinea, P. pinaster, P. nigra, P. heldreichii, P. silvestris, P. mugo, P. uncinata P cembra, Cupressus sempervirens, Juniperus spp., Fagus sylvatica, Castanea sativa, Quercus ilex, Q. coccifera, Q. suber, Q. cerris, Q. macrolepis, Q. trojana, Q. frainetto, Q. pubescens, Q. petraea , Q. robur, Carpinus betulus, C. orientalis, Ostrya carpinifolia, Corylus avellana, Betula pendula, B. pubescens, Alnus cordata, A. glutinosa, A. incana, A. viridis, Populus alba, P. canescens, P. tremula , P. nigra, Salix caprea, S. alba, S. eleagnos, Ulmus minor, U. glabra, Celtis australis, Juglans regia, Tilia cordata, T. platyphyllos, Acer pseudoplatanus, A. platanoides, A. lobelii, A. opalus , A. campestre, A. monspessulanum, Fraxinus ornus, F. excelsior, F. angustifolia, Laburnum anagyroides, Cercis siliquastrum, Ceratonia siliqua, Sorbus torminalis, S. domestica, S. aria, S. aucuparia, Prunus aviu m, Pyrus pyraster and Malus sylvestris.
THE MEDITERRANEAN macchia: distribution, physiognomy, and composition in the main ecological areas (thermo-Mediterranean and meso-Mediterranean region), evolutionary and recessive dynamics
examMode
The level of learning achieved and the relative ability to communicate it are monitored through questions and discussions during lectures and field and laboratory exercises. In particular, the exercises constitute a fundamental moment of involvement of the students who are called to draw up a technical-scientific report based in part on group work and, therefore, on subsequent in-depth studies conducted during the study and personal application phase. This report also contributes to the assessment of the skills acquired in the area of communication.
In the oral test for the attribution of the final grade the acquired level of knowledge, skills and competence will be evaluated with particular reference to the critical understanding of principles and theories of tree biology and ecology. In particular, the acquisition by the student of the ability to apply in concrete cases - derived for example from dendroecological activities and collections of herbarium samples in the field - the concepts and methods acquired for the taxonomic identification of tree species and dendroecological monitoring through reasoning will be verified. Analysis and synthesis will be evaluated in relation to the knowledge acquired on the biology and ecology of trees. The exam includes the evaluation of a herbarium of at least 20 tree species that must be prepared by each student. The student must have correctly identified at least 18 species. The student who has not drawn up the herbarium is given 5 samples of taxa belonging to the species of the program; in this case, the student must have correctly identified at least 4 samples.
The oral exam includes at least three-course topics, one of which will be chosen by the student.
books
In-depth teaching material for the lessons available on the Moodle platform.
Gellini R. Grossoni P. - Forest botany, Cedam
Trees in Lazio. CD provided by the teacher.
Websites (Acta plantarum).
mode
The course consists of lectures, field exercises, and laboratory activities. In particular, the field exercises constitute a fundamental moment of involvement of the students who are called to active participation during the excursions and, therefore, to draw up an herbarium based in part on group work and in-depth studies conducted during the study phase and personal application. The course also includes dendroecological laboratory activities carried out on wood samples collected in the forest stands during excursions.
classRoomMode
Though recommended, attendance to lessons is optional
bibliography
Scientific articles available on the Moodle platform
120387 - CARTOGRAPHY AND HYDROLOGY
-
12
-
-
Learning objectives
GENERAL LEARNING OBJECTIVES
The course has as its fundamental objective the transmission of the basic concepts for the representation of geographic information, as well as information concerning the hydrologic cycle, by means of the application of basic computer tools. The hydrologic cycle and its interconnections with natural processes and environmental matrices, and the representation of geographic information useful for the management of Nature and the environment, are key topics of the course, that is structured in two modules.
Module A: Cartography
LEARNING OBJECTIVES
To acquire knowledge and techniques for the representation of geographic information as well as for managing spatial data of interest for Natural and Environmental Sciences.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: Knowledge of the concepts and tools for the representation of Earth surface. Knowledge of the process of maps representation. Knowledge of Geographic Information Systems (GIS) for analysing and making thematic cartography.
2) Applying knowledge and understanding: Ability to analyse map data and building thematic cartography in the GIS environment.
3) Making judgements: Ability to make maps using freeware software informatic. Ability to collect, organize and process natural and environmental data.
4) Communication skills: Ability to explain the results of the analyses and ability to interact with technicians and professional figures.
5) Learning skills: Ability to delve into different natural and environmental contexts. Ability to apply methods and techniques in different natural and environmental situations.
Module B: Hydrology
LEARNING OBJECTIVES
The course aims to provide students with knowledge of hydrological processes to understand and manage issues related to the hydrological cycle. Three primary objectives can be identified:
• Understanding Hydrological Phenomena: The course will delve into the properties of precipitation and the dynamics of river flood formation.
• Comprehending and Learning the Concept of Design Flow: This central learning objective forms the basis of most hydraulic design projects.
• Learning and Applying the Rational Formula: This objective focuses on a modeling approach with practical rather than phenomenological applications.
In addition to the three main objectives, students will also develop some soft skills related to the course topics, including basic computer tools (spreadsheets, GIS).
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: Students will be encouraged to understand hydrological processes (precipitation and flows) through various approaches, including traditional theoretical methods and direct comprehension and analysis (real-time monitoring of phenomena, illustrative videos, online research).
2) Applying knowledge and understanding: Concepts with a more technical and practical aspect (design flow and the Rational Formula) will be reinforced through both traditional exercises and project-based tasks (small independent reports).
3) Making judgements, Communication Skills, and Learning skills: These skills will be developed by analyzing precipitation-flow phenomena observed by students in real-time through institutional websites dedicated to hydrological monitoring. Students will be required to draft a report analyzing a precipitation-flow event (communication skills) to support the hypotheses they formulate regarding the evolution of the observed phenomenon.
HYDROLOGY
SALVATORE GRIMALDI
Second Semester
6
AGR/08
Learning objectives
Module B: Hydrology
LEARNING OBJECTIVES
The course aims to provide students with knowledge of hydrological processes to understand and manage issues related to the hydrological cycle. Three primary objectives can be identified:
• Understanding Hydrological Phenomena: The course will delve into the properties of precipitation and the dynamics of river flood formation.
• Comprehending and Learning the Concept of Design Flow: This central learning objective forms the basis of most hydraulic design projects.
• Learning and Applying the Rational Formula: This objective focuses on a modeling approach with practical rather than phenomenological applications.
In addition to the three main objectives, students will also develop some soft skills related to the course topics, including basic computer tools (spreadsheets, GIS).
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: Students will be encouraged to understand hydrological processes (precipitation and flows) through various approaches, including traditional theoretical methods and direct comprehension and analysis (real-time monitoring of phenomena, illustrative videos, online research).
2) Applying knowledge and understanding: Concepts with a more technical and practical aspect (design flow and the Rational Formula) will be reinforced through both traditional exercises and project-based tasks (small independent reports).
3) Making judgements, Communication Skills, and Learning skills: These skills will be developed by analyzing precipitation-flow phenomena observed by students in real-time through institutional websites dedicated to hydrological monitoring. Students will be required to draft a report analyzing a precipitation-flow event (communication skills) to support the hypotheses they formulate regarding the evolution of the observed phenomenon.
Hydrological Cycle. Meteorology (basic notions): Precipitation genesis. Meteorological Maps (GFS – 850Hp). Quantitative characterization of main hydrological phenomena.
Rainfall measurements and instrumentations. Discharge definition, measurements and instrumentations. Rating curve.
Watershed and flood definition.
Return Period, definition and estimation. Basic notions of statistical methods for return period estimation.
Design peak discharge, Rational formula, concentration time.
Rainfall analysis for applying the rational formula: IDF curves.
examMode
Three oral questions will allow to understand if the student reaches the course aim.
Students will have the opportunity to prepare a report including the results of the exercise lab project to be discussed during the exam.
LEARNING OBJECTIVES
The course is aimed at students with basic knowledge of English grammar and vocabulary, and aims to consolidate them and develop language and communication skills and competences at pre-intermediate level (level B1 in the Common European Framework of Reference for Languages - CEFR).
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: The learner is able to know and understand the topics related to the syntax and vocabulary of the English language for a B1 level, which concern the structures to be used in everyday communication. He/she is also able to understand the key points of topics relating to their specific field of study.
2) Applying knowledge and understanding: The learner is able to interact with ease, without errors and misunderstandings, in everyday situations where the language of communication is English. He/she is able to use the tools and vocabulary learned related to their field of study.
3) Making judgements: the learner is able to independently deepen, through information and communication technologies, what he/she has learnt with regard to everyday aspects of language use but especially with regard to knowledge acquired in his/her specific field of study.
4) Communication skills: the learner has acquired the ability to produce written texts, in a clear and complete manner, on topics of everyday life but also on subjects related to their specific field of study.
5) Learning skills: The learner is able to act independently to deepen and integrate the knowledge acquired during the course, expanding the specialised lexicon, writing and communication strategies to be implemented in an English language conversation.
LEARNING OBJECTIVES
The course introduces and deepens the concepts and main experimental approaches on the chemical aspects of environmental monitoring through the knowledge and practice of the main instrumental methods for the qualitative and quantitative chemical analysis of organic and inorganic substances present in the environment. Knowledge will focus in particular on chemical monitoring of water and soil. To build a theoretical and applicative competence on the chemical aspects of environmental monitoring.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: the knowledge will concern in particular the chemical monitoring of superficial water and soil;
2) Knowledge and comprehension skills applied: part of the course will be dedicated to carrying out practical exercises from an applicative applicative point of view, simulating real situations;
3) Autonomy of judgment: knowledge and practical application will allow autonomy of judgment and planning skills;
4) Communication skills: knowledge and application practice will also be useful in the development of communication skills through the reading and interpretation of the instrumental data obtained;
5) Ability to learn: the ability to learn will be evaluated through exercises concerning theory and interpretation of instrumental data.
MODULE A - CHEMICAL MONITORING
6
CHIM/06
Learning objectives
Module A: Chemical Monitoring
LEARNING OBJECTIVES
The course introduces and deepens the concepts and main experimental approaches on the chemical aspects of environmental monitoring through the knowledge and practice of the main instrumental methods for the qualitative and quantitative chemical analysis of organic and inorganic substances present in the environment. Knowledge will focus in particular on chemical monitoring of water and soil. To build a theoretical and applicative competence on the chemical aspects of environmental monitoring.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: the knowledge will concern in particular the chemical monitoring of superficial water and soil;
2) Knowledge and comprehension skills applied: part of the course will be dedicated to carrying out practical exercises from an applicative applicative point of view, simulating real situations;
3) Autonomy of judgment: knowledge and practical application will allow autonomy of judgment and planning skills;
4) Communication skills: knowledge and application practice will also be useful in the development of communication skills through the reading and interpretation of the instrumental data obtained;
5) Ability to learn: the ability to learn will be evaluated through exercises concerning theory and interpretation of instrumental data.
MODULE B - BIOLOGICAL MONITORING
ADRIANA BELLATI
6
BIO/05
Learning objectives
Module B: Biological Monitoring
LEARNING OBJECTIVES
The general objective of the course is to allow the student to understand the meaning of the use of biological indicators for environmental monitoring. Acquisition of general skills for the use of the biological methodologies provided for by the current legislation on environmental monitoring, in particular that of aquatic systems, through the integral application of a biological index. Another objective is to develop design and execution skills for biological monitoring according to the principles and methods contained in current European and Italian legislation.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: The acquired knowledge will concern the general principles on which biological monitoring activities are based, the methodological processes for the implementation of monitoring campaigns, and the determination of biological indices of environmental quality.
2) Applying knowledge understanding: The application of knowledge will be focused on a methodological study of the indexes currently used to assess the ecological status of environmental matrices, considering in particular soil and inner watercourses, through practical activities in the field and in the laboratory.
3) Making judgements: The ability to formulate independent assessments can be exercised in the interpretation phase of the results, coordinating the heterogeneous data to arrive at motivated judgements.
4) Communication skills: These skills will be developed through the exercise of one's own expression (interventions during the lessons) and in the coordination of group activities.
5) Learning skills: The methodological study can allow the extension of the concepts and practices to the monitoring application to other environmental matrices.
Changes in environmental quality, pollution and environmental monitoring (quality of air, soil, water);
Biological monitoring of air: atmosphere and impacts; bioindicators of air quality; IBL index.
Biological monitoring of soil: soil matrix and impacts; bioindicators of soil quality; QBS index.
In-depth activity: sampling techniques and recognition of pedofauna; determination of the QBS-ar index.
Biological monitoring of costal waters: general aspects and impacts; bioindicators and ecological indices; legal aspects (WFD amd MSD).
Biological monitoring of inland water bodies: general characteristics of inland waters: classification and impacts; biological indices (of diversity, the saprobic system and the biotic indices -BMWP, ASPT, IBE).
The river: self-purifying capacity, metabolic efficiency, river continuum concept, ecological and hydroclimatic factors;
The European Water Framework Directive (2000/60 / EC): typing, different types of monitoring, reference conditions;
The elements of biological quality (EQB): Macroinvertebrates, Macrophytes, Diatoms and Pisces;
In-depth activity: definition of the ecological status of a river course through macrobenthos and the elements of chemical-physical and hydromorphological quality in support; determination of the STAR_ICMi index.
The most recent methodologies for the isolation and the analysis of diagnostic DNA markers for the resolution of the biological diversity for environmental monitoring: sampling techniques, including complex environmental matrices, collection and biological conservation tools.
examMode
Oral exam on principles and general concepts of environmental biomonitoring.
Focus on Water Framework Directive.
Practical test of recognition of benthic macroinvertebrates.
Application of the STAR_ICMi.
In order to passa the exam, the student must be confident with the general principles of biomonitoring. The final mark will be formulate according to the familiarity of the student with concepts and principles of biomonitoring and he/she ability in describing protocols for biomonitoring.
books
Water Framework Directive (2000/60/CE)
IRSA manuals
ISPRA manuals
Atlases and identification cards
The textbooks will be provided by the teacher, who will indicate the links for the retrieval
mode
Lectures (blended modality), field exercises (sampling and separation of organisms), laboratory exercises (taxonomic identification), classroom exercises (application of monitoring indices).
classRoomMode
Attending lessons is not mandatory. Attending exercises (in the field, laboratory, and classroom) is not mandatory but strongly encouraged.
bibliography
See Texts
119718 - CLIMATOLOGY
First Semester
6
GEO/12
Learning objectives
LEARNING OBJECTIVES
The aim of the course is to provide knowledge about the earth's climate on a global and regional scale in order to understand the climatic patterns and for a correct understanding of the dynamics and evolution of natural systems. At the end of the course students will have acquired the knowledge of the climate system thus supporting the understanding of dynamics and evolution of natural phenomena. Students will enrich their knowledge with a critical sense and responsibility, comparing themselves with different sources. They will develop learning skills such as to be able to carry out, autonomously, in-depth analysis of both standard and innovative methodologies for analysing climate phenomena.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: At the end of the course students will have acquired the knowledge of the climate system thus supporting the understanding of dynamics and evolution of natural phenomena. Students will enrich their knowledge with a critical sense and responsibility, comparing themselves with different sources. They will develop learning skills such as to be able to carry out, autonomously, in-depth analysis of both standard and innovative methodologies for analysing climate phenomena.
2) Applying knowledge and understanding: Through lectures, practical activities in the field and laboratory activities in the computing room, students will acquire ability for collecting, processing and analysing (through statistical methods) meteorological and oceanographic data to extract climatological information. Students will have to acquire adequate skills in instrumental techniques, analysis and interpretation of the main meteo-oceanographic parameters, in order to analyse the Global Change scenario using a multidisciplinary approach.
3) Making judgements: At the end of the training, students must be able to evaluate and face the causes and effects of Climate Change with adequate skills, competences and critical sense by using meteo-oceanographic data (coming from in-situ measures, remote sensing imageries, numerical models) at global and regional scale.
4) Communication skills: Students must be able to master the arguments provided during the course with an appropriate scientific language.
5) Learning skills: Students must be able to apply the knowledge acquired, during the lectures and field/laboratory activities, to the study of Global Change and to autonomously study the main aspects of climatology.
LEARNING OBJECTIVES
The objectives of the course are the comprehension of the main hydrogeological processes for the management and protection of groundwater resources. Students will be introduced to the understanding of how water gets into the ground (recharge), how it flows in the subsurface (through aquifers), how groundwater interacts with the surrounding soil and rock (the geology) and how flows out in different ways (different kinds of springs). For the understanding of these processes the hydrogeological features, interaction between surface water and groundwater and chemical-physical parameters will be analysed in the framework of protection and sustainable management of water resources.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: At the end of the training activity the student will acquire knowledge about the main hydrogeological features of rocks and soils, about the mechanisms governing groundwater flow circulation and distributions and about water quality. The student will be also able to classify different types of aquifer and spring categories, and he/she will be able to analyse the relationship between groundwater and other water bodies (rivers, lakes, sea, etc.). The student will be able to understand the principle of sustainable exploitation and vulnerability of groundwater also in the framework of current legislation.
2) Applying knowledge and understanding: At the end of training activity, the student must demonstrate to be able to: read and analyze a hydrogeological map; critically analyse hydrodynamic aquifer parameters, carry out a piezometric map also defining the main features, classify waters basing on their chemical-physical characteristics, the student must be able to evaluate vulnerability and degree of exploitation of groundwater resources.
3) Making judgements: The student through the topics discussed during the course and during cartographic, numerical, and practical exercises will be able to make an individual judgment about groundwater flow circulation, groundwater quality and and degree of exploitation, dealing with different settings and environments concerning many aspects about the hydrogeology of an area.
4)Communication skills: The student will acquire an appropriate technical language both during theoretical lessons and tutorial activities, necessary to interact with specialists involved in analyses, management and planning of activities in hydrogeological and environmental fields. The communication skills will be verified during class discussions and the oral examination.
5) Learning skills: The student must demonstrate to be able to analyse hydrogeological features of a territory even if the settings are different from those considered during classes. The student mut also be able to define the key hydrogeological features of an environment useful to protect, monitor and correct manage groundwater resources.
Introduction: The concept of Hydrogeology, the importance of groundwater as fundamental resource for human and for the environment.
Groundwater in the subsoil and Aquifer properties: study of groundwater distribution and movement in the unsaturated and saturated zone; definition of the main hydrogeological properties (porosity, hydraulic conductivity, transmissivity, specific yield) and how they can influence groundwater circulation; the Darcy Law and estimation of flow rate; Aquifer classification.
Aquifer recharge and interaction with different water bodies: the concept of continuous circulation of water in the Earth-atmosphere system (hydrological cycle), hydrological water balance and definition of recharge, infiltration, evapotranspiration and runoff; construction and interpretation of piezometric maps, definition of groundwater flow direction, hydraulic gradient and relationship between surface and groundwater; spring classification; study of the relationship between fresh and seawater in coastal environments (Ghyben- Herzberg Law); groundwater chemistry, elements of water-rocks interaction, geochemical classification of groundwater (Chebotarev, Schoeller and Piper Diagrams); definition of groundwater origin through groundwater isotopes.
Groundwater and anthropogenic activities: different ways for groundwater exploitation and purpose (drinking water exploitation, irrigation, thermal use, dewatering, etc); the utility of pumping tests to gain different aquifer properties; aquifer contamination occurrence, definition of the main classes of pollutants, basic elements of contaminant transport in groundwater; the concept of aquifer vulnerability and brief description of implemented methods to assess the vulnerability, groundwater resource protection principle in accordance with the regulation.
examMode
The oral exam will consist of discussion about the topics of the course programme examined during theoretical and practical classes. It will assess the ability to apply theoretical concepts, analytical skills, synthesis skills, critical thinking, making judgments and as well as communication skills. The oral exam will last about 30 minutes.
The exam evaluation will be based on the practical and oral exams results, with a score awarded out of thirty according to the "Regolamento didattico di Ateneo".
books
Pietro Celico (2003) – Elementi di Idrogeologia – Liguori Editore
Massimo Civita (2005) – Idrogeologia applicata ed ambientale
Slides and additional material provided by the teacher during the course.
mode
For the course are scheduled: 5 CFU (40 hours) of lectures and 1 CFU (8 hours) of practical training (cartographic, numerical and in the field).
classRoomMode
The attendance is not mandatory but is highly recommended.
bibliography
See suggested books.
Additional scientific papers useful for the deepening of course's topics.
18448 - INTERNSHIP
First Semester
3
OPTIONAL GROUP
-
-
-
-
GEOPEDOLOGY
SIMONE PRIORI
6
AGR/14
Learning objectives
LEARNING OBJECTIVES
The main objective of the teaching is to provide the knowledge required to interpret the genesis and evolution of a soil and its connection to the landscape. The basis for understanding soil formation processes and their relationships with environmental (climate, geology, morphology) and anthropic (land use and management) factors will be provided. The student will learn the basics of understanding the spatial distribution of soils and their temporal evolution within the landscape, by means of practical examples of soil map interpretation and soil-landscape reading.
EXPECTED LEARNING RESULTS
1) Knowledge and understanding: The student will have to demonstrate that he/she has learnt and understood the main aspects of soil science, i.e. (i) the chemical, physical and hydrological characteristics of soils; (ii) the recognition and characterisation of soil horizons, as well as the recognition of the pedogenetic processes; (iii) the pedogenetic factors influencing the evolution of a soil and the distribution of major soil types in the world; (iv) the principles of soil taxonomy and soil mapping; (v) the ecosystem functions of soil and the risks of degradation to which it is subject.
2) Applying knowledge and understanding: The student will be able to use acquired knowledge to: i) describe the main characteristics of a soil profile and the associated pedogenetic processes, understanding the links between environmental characteristics and chemical-physical and hydrological characteristics; ii) understand the location of a certain soil type within a landscape and its geographical limits related to variations in pedogenetic factors; iii) understand and quantify the forms of soil degradation (e.g. erosion, compaction)
3) Making judgements: the student must be able to independently recognise a certain soil type and the soil processes present. He/she must also know how to set up a soil survey and a description of a soil profile or augering, as well as interpret a soil map or a soil description and analysis data.
4) Communication skills: The student should have the ability to explain the acquired knowledge in a simple and comprehensive manner, also trying to link the basics of mineralogy-chemistry and soil physics, with more complex topics such as ecosystem services and forms of soil degradation.
5) Learning skills: The student is expected to refer to the teaching syllabus and lecture schedule of the course, delving into the various topics addressed through the handouts provided by the lecturer, consultation of recommended texts and publications of national and international relevance.
Physico-chemical, biological and hydrological characteristics of soils.
Pedogenetic factors (climate, lithology, morphology, time, and biota, including humans).
The main forms of the landscape (karst, glacial, river, slope, structural) that guide the distribution and evolution of soils
Pedogenetic processes that drive the development of soil horizons.
Soil profile and genetic horizons.
International classification of soils and distribution of soils in the world.
The soil survey and the interpretation of a profile.
Soils as an archive of the past: paleopedology
Recognize and study paleosols and relict soils, witnesses of different environmental conditions of the past and important indicators of climate change.
examMode
Interview on the topics covered during the course
books
- Pedologia applicata. Simone Priori, ed.Youcanprint, ISBN 9791222781334.
- Lecture notes by the teacher
mode
Lectures and exercises in the field and in the laboratory
classRoomMode
Presence recommended, especially during exercises
bibliography
- FAO-IUSS (2015). World Reference Base for Soil Resources, World Soil Resources, n.106.
- Soil Science Division Staff. 2017. Soil survey manual. C. Ditzler, K. Scheffe, and H.C. Monger (eds.). USDA Handbook 18. Government Printing Office, Washington, D.C.
- Tabor, N. J., & Myers, T. S. (2015). Paleosols as indicators of paleoenvironment and paleoclimate. Annual Review of Earth and Planetary Sciences, 43, 333-361.
GOVERNANCE OF THE ENVIRONMENT
GIANLUCA PIOVESAN
6
AGR/05
Learning objectives
LEARNING OBJECTIVES
The course aims to provide knowledge and skills on environmental governance in a multidisciplinary perspective based on the integration of regulatory instruments and successful solutions with the aim of reaching that level of cultural and scientific depth Necessary to provide the graduate with the ability to contribute concrete responses to the ongoing environmental crisis. The central theme is therefore effective nature-based solutions for ecological transition in line with the Sustainable Development Goals, promoted by the 2030 Agenda, and other agreements/strategies for the protection of the global or continental environment, as the Green New Deal.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: The student, during the course, will acquire the theoretical knowledge to understand and address complex problems in environmental governance through an analysis of anthropogenic factors responsible for the environmental crisis and regulatory solutions implemented for a sustainable future. Particular emphasis will be given to the analysis of the dynamics of propagation of anthropogenic disturbance factors and solutions to limit their impact between the different geographical scales, from global to local, and vice versa.
2) Applying knowledge and understanding: These skills will be pursued through an integrated teaching process involving theoretical lectures, case studies and laboratory activities in classrooms equipped for exercises. In particular, the student will be able to understand and apply in concrete cases the sector legislation with particular reference to biodiversity conservation, climate mitigation and sustainable use of natural resources.
3) Making judgements: The student will be introduced to complex contexts of governance of territory, including problems that are difficult or impossible to solve, as the underlying requirements for their solution are contradictory, incomplete and constantly changing (Wicked problems).
4) Communication skills: The student will acquire skills aimed at involving citizenship in the governance of the territory. These skills will be developed through the writing of reports and/or projects to be presented during the examination.
5) Learning skills:
The student will acquire competence in using an active methodology aimed at creating a favorable teaching environment-Learning also through the conscious use of digital technologies such as Scopus and Scholar to develop the student’s lifelong learning skills.
LEARNING OBJECTIVES
The aim of the course is to provide the student with the knowledge necessary to understand the impact of global changes on the functioning of ecosystems and to design restoration projects. The student will acquire the ability to recognize the level of naturalness of ecosystems (eg old-growth forests, managed forests, degraded forests), to monitor the impact of climate change or other degradation factors such as alien species. At the end of the course, the student will have acquired knowledge of the main factors responsible for Global Change. He will also have developed skills and competencies in assessing the level of naturalness of terrestrial ecosystems and their functionality in the face of climate change. Finally, he will be able to understand the role of rewilding in the ecological transition by developing skills and competencies in measuring the contribution of these territories in mitigating climate change and combating the loss of biodiversity.
During the course, students will be stimulated to develop independent judgment through exercises on real cases of rewilding and communication skills with specific reference to the issues of global changes with the aim of developing skills in planning interventions to conserve and restore biodiversity.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: At the end of the training activity, the student will have acquired knowledge of the main factors responsible for the environmental crisis in progress on different scales from global to local. It will also be able to understand the role of rewilding in ecological transition. He will also gain knowledge of the principles of the dendroecological method.
2) Applying knowledge and understanding: At the end of the training activity, the student will be able to: know the basic terminology used to deal with the ecology of global change and understand the texts on this subject; To understand the different factors influencing global change and their impact on the composition, structure and functionality of ecosystems and populations; To know strategies for adapting or mitigating global change from the macro-ecological scale to the local scale. He will also be able to apply knowledge and understanding in analyzing the different factors of global change, assess their impact on ecosystems and then propose solutions to regenerate natural processes.
3) Making judgements: At the end of the training activity, the student will be able to make a judgment on the natural state of ecosystems by evaluating the impact of global changes in order to propose solutions to remove or reduce the impact of man in the context of governance for nature.
4) Communication skills: The student will acquire the ability to effectively communicate issues related to the environmental crisis in place motivating the solutions necessary for nature conservation and sustainable use of natural resources.
5) Learning skills: During the course, students will be encouraged to develop autonomy of judgment and ability to learn independently through direct involvement in classroom activities and exercises. In the field of judgement, he will learn to make scientific assumptions to help find effective solutions to environmental crises. During the course, the student will be guided in the research and analysis of the latest scientific literature on the subject with the aim of stimulating the development of learning ability.
Impact of global change on the ecosystem with a special focus on forest communities
International environmental policy: convention on biological diversity, Agenda 2030 - the sustainable development goals -, Unesco (world heritage e MAB reserves), WHO’s one health framework, UNFCCC and the Paris agreement, the European green new deal: from farm to fork, EU Biodiversity strategy for 2030, Eu Forest Strategy, Eu Forest Strategy, Nature restoration law; Unesco World heritage sites
Conservation planning and actions for ecological transition: sustainable use of natural resources, restoration ecology, area-based conservation, rewilding,
examMode
The level of learning achieved and the relative ability to communicate it are monitored through questions and discussions during the lectures and the practical activities in the field and in the laboratory. In particular, the exercises are a fundamental moment of involvement of the students who are called to draw up a report partly on group work and, therefore, on subsequent insights conducted during the phase of the study and personal application.
In the oral test for the assignment of the final grade, the acquired level of knowledge, skills, and competence will be evaluated with particular reference to the critical understanding of the impact of global changes on ecosystems and of the possible solutions to mitigate the impact of climate change, conserve biodiversity and ecosystem services. In particular, the student's acquisition of the ability to apply in concrete cases - derived for example from exercises and the GIS laboratory - the concepts and methods acquired to monitor the impact of global change on ecosystems and propose effective solutions for the transition will be verified ecological.
The oral exam involves a discussion of the report, with in-depth analysis of at least three course topics, one of which can be chosen by the student
books
The didactic material consisting of slides and scientific articles will be available on the Moodle platform
mode
Classroom lessons, laboratory activities, field trips
classRoomMode
Though recommended, attendance to lessons is optional
bibliography
Perino, A., Pereira, H. M., Navarro, L. M., Fernández, N., Bullock, J. M., Ceaușu, S., ... & Wheeler, H. C. (2019). Rewilding complex ecosystems. Science, 364(6438), eaav5570.
Pettorelli, N., Durant, S. M., & Du Toit, J. T. (Eds.). (2019). Rewilding. Cambridge University Press.
CONSERVAZIONE DELLE BIODIVERSITA'
GIOVANNI POLVERINO
6
BIO/07
Learning objectives
LEARNING OBJECTIVES
The course aims at providing the students with a broad and scientifically correct understanding of the structure of biodiversity, the mechanisms that generate and maintain it, and the human-induced effects that threaten its persistence over time. Since the levels of biodiversity organisation are highly interdependent with one another and cascading effects are typically associated with human impacts, the course aims to develop students' abilities to make connections across multiple levels. To this end, the lectures are structured in a theoretical part and a practical one that involves, for example, the examination of numerous case studies.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: The students will acquire advanced knowledge on the management strategies to deal with various problems that impact biodiversity. This objective is reflected in the organization of the program, which requires students to comprehend the hierarchical scale of biodiversity organization, from the genetic level to population and species up to the ecosystem and global levels.
2) Applied knowledge and understanding: The knowledge acquired will be applied to the ecological mechanisms that allow evaluating the state and functioning of ecosystems and biodiversity. Comprehension abilities will be stimulated by encouraging students to deal with complex and multi-scale disciplines and problems.
3) Making judgements: The interdisciplinary and multilevel nature of this course, including the analyses of the case studies that will be discussed during the lectures and the field work, will allow students to fuel their ability to formulate independent evaluations and bridge across different concepts.
4) Communication skills: These skills will be developed by stimulating interventions during the lectures and in the coordination of the group activities, including Journal Clubs, and refined during field exercises.
5) Learning skills: The concepts that the students will learn during the course, and their connections, will stimulate a “learning-by-reasoning” process, essential to fully understand the ecological mechanisms involved in impacts identification and mitigation.
LEARNING OBJECTIVES
The aim of the course is to deepen the understanding of the most important evolutionary theories, the mechanisms of evolutionary change, and the significance of both historical and contemporary evolutionary processes in generating and shaping the structure of biological diversity at all levels of organization. Additionally, knowledge will be provided on the applications of evolutionary biology principles and methods to fields such as natural resource exploitation and management, nature conservation, climate change biology, invasion biology, medicine, and agriculture.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: Understand how evolutionary processes operate and interact over time and space, influencing biodiversity and species adaptation.
2) Applyng knowledge and understanding: (a) Apply evolutionary analysis methods and tools to interpret biological data, such as phylogenetic analyses and population genetics studies; (b) develop the ability to design and conduct experiments to test evolutionary hypotheses, analyzing and interpreting the results obtained.
3) Making judgements: The knowledge and practical application will enable critical evaluation of different evolutionary theories and the scientific evidence supporting them.
4) Communication skills: The knowledge and practical application will also provide the means to clearly and effectively communicate evolutionary biology concepts and experimental results to both specialist and non-specialist audiences, using appropriate communication tools, including scientific articles, oral presentations, and posters.
5) Learning skills: Learning ability will be assessed through exercises and presentations of scientific work, demonstrating the level of understanding of the topics covered and the ability to adapt and integrate new knowledge and emerging techniques in the field of evolutionary biology.
BIOGEOGRAPHY
ANDREA CHIOCCHIO
6
BIO/07
Learning objectives
Module A: Biogeography
LEARNING OBJECTIVES
The course aims to provide basic knowledge about the main patterns of geographic distribution of organisms, from the global scale to the landscape scale, as well as the main historical processes involved in the formation and spatial-temporal evolution of these patterns. Emphasis will also be placed on the practical applications of the discipline, particularly in the fields of biodiversity management and conservation in both continental and insular contexts, environmental assessment, sustainable resource use, landscape planning, and public health.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: By the end of the course, students will acquire knowledge on what determines the distribution of animal and plant species. They will also be able to analyze species distribution patterns, linking them to the main biogeographic and evolutionary processes involved in their formation. Finally, they will know the distribution of some of the main endemisms on a global scale.
2) Applying knowledge and understanding: By the end of the course, students must demonstrate: (a) knowledge of the classification of biogeographic regions; (b) knowledge of the most important endemisms of these regions; (c) recognition of the main processes determining species distribution; (d) formulation of questions and design of an experimental biogeographic analysis.
3) Making judgements: By the end of the course, students will be able to formulate a judgment on the biogeographic and evolutionary processes involved in determining the distribution of animal and plant species.
4) Communication skills: Students will acquire appropriate language for various aspects of biogeography and will be able to communicate the knowledge acquired.
5) Learning skills: Students must be able to independently develop coherent reasoning to identify distribution patterns and independently analyze the main processes involved.
LEARNING OBJECTIVES
The aim of the course is to deepen the understanding of the most important evolutionary theories, the mechanisms of evolutionary change, and the significance of both historical and contemporary evolutionary processes in generating and shaping the structure of biological diversity at all levels of organization. Additionally, knowledge will be provided on the applications of evolutionary biology principles and methods to fields such as natural resource exploitation and management, nature conservation, climate change biology, invasion biology, medicine, and agriculture.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: Understand how evolutionary processes operate and interact over time and space, influencing biodiversity and species adaptation.
2) Applyng knowledge and understanding: (a) Apply evolutionary analysis methods and tools to interpret biological data, such as phylogenetic analyses and population genetics studies; (b) develop the ability to design and conduct experiments to test evolutionary hypotheses, analyzing and interpreting the results obtained.
3) Making judgements: The knowledge and practical application will enable critical evaluation of different evolutionary theories and the scientific evidence supporting them.
4) Communication skills: The knowledge and practical application will also provide the means to clearly and effectively communicate evolutionary biology concepts and experimental results to both specialist and non-specialist audiences, using appropriate communication tools, including scientific articles, oral presentations, and posters.
5) Learning skills: Learning ability will be assessed through exercises and presentations of scientific work, demonstrating the level of understanding of the topics covered and the ability to adapt and integrate new knowledge and emerging techniques in the field of evolutionary biology.
LEARNING OBJECTIVES
The aim of the course is to deepen the understanding of the most important evolutionary theories, the mechanisms of evolutionary change, and the significance of both historical and contemporary evolutionary processes in generating and shaping the structure of biological diversity at all levels of organization. Additionally, knowledge will be provided on the applications of evolutionary biology principles and methods to fields such as natural resource exploitation and management, nature conservation, climate change biology, invasion biology, medicine, and agriculture.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: Understand how evolutionary processes operate and interact over time and space, influencing biodiversity and species adaptation.
2) Applyng knowledge and understanding: (a) Apply evolutionary analysis methods and tools to interpret biological data, such as phylogenetic analyses and population genetics studies; (b) develop the ability to design and conduct experiments to test evolutionary hypotheses, analyzing and interpreting the results obtained.
3) Making judgements: The knowledge and practical application will enable critical evaluation of different evolutionary theories and the scientific evidence supporting them.
4) Communication skills: The knowledge and practical application will also provide the means to clearly and effectively communicate evolutionary biology concepts and experimental results to both specialist and non-specialist audiences, using appropriate communication tools, including scientific articles, oral presentations, and posters.
5) Learning skills: Learning ability will be assessed through exercises and presentations of scientific work, demonstrating the level of understanding of the topics covered and the ability to adapt and integrate new knowledge and emerging techniques in the field of evolutionary biology.
BIOGEOGRAPHY
ANDREA CHIOCCHIO
6
BIO/07
Learning objectives
Module A: Biogeography
LEARNING OBJECTIVES
The course aims to provide basic knowledge about the main patterns of geographic distribution of organisms, from the global scale to the landscape scale, as well as the main historical processes involved in the formation and spatial-temporal evolution of these patterns. Emphasis will also be placed on the practical applications of the discipline, particularly in the fields of biodiversity management and conservation in both continental and insular contexts, environmental assessment, sustainable resource use, landscape planning, and public health.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: By the end of the course, students will acquire knowledge on what determines the distribution of animal and plant species. They will also be able to analyze species distribution patterns, linking them to the main biogeographic and evolutionary processes involved in their formation. Finally, they will know the distribution of some of the main endemisms on a global scale.
2) Applying knowledge and understanding: By the end of the course, students must demonstrate: (a) knowledge of the classification of biogeographic regions; (b) knowledge of the most important endemisms of these regions; (c) recognition of the main processes determining species distribution; (d) formulation of questions and design of an experimental biogeographic analysis.
3) Making judgements: By the end of the course, students will be able to formulate a judgment on the biogeographic and evolutionary processes involved in determining the distribution of animal and plant species.
4) Communication skills: Students will acquire appropriate language for various aspects of biogeography and will be able to communicate the knowledge acquired.
5) Learning skills: Students must be able to independently develop coherent reasoning to identify distribution patterns and independently analyze the main processes involved.
LEARNING OBJECTIVES
The main objective of the teaching is to provide the knowledge required to interpret the genesis and evolution of a soil and its connection to the landscape. The basis for understanding soil formation processes and their relationships with environmental (climate, geology, morphology) and anthropic (land use and management) factors will be provided. The student will learn the basics of understanding the spatial distribution of soils and their temporal evolution within the landscape, by means of practical examples of soil map interpretation and soil-landscape reading.
EXPECTED LEARNING RESULTS
1) Knowledge and understanding: The student will have to demonstrate that he/she has learnt and understood the main aspects of soil science, i.e. (i) the chemical, physical and hydrological characteristics of soils; (ii) the recognition and characterisation of soil horizons, as well as the recognition of the pedogenetic processes; (iii) the pedogenetic factors influencing the evolution of a soil and the distribution of major soil types in the world; (iv) the principles of soil taxonomy and soil mapping; (v) the ecosystem functions of soil and the risks of degradation to which it is subject.
2) Applying knowledge and understanding: The student will be able to use acquired knowledge to: i) describe the main characteristics of a soil profile and the associated pedogenetic processes, understanding the links between environmental characteristics and chemical-physical and hydrological characteristics; ii) understand the location of a certain soil type within a landscape and its geographical limits related to variations in pedogenetic factors; iii) understand and quantify the forms of soil degradation (e.g. erosion, compaction)
3) Making judgements: the student must be able to independently recognise a certain soil type and the soil processes present. He/she must also know how to set up a soil survey and a description of a soil profile or augering, as well as interpret a soil map or a soil description and analysis data.
4) Communication skills: The student should have the ability to explain the acquired knowledge in a simple and comprehensive manner, also trying to link the basics of mineralogy-chemistry and soil physics, with more complex topics such as ecosystem services and forms of soil degradation.
5) Learning skills: The student is expected to refer to the teaching syllabus and lecture schedule of the course, delving into the various topics addressed through the handouts provided by the lecturer, consultation of recommended texts and publications of national and international relevance.
Physico-chemical, biological and hydrological characteristics of soils.
Pedogenetic factors (climate, lithology, morphology, time, and biota, including humans).
The main forms of the landscape (karst, glacial, river, slope, structural) that guide the distribution and evolution of soils
Pedogenetic processes that drive the development of soil horizons.
Soil profile and genetic horizons.
International classification of soils and distribution of soils in the world.
The soil survey and the interpretation of a profile.
Soils as an archive of the past: paleopedology
Recognize and study paleosols and relict soils, witnesses of different environmental conditions of the past and important indicators of climate change.
examMode
Interview on the topics covered during the course
books
- Pedologia applicata. Simone Priori, ed.Youcanprint, ISBN 9791222781334.
- Lecture notes by the teacher
mode
Lectures and exercises in the field and in the laboratory
classRoomMode
Presence recommended, especially during exercises
bibliography
- FAO-IUSS (2015). World Reference Base for Soil Resources, World Soil Resources, n.106.
- Soil Science Division Staff. 2017. Soil survey manual. C. Ditzler, K. Scheffe, and H.C. Monger (eds.). USDA Handbook 18. Government Printing Office, Washington, D.C.
- Tabor, N. J., & Myers, T. S. (2015). Paleosols as indicators of paleoenvironment and paleoclimate. Annual Review of Earth and Planetary Sciences, 43, 333-361.
120392 - GOVERNANCE OF THE ENVIRONMENT
GIANLUCA PIOVESAN
Third Year / First Semester
6
AGR/05
Learning objectives
LEARNING OBJECTIVES
The course aims to provide knowledge and skills on environmental governance in a multidisciplinary perspective based on the integration of regulatory instruments and successful solutions with the aim of reaching that level of cultural and scientific depth Necessary to provide the graduate with the ability to contribute concrete responses to the ongoing environmental crisis. The central theme is therefore effective nature-based solutions for ecological transition in line with the Sustainable Development Goals, promoted by the 2030 Agenda, and other agreements/strategies for the protection of the global or continental environment, as the Green New Deal.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: The student, during the course, will acquire the theoretical knowledge to understand and address complex problems in environmental governance through an analysis of anthropogenic factors responsible for the environmental crisis and regulatory solutions implemented for a sustainable future. Particular emphasis will be given to the analysis of the dynamics of propagation of anthropogenic disturbance factors and solutions to limit their impact between the different geographical scales, from global to local, and vice versa.
2) Applying knowledge and understanding: These skills will be pursued through an integrated teaching process involving theoretical lectures, case studies and laboratory activities in classrooms equipped for exercises. In particular, the student will be able to understand and apply in concrete cases the sector legislation with particular reference to biodiversity conservation, climate mitigation and sustainable use of natural resources.
3) Making judgements: The student will be introduced to complex contexts of governance of territory, including problems that are difficult or impossible to solve, as the underlying requirements for their solution are contradictory, incomplete and constantly changing (Wicked problems).
4) Communication skills: The student will acquire skills aimed at involving citizenship in the governance of the territory. These skills will be developed through the writing of reports and/or projects to be presented during the examination.
5) Learning skills:
The student will acquire competence in using an active methodology aimed at creating a favorable teaching environment-Learning also through the conscious use of digital technologies such as Scopus and Scholar to develop the student’s lifelong learning skills.
LEARNING OBJECTIVES
The aim of the course is to provide the student with the knowledge necessary to understand the impact of global changes on the functioning of ecosystems and to design restoration projects. The student will acquire the ability to recognize the level of naturalness of ecosystems (eg old-growth forests, managed forests, degraded forests), to monitor the impact of climate change or other degradation factors such as alien species. At the end of the course, the student will have acquired knowledge of the main factors responsible for Global Change. He will also have developed skills and competencies in assessing the level of naturalness of terrestrial ecosystems and their functionality in the face of climate change. Finally, he will be able to understand the role of rewilding in the ecological transition by developing skills and competencies in measuring the contribution of these territories in mitigating climate change and combating the loss of biodiversity.
During the course, students will be stimulated to develop independent judgment through exercises on real cases of rewilding and communication skills with specific reference to the issues of global changes with the aim of developing skills in planning interventions to conserve and restore biodiversity.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: At the end of the training activity, the student will have acquired knowledge of the main factors responsible for the environmental crisis in progress on different scales from global to local. It will also be able to understand the role of rewilding in ecological transition. He will also gain knowledge of the principles of the dendroecological method.
2) Applying knowledge and understanding: At the end of the training activity, the student will be able to: know the basic terminology used to deal with the ecology of global change and understand the texts on this subject; To understand the different factors influencing global change and their impact on the composition, structure and functionality of ecosystems and populations; To know strategies for adapting or mitigating global change from the macro-ecological scale to the local scale. He will also be able to apply knowledge and understanding in analyzing the different factors of global change, assess their impact on ecosystems and then propose solutions to regenerate natural processes.
3) Making judgements: At the end of the training activity, the student will be able to make a judgment on the natural state of ecosystems by evaluating the impact of global changes in order to propose solutions to remove or reduce the impact of man in the context of governance for nature.
4) Communication skills: The student will acquire the ability to effectively communicate issues related to the environmental crisis in place motivating the solutions necessary for nature conservation and sustainable use of natural resources.
5) Learning skills: During the course, students will be encouraged to develop autonomy of judgment and ability to learn independently through direct involvement in classroom activities and exercises. In the field of judgement, he will learn to make scientific assumptions to help find effective solutions to environmental crises. During the course, the student will be guided in the research and analysis of the latest scientific literature on the subject with the aim of stimulating the development of learning ability.
Impact of global change on the ecosystem with a special focus on forest communities
International environmental policy: convention on biological diversity, Agenda 2030 - the sustainable development goals -, Unesco (world heritage e MAB reserves), WHO’s one health framework, UNFCCC and the Paris agreement, the European green new deal: from farm to fork, EU Biodiversity strategy for 2030, Eu Forest Strategy, Eu Forest Strategy, Nature restoration law; Unesco World heritage sites
Conservation planning and actions for ecological transition: sustainable use of natural resources, restoration ecology, area-based conservation, rewilding,
examMode
The level of learning achieved and the relative ability to communicate it are monitored through questions and discussions during the lectures and the practical activities in the field and in the laboratory. In particular, the exercises are a fundamental moment of involvement of the students who are called to draw up a report partly on group work and, therefore, on subsequent insights conducted during the phase of the study and personal application.
In the oral test for the assignment of the final grade, the acquired level of knowledge, skills, and competence will be evaluated with particular reference to the critical understanding of the impact of global changes on ecosystems and of the possible solutions to mitigate the impact of climate change, conserve biodiversity and ecosystem services. In particular, the student's acquisition of the ability to apply in concrete cases - derived for example from exercises and the GIS laboratory - the concepts and methods acquired to monitor the impact of global change on ecosystems and propose effective solutions for the transition will be verified ecological.
The oral exam involves a discussion of the report, with in-depth analysis of at least three course topics, one of which can be chosen by the student
books
The didactic material consisting of slides and scientific articles will be available on the Moodle platform
mode
Classroom lessons, laboratory activities, field trips
classRoomMode
Though recommended, attendance to lessons is optional
bibliography
Perino, A., Pereira, H. M., Navarro, L. M., Fernández, N., Bullock, J. M., Ceaușu, S., ... & Wheeler, H. C. (2019). Rewilding complex ecosystems. Science, 364(6438), eaav5570.
Pettorelli, N., Durant, S. M., & Du Toit, J. T. (Eds.). (2019). Rewilding. Cambridge University Press.
17516 - CONSERVAZIONE DELLE BIODIVERSITA'
GIOVANNI POLVERINO
Third Year / Second Semester
6
BIO/07
Learning objectives
LEARNING OBJECTIVES
The course aims at providing the students with a broad and scientifically correct understanding of the structure of biodiversity, the mechanisms that generate and maintain it, and the human-induced effects that threaten its persistence over time. Since the levels of biodiversity organisation are highly interdependent with one another and cascading effects are typically associated with human impacts, the course aims to develop students' abilities to make connections across multiple levels. To this end, the lectures are structured in a theoretical part and a practical one that involves, for example, the examination of numerous case studies.
EXPECTED TRAINING RESULTS
1) Knowledge and understanding: The students will acquire advanced knowledge on the management strategies to deal with various problems that impact biodiversity. This objective is reflected in the organization of the program, which requires students to comprehend the hierarchical scale of biodiversity organization, from the genetic level to population and species up to the ecosystem and global levels.
2) Applied knowledge and understanding: The knowledge acquired will be applied to the ecological mechanisms that allow evaluating the state and functioning of ecosystems and biodiversity. Comprehension abilities will be stimulated by encouraging students to deal with complex and multi-scale disciplines and problems.
3) Making judgements: The interdisciplinary and multilevel nature of this course, including the analyses of the case studies that will be discussed during the lectures and the field work, will allow students to fuel their ability to formulate independent evaluations and bridge across different concepts.
4) Communication skills: These skills will be developed by stimulating interventions during the lectures and in the coordination of the group activities, including Journal Clubs, and refined during field exercises.
5) Learning skills: The concepts that the students will learn during the course, and their connections, will stimulate a “learning-by-reasoning” process, essential to fully understand the ecological mechanisms involved in impacts identification and mitigation.
• Introduction to Biodiversity
Biodiversity levels (genetics, species, ecosystems)
Causes of biodiversity loss
Biodiversity indices
• Conservation concepts
Principles of biodiversity conservation
Distribution of the biodiversity
Evil quartet and its role in the extinction process
• Genetic Diversity and Conservation
Evolutionary forces that create genetic variability
Parthenogenesis: the exception to the rule
Causes of loss of genetic variability
Problems of the small populations (extinction vortex)
Strategies for conserving genetic diversity
• Ethology and Conservation Biology
Introduction to Ethology
Ethology for Biodiversity Conservation
• Phenotypic Variability and Biodiversity Conservation
Phenotypic variability in population survival
Animal Personality and Biodiversity Conservation
Pace-of-life syndrome (POLS)
• Human-induced impacts on Biodiversity
Global pollutants and their effects on biodiversity
Mitigation and adaptation strategies
• Written test
• Case studies on the effects of anthropogenic pollutants on biodiversity
Terrestrial and aquatic ecosystems
• IUCN, biodiversity conservation and Conservation Aquaculture
IUCN's role in biodiversity conservation: the Red Lists of Threatened Species
Conservation Aquaculture
• Conservation of Marine Biodiversity
Examples of successful and failed conservation projects
Case studies
Analysis of modern successes and challenges
examMode
Oral exam: principles and general concepts.
books
L. Santini, R. Cazzola Gatti, A. Chiarucci, M. Di Marco, C. Rondinini "Biologia della Conservazione" Ed. Hoepli
classRoomMode
Optional: attending both class lectures and exercises is not mandatory, but strongly recommended. Field exercises will be in presence only, with online material provided to students who won't join the field exercises.
bibliography
L. Santini, R. Cazzola Gatti, A. Chiarucci, M. Di Marco, C. Rondinini "Biologia della Conservazione" Ed. Hoepli
