AIMS
The course will introduce students to principles and experimental approaches, continuously evolving, of plant biotechnology. This course is intended to strengthen basic knowledge on plant biotechnology applied to forest trees (green biotechnologies, categories of biotech processes and products, model plants, plant tissue culture, recombinant methods, molecular tools), by offering a framework to approach current scientific problems (i.e. the use of transgenic trees) and also provide a basis for specialized studies in the field of in vitro clonal propagation, tree breeding and functional genomics. In the laboratory classes, students will perform some of the techniques currently used to obtain micro-propagated plants, callus cultures, and protoplasts of forest species, and to detect genetic variation. The key concepts of the course will be integrated in a series of case studies, and students will enhance their ability to apply them to novel situations in problem-solving sessions, especially devoted to the Mediterranean region.
EXPECTED LEARNING RESULTS
Knowledge and understanding: at the end of the course students will have a thorough knowledge of the basic principles of forest biotechnology and of the modern techniques to obtain technological products (in vitro material characterized by clonal fidelity or somaclonal variants, secondary metabolites, transgenic and cisgenic trees, molecular tools for the study of genetic variability). Finally, they will have gained the ability to understand the potential use of biotech trees in order to increase the productivity of forest plantations also in disadvantaged environments (biotic and abiotic stress) or to use biotech trees for the recovery of barren lands (salinity, pollution);
Applying knowledge and understanding: students will be encouraged to take advantage of the knowledge acquired during the course and during laboratory practice in order to apply them to specific issues such as, for example, the propagation of ameliorated genotypes or somaclonal variants resistant to biotic or abiotic stress or characterized by high wood productivity, as well as the conservation of endangered species or provenances;
Making judgements: Students will be able to interpret and discuss scientific papers presented during class and be able to identify in them the highlights and key points;
Communication skills: during the lessons it will be stimulated students' ability to think and discuss about the topics covered as well as the comparison of opinions to develop their communication skills. These skills will then be tested in the examination;
Learning skills: students will be able to expose and develop scientific issues related to the course. The active involvement of students through oral classroom discussions and experiences in the laboratory practices, will develop that skill.
MODULE II
ELENA KUZMINSKY
First Semester
6
AGR/05
Learning objectives
AIMS
The course will introduce students to principles and experimental approaches, continuously evolving, of plant biotechnology. This course is intended to strengthen basic knowledge on plant biotechnology applied to forest trees (green biotechnologies, categories of biotech processes and products, model plants, plant tissue culture, recombinant methods, molecular tools), by offering a framework to approach current scientific problems (i.e. the use of transgenic trees) and also provide a basis for specialized studies in the field of in vitro clonal propagation, tree breeding and functional genomics. In the laboratory classes, students will perform some of the techniques currently used to obtain micro-propagated plants, callus cultures, and protoplasts of forest species, and to detect genetic variation. The key concepts of the course will be integrated in a series of case studies, and students will enhance their ability to apply them to novel situations in problem-solving sessions, especially devoted to the Mediterranean region.
EXPECTED LEARNING RESULTS
Knowledge and understanding: at the end of the course students will have a thorough knowledge of the basic principles of forest biotechnology and of the modern techniques to obtain technological products (in vitro material characterized by clonal fidelity or somaclonal variants, secondary metabolites, transgenic and cisgenic trees, molecular tools for the study of genetic variability). Finally, they will have gained the ability to understand the potential use of biotech trees in order to increase the productivity of forest plantations also in disadvantaged environments (biotic and abiotic stress) or to use biotech trees for the recovery of barren lands (salinity, pollution);
Applying knowledge and understanding: students will be encouraged to take advantage of the knowledge acquired during the course and during laboratory practice in order to apply them to specific issues such as, for example, the propagation of ameliorated genotypes or somaclonal variants resistant to biotic or abiotic stress or characterized by high wood productivity, as well as the conservation of endangered species or provenances;
Making judgements: Students will be able to interpret and discuss scientific papers presented during class and be able to identify in them the highlights and key points;
Communication skills: during the lessons it will be stimulated students' ability to think and discuss about the topics covered as well as the comparison of opinions to develop their communication skills. These skills will then be tested in the examination;
Learning skills: students will be able to expose and develop scientific issues related to the course. The active involvement of students through oral classroom discussions and experiences in the laboratory practices, will develop that skill.
Activities lectures will be focused on the following groups of topics/abilities.
- General introduction to plant biotechnology: history, global significance of modern plant biotechnology, biotech trees;
- Model plants for tree species: the need of a model plant for tree species;
- Vegetative propagation and tissue culture (tree cloning, micropropagation, cryopreservation, callus culture, haploid plants, protoplast isolation, production of secondary metabolites);
- General introduction to the genetically modified trees; Methods of genetic transformation of forest trees (Agrobacterium, biolistic, and electroporation)
- Applications of recombinant DNA technology for the improvement of forest trees
- General introduction to the Omics sciences (genomics, proteomics and metabolomics)
- Sequencing of tree species (history and main methodologies), Next generation sequencing
- Molecular markers history, molecular markers currently used in plant biotechnology
examMode
Oral exam on the course program to verify the ability to know and link the contents of the course.
The exam consists of an oral exam. We would like to remind students that, in order to take the exam, they must register for the exam session in question at the “Portale dello studente”. The exam is the same for both attending students and non-attenders.
The exam takes place according to the University Teaching Regulations. The exam is scored out of a maximum of 30 points (minimum mark 18/30), which will go into the calculation of your grade point average, and evaluates your:
1. knowledge of course contents (superficial, appropriate, accurate and complete, complete and in-depth);
2. ability to integrate and critically discuss course contents (sufficient, good, very good);
3. skill in planning a monitoring activity starting from a case study (sufficient, good, very good);
4. level of clarity in exposition (lack of exposure, simple, clear and correct, safe and correct);
4. livello di chiarezza nell'esposizione (mancanza di esposizione, semplice, chiaro e corretto, sicuro e corretto).
books
1. Plant Cell Culture, essential methods (2010). Edited by M.R. Davey and P. Anthony. Wiley-Blackwell.
2. Tree biotechnology (2014). Edited by K. G. Ramawat, J. M. Mérillon, M. R. Ahuja. CRC Press.
3. Plant Biotechnology and Agriculture: Prospects for the 21st Century (2012). Edited by Altman A and Hasegawa PM. Accademic Press.
4. Plants, genes, and Crop Biotechnology (2003). Edited by M.J. Chrispeels & D.E. Sadava. Jones and Bartlett publishers.
Non-attending students are encouraged to contact the teacher for information about the program, teaching materials, and how to evaluate the benefit.
classRoomMode
Strongly recommended, especially for lab practices, but not mandatory.
bibliography
See textbooks
MODULE II
MARIO CIAFFI
First Semester
6
AGR/07
Learning objectives
AIMS
Let the student know the nature, modification, functioning and transmission of genetic information of living organisms, with particular reference to forest trees. Provide the principles and methods for assessing the genetic variability of forest species for its use in tree improvement.
EXPECTED RESULTS
After completing the course, students must demonstrate that they: 1) have acquired the tools for the analysis of the transmission and recombination of hereditary characters; 2) are able to interpret the results of genetic crosses; 3) have acquired knowledge on the molecular mechanisms of gene regulation in forest trees; 4) have acquired the principles and the methods for the study of genetic variability of forest trees; 5) are able to analyse the effects of inbreeding and evolution factors on the genetic structure of natural populations of forest trees; 6) have acquired the principles and the methods for the study of quantitative traits in forest tree species; 7) have acquired knowledge on the basic principles of genetic improvement of forest trees.
The course is organized into four major sections:
1) summary of basic genetic principles (mendelian and molecular genetics);
2) population genetics;
3) quantitative genetics;
4) basic principles of genetic improvement of forest trees.
1) SUMMARY OF BASIC GENETIC PRINCIPLES
a) Mendelian genetics
- Mendel's principles
Monohybrid crosses: the principles of dominance and segregation; dihybrid crosses: the principle of independent assortment.
- Extension of Mendel's principles: partial dominance, codominance, multiple alleles, epistasis, genetic linkage, pleiotropy.
b) Molecular genetics and cytogenetics
- Structures of DNA and RNA.
- The central dogma of molecular biology: replication, transcription and translation, the genetic code.
- Gene structure and regulation.
- The organization of DNA in chromosomes, mitosis and meiosis, chromosome theory of inheritance,
- Genomics.
- Mutations.
- Polyploidy.
- Causes and types of variability in forest stands.
2) POPULATION GENETICS
- Genetic structure of populations: genotype and allele frequencies.
- The Hardy-Weinberg equilibrium law: assumption and predictions of the law; implications of the law in natural populations.
- Mating systems and inbreeding: influence of inbreeding on genotypic frequencies, inbreeding coefficient, inbreeding depression in forest trees.
- Forces that change allele frequency (evolutionary forces): mutation, migration, selection and genetic drift.
3) QUANTITATIVE GENETICS
- Characteristics of quantitative traits.
- Study of the amount of phenotypic variation for a quantitative trait.; statistical tools: samples and populations, frequency distributions, mean, variance and standard deviation, correlation and regression analyses.
- Estimating the relative contribution of environmental and genetic effects on the observed phenotypic variability: heritability and its estimation in forest species.
- Estimating the genotypic value of parental phenotypes by the analysis of offspring: clonal and breeding values; general combining ability and specific combining ability.
- Genetic gain or genetic progress in a tree improvement program: realized gain and predicted gain on the basis of quantitative genetics theory; clonal and breeding genetic gain.
- Genetic correlations: genetic correlations between two distinct traits (traits/traits correlations); genetics correlations of the same trait expressed at different ages (juvenile/mature correlations); genetic correlations of the same trait expressed in different environments (genotype x environment interaction).
4) BASIC PRINCIPLES OF GENETIC IMPROVEMENTS OF FOREST TREES
- Genetic improvements under natural regeneration systems.
- Scope and structure of forest tree improvement programs.
- Population types and activities in the breeding cycle of tree improvement programs.
- Characteristics of different types of populations: base population, selected population, breeding population, external population.
- Propagation population: clonal seed orchards, seedling seed orchards.
- Objectives and functions of genetic tests in the breeding cycle of tree improvement programs.
examMode
FOREST GENETICS
Oral examination based on the individual evaluation of the student by formulating three questions about the different major sections of the course: summary of basic genetic principles (mendelian and molecular genetics) population genetics, quantitative genetics and genetic improvement of forest trees.
In particular, consistent with the expected learning results, in the oral test students must demonstrate that they: 1) have acquired the tools for the analysis of the transmission and recombination of hereditary characters; 2) are able to interpret the results of genetic crosses; 3) have acquired knowledge on the molecular mechanisms of gene regulation in forest trees; 4) have acquired the principles and the methods for the study of genetic variability of forest trees; 5) are able to analyse the effects of inbreeding and evolution factors on the genetic structure of natural populations of forest trees; 6) have acquired the principles and the methods for the study of quantitative traits in forest tree species; 7) have acquired knowledge on the basic principles of genetic improvement of forest trees.
The oral test is considered sufficient if the student answers clearly and exhaustively to at least two of the three questions proposed.
books
Notes and slides of the lectures provided by the teacher.
Textbook: Forest Genetics (2009), Editors: White T.L., Adams W.T., Neale D.B. ISBN 9781845932855
mode
FOREST GENETICS
The course is organised into classrom lessons (44 hours) and practical experience in the laboratory (4 hours). During the lessons, the main issues related to the four major sections of the course (summary of basic genetic principles, population genetics, quantitative genetics, basic principles of genetic improvement of forest trees) will be analyzed. Lessons will also involve directly the students in order to verify their previous knowledge and the level of learning of the topics during the course. Laboratory exercitations will address the use of molecular methodologies for the study of genetic variability of forest trees.
bibliography
Textbook: Forest Genetics (2009), Editors: White T.L., Adams W.T., Neale D.B. ISBN 9781845932855
17926 - FOREST ECOPHYSIOLOGY
PAOLO DE ANGELIS
First Semester
6
AGR/05
Learning objectives
OBJECTIVES:
To know the environmental constrains of the main physiological processes, at tree and stand levels; to understand the acclimation responses to climate changes and to water scarcity; to gain familiarity with techniques and methodological approaches used in tree ecophysiology
EXPECTED LEARNING OUTCOMES
knowledge and understanding
• A scientific based knowledge and understanding of the acclimation and adaptation of plant traits as response to the environmental conditions.
• An updated knowledge and understanding of the environmental drivers of carbon, water and nutrient cycles in plant and forest ecosystems.
• A basic knowledge and understanding of the process-based models as scaling tools
applying knowledge and understanding
- defining proper strategies and plans to improve the resilience of the forest ecosystems, also in a context of climate changes
- defining monitoring plans to support the management of trees and forests
- supporting screening strategies of resistant varieties and provenances of trees and shrubs, in reforestation programmes
- supporting the sustainable management of forest ecosystems, analysing the main functional processes in response to the management practices
making judgements
- analyse the results of survey and monitoring activities, providing scientific supported interpretation of the most probable cause-effects relationships
- interpret results of trials and pilot systems for the management or the re-establishments of trees and forest ecosystems/plantations
communication skills
- writes reports and prepares oral presentations on different subjects at professional and wide information levels
- explain proposed solutions to specific management questions in a multidisciplinary context
- presenting results of testing and experimental activities in scientific contexts
learning skills
- reading and understanding the international scientific literatures in the sector of forest and environmental relationships
- new methods and tools for the functional analyses of plant and forests
Morphologic and functional features of the main organs of forest trees: adaptation and acclimation
Growth and development of forest trees and responses to environmental factors and stresses
Tree architecture and forest microclimate
Transpiration, water relations and stress
Photosynthesis, respiration and carbon cycle of forest ecosystems
Quantitative methods for forest ecophysiological analyses (lab)
Introduction to ecophysiological process based mathematical models
examMode
ASSESSMENT
Course requirements include laboratory practices, class presentation and a final oral examination.
For the oral examination, the students discuss a review selected from the international scientific literature on a topic selected by self and related to the topics covered by the course. Furthermore, the commission will ask questions to evaluate the acquired competence of the student according to the programme of the course.
For the ONLINE oral examination, the students summarise in maximum 10 slides the content of a review selected from the international scientific literature on a topic related to the programme of the course.
books
Textbooks
Thomas P. Trees: their natural history. Cambridge University Press, 2000.
Hirons A. D., Thomas P. Applied tree biology Wiley, 2018.
Hans Lambers, F. Stuart Chapin III, Thijs L. Pons. Plant Physiological Ecology. Second Edition. Springer 2008.
mode
TEACHING METHOD
The course is structured on 4 hours lectures per week on the program topics, for a total of 40 hours. Updated scientific evidences on physiological processes and plant traits, will be used to learn and understand the functional adaptation and responses of trees and forests to the environmental constraints.
Additional 8 hours will be devoted to the demonstration of ecophysiological instruments.
During the last week of the class, each student holds a class lecture based on a research publication selected by him. Considering an average effort of 25 hours per credit, the personal study requested will be around 100 hours.
classRoomMode
Lessons and other class activities are carried out in person in the classroom and in the laboratory
bibliography
Other References
Specific Technical documents & Scientific papers will be provided during the course
Jones H.G. Plants and Microclimate. Second Edition. Cambridge University Press, 1992.
Kozlowski T. T. & Pallardy S.G. Physiology of woody plants. Second edition. Academic Press, 1997.
Schulze E.D., Beck E., Muller-Hohenstein K.. Plant Ecology. Springer, Berlin – Heidelberg, 2005.
Kozlowski T. T., Kramer P.J. & Pallardy S.G. The physiological ecology of woody plants. Academic Press, 1991.
Landsberg J.J. & Gower S.T. Applications of physiological ecology to forest management. Academic Press, 1997.
McDonald M.S. Photobiology of higher plants. Wiley, 2003.
Pugnaire F.I. & Vallardes F. Functional Plant Ecology – second edition. CRC Press, 2007.
MODULE II
-
-
-
-
MARIO CIAFFI
First Semester
6
AGR/07
Learning objectives
AIMS
Let the student know the nature, modification, functioning and transmission of genetic information of living organisms, with particular reference to forest trees. Provide the principles and methods for assessing the genetic variability of forest species for its use in tree improvement.
EXPECTED RESULTS
After completing the course, students must demonstrate that they: 1) have acquired the tools for the analysis of the transmission and recombination of hereditary characters; 2) are able to interpret the results of genetic crosses; 3) have acquired knowledge on the molecular mechanisms of gene regulation in forest trees; 4) have acquired the principles and the methods for the study of genetic variability of forest trees; 5) are able to analyse the effects of inbreeding and evolution factors on the genetic structure of natural populations of forest trees; 6) have acquired the principles and the methods for the study of quantitative traits in forest tree species; 7) have acquired knowledge on the basic principles of genetic improvement of forest trees.
The course is organized into four major sections:
1) summary of basic genetic principles (mendelian and molecular genetics);
2) population genetics;
3) quantitative genetics;
4) basic principles of genetic improvement of forest trees.
1) SUMMARY OF BASIC GENETIC PRINCIPLES
a) Mendelian genetics
- Mendel's principles
Monohybrid crosses: the principles of dominance and segregation; dihybrid crosses: the principle of independent assortment.
- Extension of Mendel's principles: partial dominance, codominance, multiple alleles, epistasis, genetic linkage, pleiotropy.
b) Molecular genetics and cytogenetics
- Structures of DNA and RNA.
- The central dogma of molecular biology: replication, transcription and translation, the genetic code.
- Gene structure and regulation.
- The organization of DNA in chromosomes, mitosis and meiosis, chromosome theory of inheritance,
- Genomics.
- Mutations.
- Polyploidy.
- Causes and types of variability in forest stands.
2) POPULATION GENETICS
- Genetic structure of populations: genotype and allele frequencies.
- The Hardy-Weinberg equilibrium law: assumption and predictions of the law; implications of the law in natural populations.
- Mating systems and inbreeding: influence of inbreeding on genotypic frequencies, inbreeding coefficient, inbreeding depression in forest trees.
- Forces that change allele frequency (evolutionary forces): mutation, migration, selection and genetic drift.
3) QUANTITATIVE GENETICS
- Characteristics of quantitative traits.
- Study of the amount of phenotypic variation for a quantitative trait.; statistical tools: samples and populations, frequency distributions, mean, variance and standard deviation, correlation and regression analyses.
- Estimating the relative contribution of environmental and genetic effects on the observed phenotypic variability: heritability and its estimation in forest species.
- Estimating the genotypic value of parental phenotypes by the analysis of offspring: clonal and breeding values; general combining ability and specific combining ability.
- Genetic gain or genetic progress in a tree improvement program: realized gain and predicted gain on the basis of quantitative genetics theory; clonal and breeding genetic gain.
- Genetic correlations: genetic correlations between two distinct traits (traits/traits correlations); genetics correlations of the same trait expressed at different ages (juvenile/mature correlations); genetic correlations of the same trait expressed in different environments (genotype x environment interaction).
4) BASIC PRINCIPLES OF GENETIC IMPROVEMENTS OF FOREST TREES
- Genetic improvements under natural regeneration systems.
- Scope and structure of forest tree improvement programs.
- Population types and activities in the breeding cycle of tree improvement programs.
- Characteristics of different types of populations: base population, selected population, breeding population, external population.
- Propagation population: clonal seed orchards, seedling seed orchards.
- Objectives and functions of genetic tests in the breeding cycle of tree improvement programs.
examMode
FOREST GENETICS
Oral examination based on the individual evaluation of the student by formulating three questions about the different major sections of the course: summary of basic genetic principles (mendelian and molecular genetics) population genetics, quantitative genetics and genetic improvement of forest trees.
In particular, consistent with the expected learning results, in the oral test students must demonstrate that they: 1) have acquired the tools for the analysis of the transmission and recombination of hereditary characters; 2) are able to interpret the results of genetic crosses; 3) have acquired knowledge on the molecular mechanisms of gene regulation in forest trees; 4) have acquired the principles and the methods for the study of genetic variability of forest trees; 5) are able to analyse the effects of inbreeding and evolution factors on the genetic structure of natural populations of forest trees; 6) have acquired the principles and the methods for the study of quantitative traits in forest tree species; 7) have acquired knowledge on the basic principles of genetic improvement of forest trees.
The oral test is considered sufficient if the student answers clearly and exhaustively to at least two of the three questions proposed.
books
Notes and slides of the lectures provided by the teacher.
Textbook: Forest Genetics (2009), Editors: White T.L., Adams W.T., Neale D.B. ISBN 9781845932855
mode
The course is organised into classroom lessons (44 hours) and practical experience in the laboratory (4 hours). During the lessons, the main issues related to the four major sections of the course (summary of basic genetic principles, population genetics, quantitative genetics, basic principles of genetic improvement of forest trees) will be analyzed. Lessons will also involve directly the students in order to verify their previous knowledge and the level of learning of the topics during the course. Laboratory exercitations will address the use of molecular methodologies for the study of genetic variability of forest trees.
bibliography
Textbook: Forest Genetics (2009), Editors: White T.L., Adams W.T., Neale D.B. ISBN 9781845932855
The course is organized into four major sections:
1) summary of basic genetic principles (mendelian and molecular genetics);
2) population genetics;
3) quantitative genetics;
4) basic principles of genetic improvement of forest trees.
1) SUMMARY OF BASIC GENETIC PRINCIPLES
a) Mendelian genetics
- Mendel's principles
Monohybrid crosses: the principles of dominance and segregation; dihybrid crosses: the principle of independent assortment.
- Extension of Mendel's principles: partial dominance, codominance, multiple alleles, epistasis, genetic linkage, pleiotropy.
b) Molecular genetics and cytogenetics
- Structures of DNA and RNA.
- The central dogma of molecular biology: replication, transcription and translation, the genetic code.
- Gene structure and regulation.
- The organization of DNA in chromosomes, mitosis and meiosis, chromosome theory of inheritance,
- Genomics.
- Mutations.
- Polyploidy.
- Causes and types of variability in forest stands.
2) POPULATION GENETICS
- Genetic structure of populations: genotype and allele frequencies.
- The Hardy-Weinberg equilibrium law: assumption and predictions of the law; implications of the law in natural populations.
- Mating systems and inbreeding: influence of inbreeding on genotypic frequencies, inbreeding coefficient, inbreeding depression in forest trees.
- Forces that change allele frequency (evolutionary forces): mutation, migration, selection and genetic drift.
3) QUANTITATIVE GENETICS
- Characteristics of quantitative traits.
- Study of the amount of phenotypic variation for a quantitative trait.; statistical tools: samples and populations, frequency distributions, mean, variance and standard deviation, correlation and regression analyses.
- Estimating the relative contribution of environmental and genetic effects on the observed phenotypic variability: heritability and its estimation in forest species.
- Estimating the genotypic value of parental phenotypes by the analysis of offspring: clonal and breeding values; general combining ability and specific combining ability.
- Genetic gain or genetic progress in a tree improvement program: realized gain and predicted gain on the basis of quantitative genetics theory; clonal and breeding genetic gain.
- Genetic correlations: genetic correlations between two distinct traits (traits/traits correlations); genetics correlations of the same trait expressed at different ages (juvenile/mature correlations); genetic correlations of the same trait expressed in different environments (genotype x environment interaction).
4) BASIC PRINCIPLES OF GENETIC IMPROVEMENTS OF FOREST TREES
- Genetic improvements under natural regeneration systems.
- Scope and structure of forest tree improvement programs.
- Population types and activities in the breeding cycle of tree improvement programs.
- Characteristics of different types of populations: base population, selected population, breeding population, external population.
- Propagation population: clonal seed orchards, seedling seed orchards.
- Objectives and functions of genetic tests in the breeding cycle of tree improvement programs.
examMode
FOREST GENETICS
Oral examination based on the individual evaluation of the student by formulating three questions about the different major sections of the course: summary of basic genetic principles (mendelian and molecular genetics) population genetics, quantitative genetics and genetic improvement of forest trees.
In particular, consistent with the expected learning results, in the oral test students must demonstrate that they: 1) have acquired the tools for the analysis of the transmission and recombination of hereditary characters; 2) are able to interpret the results of genetic crosses; 3) have acquired knowledge on the molecular mechanisms of gene regulation in forest trees; 4) have acquired the principles and the methods for the study of genetic variability of forest trees; 5) are able to analyse the effects of inbreeding and evolution factors on the genetic structure of natural populations of forest trees; 6) have acquired the principles and the methods for the study of quantitative traits in forest tree species; 7) have acquired knowledge on the basic principles of genetic improvement of forest trees.
The oral test is considered sufficient if the student answers clearly and exhaustively to at least two of the three questions proposed.
books
Notes and slides of the lectures provided by the teacher.
Textbook: Forest Genetics (2009), Editors: White T.L., Adams W.T., Neale D.B. ISBN 9781845932855
mode
The course is organised into classroom lessons (44 hours) and practical experience in the laboratory (4 hours). During the lessons, the main issues related to the four major sections of the course (summary of basic genetic principles, population genetics, quantitative genetics, basic principles of genetic improvement of forest trees) will be analyzed. Lessons will also involve directly the students in order to verify their previous knowledge and the level of learning of the topics during the course. Laboratory exercitations will address the use of molecular methodologies for the study of genetic variability of forest trees.
bibliography
Textbook: Forest Genetics (2009), Editors: White T.L., Adams W.T., Neale D.B. ISBN 9781845932855
MONITORING TERRESTRIAL ECOSYSTEMS CARBON (ICOS)
DARIO PAPALE
First Semester
6
AGR/05
Learning objectives
The course will provide the knowledge needed to design and implement a carbon monitoring system targeted to the specific ecosystem and research question/application. It will provide also the knowledge to find existing data and information from existing sources and critically evaluate them.
EXPECTED LEARNING OUTCOMES.
1) Knowledge and understanding: at the end of the course the student will have the necessary tools to define the best strategy to monitor the ecosystem carbon cycle, the different options available and the overall knowledge to monitor the terrestrial ecosystems carbon and other greenhouse gases (GHG) exchange with the atmosphere in context of climate change.
2) Applied knowledge and understanding: the course will provide the necessary cognitive tools to allow the choice of the most suitable techniques for the study of the ecosystem carbon and other GHGs balances and the options to correctly collect, organize, store and analyse the measurements.
3) Making judgments: once the training course is over, the student will have the tools for a strong autonomy of judgement on issues related to the interactions between climate, atmosphere and ecosystems in the context of the carbon exchange and sequestration and on the options available for the quantification and monitoring of the GHGs exchange in natural ecosystems..
4) Communication skills: at the end of the training course, the student must demonstrate that he or she is able to communicate and discuss in a concise but effective way the issues dealt with during the course, demonstrating the ability to integrate the knowledge acquired.
5) Learning skills: at the end of the course the student must have learned the concepts and techniques addressed and know how to define limits and fundamentals.
The course is designed to give an introduction on how to generate information from remote sensing data and how to analyse these data in a geographic information system, in order to map forest resources and monitor relevant changes in forest canopy cover.
The course examines the basics of theoretical issues and image classification to help students understand and choose remote sensing solutions for forest classification and forest monitoring problems. The main topics are covered with many practical exercises of forest classification and forest change detection.
Expected Learning outcomes:
1) Knowledge and understanding: comprehensive knowledge of the basics of theoretical issues behind optical remote sensing and image classification
2) Applied knowledge and understanding: ability to select, conceptualize, and implement image classification techniques of multispectral RS images in QGIS with respect to a given practical application in forest cover mapping and change detection
3) Making judgments: critical analysis and evaluation of the potentials and limitations of different image classification methods
4) Communication skills: Refined presentation skills of an own image classification project for forest applications
5) Learning skills: an own mental model for addressing simple tasks exercises of forest classification and forest change detection (competent practitioner of RS)
What is remote sensing and what is it used for?
-Optical Image Formation Process: at-Sensor - Radiance and Reflectance
-Spectral response of main land cover classes
-Vegetation indices
Type of remotely sensed data
-Satellite, airborne and drone platforms
-Multispectral and hyperspectral sensors
Resolution
-Image data preprocessing by data providers
Geodata handling and image data pre-processing in GIS
-Field work: acquisition of reference data
-Data preprocessing: image data enhancement
-Creating a geographic database: digitizing and managing coordinate systems
Remote sensing data applications to forest resource mapping
-Introduction to digital image processing techniques
-Photointerpretation for land cover and forest type mapping
-Automated classification of satellite images
-Forest change detection
examMode
The evaluation for this course will be based on two components:
Individual Project Work (30% of final grade): This project requires students to develop a case study demonstrating the application of remote sensing techniques to issues related to forest resource monitoring.
Final Written Examination (70% of final grade): This comprehensive examination will assess the student's overall understanding of the course material. The final written examination (2 hrs) consists of open questions and practical exercises with open source GIS software. The exam requirements include:
• Bases of electromagnetic radiation and its interactions with the atmosphere and terrestrial land cover types;
• Basic techniques of remote sensing image acquisition, pre-processing, enhancement and classification – as covered in the lectures and labs;
• Knowledge and skills regarding application of the software as used in the practical labs;
• Options of remote sensing integration into forest mapping and monitoring tasks;
books
- Remote Sensing and Image Interpretation (2015)- T.M. Lillesand, R.W. Kiefer, J.W. Chipman, Wiley International Edition
- Remote Sensing and Gis for Ecologists: Using Open Source Software (2016). M.Wegmann, B. Leutner and S. Dech, Pelagic Publishing
mode
This course is application-oriented and students will learn to use basic image classification techniques and software tools by a mix of lectures and classroom practical exercises sessions.
classRoomMode
Course attendance is strongly recommended.
bibliography
- Franklin SE (2001). Remote Sensing for Sustainable Forest Management. CRC Press, Taylor and Francis
What is remote sensing and what is it used for?
-Optical Image Formation Process: at-Sensor - Radiance and Reflectance
-Spectral response of main land cover classes
-Vegetation indices
Type of remotely sensed data
-Satellite, airborne and drone platforms
-Multispectral and hyperspectral sensors
Resolution
-Image data preprocessing by data providers
Geodata handling and image data pre-processing in GIS
-Field work: acquisition of reference data
-Data preprocessing: image data enhancement
-Creating a geographic database: digitizing and managing coordinate systems
Remote sensing data applications to forest resource mapping
-Introduction to digital image processing techniques
-Photointerpretation for land cover and forest type mapping
-Automated classification of satellite images
-Forest change detection
examMode
The evaluation for this course will be based on two components:
Individual Project Work (30% of final grade): This project requires students to develop a case study demonstrating the application of remote sensing techniques to issues related to forest resource monitoring.
Final Written Examination (70% of final grade): This comprehensive examination will assess the student's overall understanding of the course material. The final written examination (2 hrs) consists of open questions and practical exercises with open source GIS software. The exam requirements include:
• Bases of electromagnetic radiation and its interactions with the atmosphere and terrestrial land cover types;
• Basic techniques of remote sensing image acquisition, pre-processing, enhancement and classification – as covered in the lectures and labs;
• Knowledge and skills regarding application of the software as used in the practical labs;
• Options of remote sensing integration into forest mapping and monitoring tasks;
books
- Remote Sensing and Image Interpretation (2015)- T.M. Lillesand, R.W. Kiefer, J.W. Chipman, Wiley International Edition
- Remote Sensing and Gis for Ecologists: Using Open Source Software (2016). M.Wegmann, B. Leutner and S. Dech, Pelagic Publishing
mode
This course is application-oriented and students will learn to use basic image classification techniques and software tools by a mix of lectures and classroom practical exercises sessions.
classRoomMode
Course attendance is strongly recommended.
bibliography
- Franklin SE (2001). Remote Sensing for Sustainable Forest Management. CRC Press, Taylor and Francis
119721 - MONITORING FORESTS RESOURCES AND ECOSYSTEMS CARBON CYCLE
-
12
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-
Learning objectives
Monitoring terrestrial ecosystems carbon cycle/
The course will provide the knowledge needed to design and implement a carbon monitoring system targeted to the specific ecosystem and research question/application. It will provide also the knowledge to find existing data and information from existing sources and critically evaluate them.
EXPECTED LEARNING OUTCOMES.
1) Knowledge and understanding: at the end of the course the student will have the necessary tools to define the best strategy to monitor the ecosystem carbon cycle, the different options available and the overall knowledge to monitor the terrestrial ecosystems carbon and other greenhouse gases (GHG) exchange with the atmosphere in context of climate change.
2) Applied knowledge and understanding: the course will provide the necessary cognitive tools to allow the choice of the most suitable techniques for the study of the ecosystem carbon and other GHGs balances and the options to correctly collect, organize, store and analyse the measurements.
3) Making judgments: once the training course is over, the student will have the tools for a strong autonomy of judgement on issues related to the interactions between climate, atmosphere and ecosystems in the context of the carbon exchange and sequestration and on the options available for the quantification and monitoring of the GHGs exchange in natural ecosystems..
4) Communication skills: at the end of the training course, the student must demonstrate that he or she is able to communicate and discuss in a concise but effective way the issues dealt with during the course, demonstrating the ability to integrate the knowledge acquired.
5) Learning skills: at the end of the course the student must have learned the concepts and techniques addressed and know how to define limits and fundamentals.
Remote sensing in forests resource management/
The course is designed to give an introduction on how to generate information from remote sensing data and how to analyse these data in a geographic information system, in order to map forest resources and monitor relevant changes in forest canopy cover.
The course examines the basics of theoretical issues and image classification to help students understand and choose remote sensing solutions for forest classification and forest monitoring problems. The main topics are covered with many practical exercises of forest classification and forest change detection.
Expected Learning outcomes:
1) Knowledge and understanding: comprehensive knowledge of the basics of theoretical issues behind optical remote sensing and image classification
2) Applied knowledge and understanding: ability to select, conceptualize, and implement image classification techniques of multispectral RS images in QGIS with respect to a given practical application in forest cover mapping and change detection
3) Making judgments: critical analysis and evaluation of the potentials and limitations of different image classification methods
4) Communication skills: Refined presentation skills of an own image classification project for forest applications
5) Learning skills: an own mental model for addressing simple tasks exercises of forest classification and forest change detection (competent practitioner of RS)
MODULE II
DARIO PAPALE
First Semester
6
AGR/05
Learning objectives
Monitoring terrestrial ecosystems carbon cycle/
The course will provide the knowledge needed to design and implement a carbon monitoring system targeted to the specific ecosystem and research question/application. It will provide also the knowledge to find existing data and information from existing sources and critically evaluate them.
EXPECTED LEARNING OUTCOMES.
1) Knowledge and understanding: at the end of the course the student will have the necessary tools to define the best strategy to monitor the ecosystem carbon cycle, the different options available and the overall knowledge to monitor the terrestrial ecosystems carbon and other greenhouse gases (GHG) exchange with the atmosphere in context of climate change.
2) Applied knowledge and understanding: the course will provide the necessary cognitive tools to allow the choice of the most suitable techniques for the study of the ecosystem carbon and other GHGs balances and the options to correctly collect, organize, store and analyse the measurements.
3) Making judgments: once the training course is over, the student will have the tools for a strong autonomy of judgement on issues related to the interactions between climate, atmosphere and ecosystems in the context of the carbon exchange and sequestration and on the options available for the quantification and monitoring of the GHGs exchange in natural ecosystems..
4) Communication skills: at the end of the training course, the student must demonstrate that he or she is able to communicate and discuss in a concise but effective way the issues dealt with during the course, demonstrating the ability to integrate the knowledge acquired.
5) Learning skills: at the end of the course the student must have learned the concepts and techniques addressed and know how to define limits and fundamentals.
Remote sensing in forests resource management/
The course is designed to give an introduction on how to generate information from remote sensing data and how to analyse these data in a geographic information system, in order to map forest resources and monitor relevant changes in forest canopy cover.
The course examines the basics of theoretical issues and image classification to help students understand and choose remote sensing solutions for forest classification and forest monitoring problems. The main topics are covered with many practical exercises of forest classification and forest change detection.
Expected Learning outcomes:
1) Knowledge and understanding: comprehensive knowledge of the basics of theoretical issues behind optical remote sensing and image classification
2) Applied knowledge and understanding: ability to select, conceptualize, and implement image classification techniques of multispectral RS images in QGIS with respect to a given practical application in forest cover mapping and change detection
3) Making judgments: critical analysis and evaluation of the potentials and limitations of different image classification methods
4) Communication skills: Refined presentation skills of an own image classification project for forest applications
5) Learning skills: an own mental model for addressing simple tasks exercises of forest classification and forest change detection (competent practitioner of RS)
Remote sensing in forests resource management/
The course is designed to give an introduction on how to generate information from remote sensing data and how to analyse these data in a geographic information system, in order to map forest resources and monitor relevant changes in forest canopy cover.
The course examines the basics of theoretical issues and image classification to help students understand and choose remote sensing solutions for forest classification and forest monitoring problems. The main topics are covered with many practical exercises of forest classification and forest change detection.
Expected Learning outcomes:
1) Knowledge and understanding: comprehensive knowledge of the basics of theoretical issues behind optical remote sensing and image classification
2) Applied knowledge and understanding: ability to select, conceptualize, and implement image classification techniques of multispectral RS images in QGIS with respect to a given practical application in forest cover mapping and change detection
3) Making judgments: critical analysis and evaluation of the potentials and limitations of different image classification methods
4) Communication skills: Refined presentation skills of an own image classification project for forest applications
5) Learning skills: an own mental model for addressing simple tasks exercises of forest classification and forest change detection (competent practitioner of RS)
What is remote sensing and what is it used for?
-Optical Image Formation Process: at-Sensor - Radiance and Reflectance
-Spectral response of main land cover classes
-Vegetation indices
Type of remotely sensed data
-Satellite, airborne and drone platforms
-Multispectral and hyperspectral sensors
Resolution
-Image data preprocessing by data providers
Geodata handling and image data pre-processing in GIS
-Field work: acquisition of reference data
-Data preprocessing: image data enhancement
-Creating a geographic database: digitizing and managing coordinate systems
Remote sensing data applications to forest resource mapping
-Introduction to digital image processing techniques
-Photointerpretation for land cover and forest type mapping
-Automated classification of satellite images
-Forest change detection
examMode
The evaluation will be based on a final written examination with 4 open questions on theoretical topics and 4 practical exercises on image analysis and classification to be developed with open source QGIS software.
books
- Remote Sensing and Image Interpretation (2015)- T.M. Lillesand, R.W. Kiefer, J.W. Chipman, Wiley International Edition
- Remote Sensing and Gis for Ecologists: Using Open Source Software (2016). M.Wegmann, B. Leutner and S. Dech, Pelagic Publishing
mode
This course is application-oriented and students will learn to use basic image classification techniques and software tools by a mix of lectures and classroom practical exercises sessions.
classRoomMode
The course attendance is strongly recommended.
bibliography
- Franklin SE (2001). Remote Sensing for Sustainable Forest Management. CRC Press, Taylor and Francis
MODULE II
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-
-
-
MANAGEMENT OF FORESTS AND AGROFOREST SOILS
TOMMASO CHITI
First Semester
6
AGR/14
Learning objectives
KNOWLEDGE AND UNDERSTANDING
Conduct basic field analyzes of forest and agricultural soils, including description of soil profiles and soil shapes, classification and basic description of the study site. Understand the basic properties and processes of forest and agricultural soils and their relationships with tree growth / site productivity.
Know the effects of forest management practices on forest soil properties and processes and how to use silvicultural techniques to influence soil properties and processes to improve productivity and sustainability.
APPLYING KNOWLEDGE AND UNDERSTANDING
Ability to recognize the correct type of management to be applied in relation to the type of ecosystem. Pedological investigation to establish the connection between the different types of soil, vegetation and management. Application of pedological survey methodologies: identification of homogeneous areas for pedogenesis factors and analysis and description of a soil profile. Ability to recognize the main types of environmental management.
MAKING JUDGMENT
Being able to interpret the processes that occur in a forest and agricultural ecosystem. Ability to evaluate the characteristics of the environment. Ability to evaluate forest and agricultural lands in relation to the type of management.
COMMUNICATION SKILLS
Being able to expose scientific topics with clarity and synthesis.
LEARNING SKILLS
Being able to describe topics related to the management of forest and agroforestry soils in written and / or oral form. This skill will be developed through the active involvement of students through oral class and field discussions on specific topics related to the course.
1. History and management of forest and agroforest soils (4 hours)
2. Composition of soils: Soil Formation and minerals (4 hours)
3. Composition of soils: Soil organic matter (4 hours)
4. Composition of soils: Soil structure, water and pores (4 hours)
5. Life in soils: the microorganism (4 hours)
6. Forest and agroforest Biogeochemistry (4 hours)
7. Sampling forest and agroforest soils across space and time (4 hours)
8. Influence of tree species, fire and site preparation on forest and agroforest soils (4 hours)
9. Forest and agroforest soils nutrition management (2 hours)
10. Managing forest and agroforest soils for carbon sequestration (2 hours)
11. Field practice in a forest in the Viterbo area: soil description and site evaluation (8 hours)
examMode
An in itinere test, lasting a maximum of 1 hour, will consist of a test with 30 multiple-choice questions designed to ascertain the student's knowledge of the concepts presented during the course.
Minimum threshold for a pass: 18 correct answers.
Final oral examination.
books
Recommended texts for exam preparation:
- ECOLOGY AND MANAGEMENT OF FOREST SOILS. FOURTH EDITION. Dan Binkley, Richard F. FisherJohn Wiley & Sons, Ltd (2013)
- Fahad, S.; Chavan, S.B.; Chichaghare, A.R.; Uthappa, A.R.; Kumar, M.; Kakade, V.; Pradhan, A.; Jinger, D.; Rawale, G.; Yadav, D.K.; Kumar, V.; Farooq, T.H.; Ali, B.; Sawant, A.V.; Saud, S.; Chen, S.; Poczai, P. Agroforestry Systems for Soil Health Improvement and Maintenance. Sustainability 2022, 14, 14877. https://doi.org/10.3390/su142214877
Supplementary teaching materials provided by the lecturer:
Presentations of individual lectures will be made available on MOODLE at the course page. Additional materials such as handouts and/or videos will also be made available on MOODLE.
classRoomMode
Attendance at the course is not mandatory. Attendance is recommended for farm and forest exercises.
bibliography
- ECOLOGY AND MANAGEMENT OF FOREST SOILS. FOURTH EDITION. Dan Binkley, Richard F. FisherJohn Wiley & Sons, Ltd (2013)
- Fahad, S.; Chavan, S.B.; Chichaghare, A.R.; Uthappa, A.R.; Kumar, M.; Kakade, V.; Pradhan, A.; Jinger, D.; Rawale, G.; Yadav, D.K.; Kumar, V.; Farooq, T.H.; Ali, B.; Sawant, A.V.; Saud, S.; Chen, S.; Poczai, P. Agroforestry Systems for Soil Health Improvement and Maintenance. Sustainability 2022, 14, 14877. https://doi.org/10.3390/su142214877
118983 - INVASIVE FOREST PATHOGENS AND GLOBAL CHANGES
ANDREA VANNINI
Second Semester
6
AGR/12
Learning objectives
Invasive Forest Pathogens and Global Changes course approaches the International context of Plant Protection and, specifically, of protection of forests within global change scenarios, including climatic changes and biological invasions. The course aims to provide the single elements that make the complex picture of prevention, monitoring, diagnosis, and control of forest pathogens, considering, time by time, the issues of international agreements, regulations, and the new frontiers of prevention, new diagnostic tools, and the advances in knowledge on biological invasions.
a) Knowledge and understanding. The course will provide the students with the concepts and information needed to develop the single issues and integrate them within the general context of plant protection. Through an analytical process, open discussions, and the stimulation of the attitude to the analysis, the students will be able to assimilate and elaborate on the issues and to collocate them within the complex context of plant protection, integrating ecological, biological concepts with socio-economic ones. b) Applying knowledge and understanding; the body of information on a specific topic that the student will receive through an interactive and practical approach will allow perceiving the applicability into the professional activity at the national and international levels. Moreover the course includes several practical activities specifically for laboratory diagnostics. c) Making judgments; the interactive teaching method based on the framing of the general topics, and their development through practical examples and class braining storms, will stimulate the student skills in elaborating their own judgment. d) Communication skills; the body of information and concepts provided by the course will enable the student to efficiently communicate the topic of biosecurity in forest protection and the complex of agreements and rules that regulate the quarantine system at a global level. e) Learning skills. The use of a teaching approach based on general concepts and practical activities (literature reading, laboratory activities) helps the students in the process of learning and concepts assimilation.
Acquire the theoretical and practical bases for the propagation of woody plants belonging to species used in the green infrastructures.
1) Knowledge and understanding
Students will be encouraged to take advantage of the knowledge acquired during the course and during laboratory practice in order to apply them (also in unfamiliar areas) to specific issues such as, for example, the propagation of productive tree plants for short rotation forestry (SFR) or ornamental woody plants, as well as historical trees. Students will be encouraged to work in interdisciplinary contexts in order to detect and solve problems related with the production of healthy plants for green infrastructures (landscape architectures, city planners, etc..).
2) Applying knowledge and understanding
At the end of the course, students will have a thorough knowledge of the principles of woody plant propagation to the obtainment of healthy plant material for SRF and green infrastructures. The students will be able to develop protocols for the propagation of woody species not included in the course on the base of the acquired knowledge in order to obtain woody plants suitable for the productive, environmental, historical and cultural contexts where they will work.
3) Making judgements
Students will be able to interpret and discuss scientific papers presented during the course and be able to identify in them the highlights and key points, as well as make judgments even with incomplete data.
4) Communication skills
During the lessons, it will be stimulated students' ability to think and discuss about the topics covered, as well as the comparison of opinions to develop their communication skills. These skills will then be tested in the examination in order to ameliorate the future communication skills of the students towards specialist and non-specialist interlocutors in relation to the approaches used and the results obtained.
5) Learning skills
Students will be able to expose and develop scientific issues related to the course. The active involvement of students through oral classroom discussions and experiences in the laboratory practices will develop those skills.
Oral exam on the course program to verify the ability to know and link the contents of the course.
The exam consists of an oral exam. We would like to remind students that, in order to take the exam, they must register for the exam session in question at the “Portale dello studente”. The exam is the same for both attending students and non-attenders.
The exam takes place according to the University Teaching Regulations. The exam is scored out of a maximum of 30 points (minimum mark 18/30), which will go into the calculation of your grade point average, and evaluates your:
1. knowledge of course contents (superficial, appropriate, accurate and complete, complete and in-depth),
2. ability to integrate and critically discuss course contents (sufficient, good, very good),
3. skill in planning a monitoring activity starting from a case study (sufficient, good, very good),
4. level of clarity in exposition (lack of exposure, simple, clear and correct, safe and correct).
books
1. Plant Cell Culture, essential methods (2010). Edited by M.R. Davey and P. Anthony. Wiley-Blackwell.
2. Hartmann & Kester's Plant Propagation: Pearson New International Edition: Principles and Practices
bibliography
See textbooks
DIGITAL TECHNOLOGIES FOR CLIMATE-SMART FORESTRY
RICCARDO VALENTINI
First Semester
6
AGR/05
Learning objectives
The course will provide the necessary knowledge to evaluate various digital technologies, specifically the analysis of time series related to the carbon sequestration capabilities of forest ecosystems and the influence of climate variability on their functional responses.
1. Knowledge and Understanding
Upon completion of the course, you will demonstrate a solid theoretical understanding of the forest carbon cycle and functional responses. This includes knowledge of measurements and their interpretation related to the forest carbon balance across different time scales, with a specific focus on:
• Understanding the carbon cycle in forests, functional responses, and the drivers involved in key processes.
• Gaining practical familiarity and skills in analysing time series of carbon and energy exchange fluxes and meteorological drivers, including an understanding of uncertainty and statistical approaches for interpreting measurements.
2. Applied Knowledge and Understanding
At the end of the course, you will be able to interpret and manage digital historical series using data analysis technologies, applying a fundamental understanding of how forest ecosystems function.
3. Making Judgements
You will develop critical thinking skills to evaluate time series, considering their uncertainty and significance. You will be able to select the correct approach to assess the role of forests on the climate using digital technologies.
4. Communication Skills
Upon completion of the course, you will demonstrate the ability to communicate and discuss the topics covered in a concise yet effective manner to various audiences. Specifically, you will be able to:
• Clearly explain the role of forests in climate change and atmospheric CO2 absorption.
• Illustrate digital historical series of carbon exchanges and meteorological/climatic drivers, with particular attention to anomalies and uncertainties.
5. Learning skills
The skills acquired will enable you to define and explain the role of forests in mitigating climate change, design approaches for quantifying carbon sequestration through digital technologies, interpret data and historical series, and analyse the responses of forest ecosystems to both biotic and abiotic stresses.
The course aims to give students the knowledge necessary to understand the significant risks associated with pollutants and their effects on soil ecosystems and human health. Students will learn to identify these pollutants and explore methods for restoring affected soils to safer conditions.
The main topics covered in the course include:
1. An overview of pollution.
2. A description of soil components.
3. An exploration of how pollutants behave and interact with soils when introduced, either accidentally or intentionally, and the associated risks.
4. An evaluation of the impact of these pollutants on soil ecosystems and their resilience.
5. Methods for detecting and monitoring pollutants in the soil.
6. Techniques for restoring polluted soils, i.e. including both traditional and advanced (bio)remediation methods.
The course will provide in-depth information about the nature and characteristics of primary soil pollutants (both natural and synthetic), their classifications, and their toxic effects on humans. It will also present the components of soil and the dynamics of the soil ecosystem as a living entity supporting human life.
Students will learn about the interactions between pollutants and soil components such as minerals, microbes, plants, and animals, to understand and predict the possible disturbances and risks the pollutants can pose to soil ecosystems.
The course will highlight traditional and innovative technological approaches for detecting and monitoring soil pollutants, including advancements in nanotechnology. Additionally, students will explore the main abiotic and biotic techniques that can be implemented in real-world scenarios to reduce pollutant concentrations to legally acceptable levels.
2 - LEARNING OUTCOMES
KNOWLEDGE AND UNDERSTANDING
Students should demonstrate:
• The knowledge of the various pollutants and main features affecting their environmental behaviour.
• The knowledge of the various components of natural soils and their ecosystem interactions.
• The knowledge of the physical, chemical and physicochemical principles and mechanisms affecting the interactions between pollutants, soil components, and organisms.
• The knowledge of the various approaches and technologies (traditional vs. innovative) employed in monitoring natural and polluted soils and soil remediation technologies.
ABILITY TO USE KNOWLEDGE AND COMPREHENSION
Students should demonstrate integration and application of the information assimilated in the course in specific contexts such as:
• Identification of natural vs. polluted soil ecosystems based on specific parameters as markers.
• Identify suitable approaches, methodologies, and technologies to analyse perturbed soil ecosystems, understand the dynamics and fate of pollutants, and assess the risks to biota.
• Identify suitable monitoring systems to assess the presence of pollutants in soil ecosystems.
• Identification of appropriate remediation technologies to recover distinctly polluted soils.
MAKING JUDGEMENT
Students should demonstrate the capacity to evaluate information from observations and measurements (monitoring) to assess the extent of possible soil perturbations and consequent actions.
COMMUNICATION SKILLS
Students should show:
• Active listening during the course.
• Situation analysis of different ecosystems, catching the main features characterising natural vs perturbed soils.
• Synthetic but persuasive argumentation of concepts, dynamics and processes in soil ecosystems as described in the course, demonstrating technological competency.
• Public speaking with respect.
LEARNING SKILLS
• Analytical thinking and text interpretation of the various materials provided in the course to achieve suitable knowledge of natural and polluted soil ecosystems
• Curiosity in understanding the causes of events occurring in perturbed soils, relative to the natural ones
• Open-mindedness towards other opinions, with critical thinking and without prejudices .
SECTION 1 - INTRODUCTION TO THE COURSE
• Info about the course
- Operative information
• What do we know about the Earth?
- Earth organisation: the four “spheres” and their interactions in the ecosystems and biomes
- Present and future threats for humans: population, food, cultivable lands, biodiversity, water, urban areas, pollution, health; the 17 SDGs and the role of soil in them; sustainable agriculture
SECTION 2 - SOIL ECOSYSTEM COMPOSITION, FORMATION AND FEATURES
• What do we know about soil?
- Definitions, functions and importance
• What does soil come from?
- Factors and processes driving soil formation
• What is soil composed of?
- Abiotic vs biotic components
- Inorganic fraction: description and properties of solid inorganic components - Minerals (silicates and non-silicates). Origin and formation of the inorganic fraction
- Water: chemistry, properties and importance of water. Soil-water interactions and dynamics; water movements in soil. Soil water content: concepts, types, measurements, and management
- Air: composition and importance of air in soil; air dynamics in soil. Soil volatiles (VOCs)
- Organic fraction: description, composition and properties of soil organic matter. Origin, formation (humification) and decomposition of the soil organic fraction
- Biota: Soil ecosystems and components of soil biota, their classification, distribution, and functions. Soil-plant-microorganism relationships - The rhizosphere
• What are the properties of soils?
- Physical
- Chemical
- Physicochemical
- Biological/biochemical
SECTION 3 - POLLUTION
• What about pollutants?
- Pollution as “ecosystem perturbation”
- Pollution classification based on Earth’s compartments; effects induced; causes producing; sources inducing; pollution types
• Chemical pollutants
- Classification of chemical pollutants by categories
- Toxicity, nature, features, structures and applications
SECTION 4 - SOIL POLLUTION
• Soil health, quality and resilience: definitions and differences
• What are the causes of soil pollution?
- Land uses and activities - industrial, agricultural, and urban areas
• Which types of pollutants can be found in soils?
- Inorganic pollutants in soil: interactions, processes (adsorption/fixation, absorption, solubilisation, mobility, leaching) and persistence
- Organic pollutants in soil: interactions, processes (partitioning, adsorption/fixation, absorption, solubilisation, mobility, volatilisation, degradation, leaching) and persistence
• What are the interactions between pollutants and soil?
- Soil components and soil properties affecting the interactions with pollutants
- Fate of contaminants/pollutants in soil (adsorption/fixation, absorption, volatilisation, degradation, leaching) and persistence
• What are the effects of soil pollutants?
- Toxicity of pollutants in soil ecosystems: effects on soil organisms
- Effects on soil properties
SECTION 5 - MONITORING SOIL POLLUTANTS
• How to detect and monitor pollutants in soils?
- Monitoring soil quality (indicators, indices, etc.)
- Monitoring soil pollutants (metals, organics, nanomaterials, pharmaceuticals, etc.)
- Traditional approaches in soil monitoring (sampling and lab analyses)
- Innovative approaches in soil monitoring (sensors, biosensors, nano(bio)sensors, probes and (hybrid) sensing systems).
SECTION 6 - MANAGING SOIL POLLUTION & REMEDIATION
• How to manage soil pollution?
- Limitation, prevention and treatment of soil pollution.
• How to remediate polluted soils?
- Traditional technologies for soil remediation (physical and chemical)
- Bioremediation approaches for soil cleaning and recovery
- Innovative approaches in soil (bio)remediation.
examMode
EVALUATION: TYPES and PARAMETERS
EVALUATIONS DURING THE COURSE
Students will be required to present individual or group activities on specific course issues, based on scientific publications provided.
FINAL TEST/EXAM
It consists of an oral interview with students, where questions are asked on various issues based on the course program to assess the following parameters (with ratings):
- The knowledge of the course subjects (sufficient, medium, complete, deep).
- The student’s problem-solving and analytical thinking abilities, ability to relate soil features and processes to the presence of pollutants, and ability to address suitable actions of remediation treatments and monitoring activities (sufficient, good, excellent).
- The capacity to integrate information and relate events and processes at the microscale with effects at the ecosystem level (sufficient, good, excellent).
- The synthetic but persuasive argumentation of concepts with general and detailed information and technological competency (simple, clear and correct, confident and accurate).
- Mastery of scientific expression and terminology (sufficient, good, excellent).
- Ability to make interdisciplinary connections (sufficient, good, excellent).
books
SUGGESTED TEXTBOOKS
- R.R. Weil, N.C. Brady (2016). The nature and properties of soils (15th Edition). Pearson.
OR
- R.R. Weil, N.C. Brady (2019). Elements of the nature and properties of soils (4th Edition). Pearson.
- M.L. Brusseau, I.L. Pepper, C.P. Gerba, (2019). Environmental and Pollution Science (3rd Edition). Academic Press.
OTHERS:
Additional scientific publications on specific subjects will be supplied during the course.
classRoomMode
ATTENDANCE
- Course attendance is not mandatory. However, students are strongly recommended to participate in classes due to difficulties with concept understanding and the interconnections and interdependence of several topics presented in the course, which could make comprehension difficult for students with limited foundational knowledge (check the "Prerequisites" tab). Additionally, since multiple textbooks are necessary to cover all the course topics, class attendance can facilitate further studying and learning.
- Lessons will be provided in classrooms. The streaming connection will be allowed only due to the impossibility of a student being present in person in the class, and only upon specific advance request. Recorded SPRM course lessons will not be provided.
119722 - SILVICULTURE OF MEDITERRANEAN AND TEMPERATE FORESTS
MAURIZIO SABATTI
Second Semester
7
AGR/05
Learning objectives
The course forms part of the field of knowledge of the multi-purpose and sustainable management of the forest resources and the utilization of wood and non wood-based products. The course will provide students with the knowledge on corology, ecology and silviculture of the main forest species in Europe, in the perspective to apply this knowledge to the management of complex territorial systems. Students completing the course will develop a good ability to:
- choose of the best silvicultural system to achieve the forest management objectives.
- evaluate the effects of silvicultural systems on the forest attitude to provide specific goods and services.
- estimate the ecological and social consequences of forest management at a territorial scale.
1. Knowledge and understanding.
To develop during the lessons the knowledge on the characteristics of the main Mediterranean and temperate forests in an integrated perspective with ecological and silvicultural aspects. Ability to understand the evolving dynamics of forest systems, both natural and/or man-made, in relation to the objectives of sustainable forest management.
2. Applying knowledge and understanding.
Ability to apply knowledge and understanding in order to define culture criteria and modalities for adaptive forest management of forest formations. To be able to apply methodologies for analysis and planning of forest management systems on a territorial scale. Describe and provide scientific and application topics related to the various forest management issues.
3. Making judgement.
Being able to develop interdisciplinary connection skills and critical discussion of course content. Develop critical interpretation skills and discussion of experiences or experimental results in the forestry sector similar to those discussed during lessons.
4. Communication skills.
Ability to communicate with clarity and conviction the forestry knowledge acquired during the course or through the analysis of scientific articles or other publications in the forestry sector. These skills will be developed through the active involvement of students in class discussions or during practice sessions on different forest issues.
5. Learning skills
Condition for successful learning skills is to develop the ability to re-organise and synthesize in autonomy the interdisciplinary knowledge on forest science to be applied to the silviculture of Mediterranean and temperate forests.
1. Introduction and objectives of the course. Near-to-nature silviculture and sustainable silviculture: theoretical basis and applicative principles. Effects of silviculture on the genetic characteristics of forests. Forest resources in Europe: an integrated perspective on ecosystem services, disturbances and threats. Brief outline of forest bio-based economy in Europe.
2. European forests: an ecological overview. Forest vegetation belts in Italy. European forest classifications. European Forest Types: tree species matrix. Past forests of Europe.
Silviculture of Mediterranean and temperate forests, in particular:
3. Silvics and silviculture of Mediterranean forests: Mediterranean macchia; Mediterranean pine stands, (Pinus halepensis, P. pinaster, P. pinea); evergreen oak stands (Quercus ilex, Q. suber, Q. coccifera). Wood production in Mediterranean forests. Silviculture of minor tree species of the Mediterranean environment.
4. Silvics and silviculture of plain / sub mountain forests: deciduous oak stands (Quercus robur, Q. petraea, Q. pubescens, Q. frainetto, Q. cerris, Q. trojana); chestnut stands (Castanea sativa). Brief outline on silvics and silviculture of the main broadleaf species related to the deciduous oak stands (Carpinus spp., Acer spp., Fraxinus spp.). Outline on the riparian tree vegetation in Europe. Wood production in plain / sub-mountain forests.
5. Silvics and silviculture of mountain forests: European beech stands (Fagus sylvatica); European silver fir stands (Abies alba); Mountain pine stands (P. sylvestris, P. nigra, P. laricio, P. leucodermis). Brief outline on silvics and silviculture of valuable broadleved stands (Acer spp., Tilia spp., Fraxinus excelsior, Prunus avium). Wood production in mountain forests
6. Silvics and silviculture of subalpine forests: Norway spruce stands (Picea abies); European larch, stone pine, Swiss mountain pine, dwarf pine stands (Larix decidua, Pinus cembra, Pinus uncinata, Pinus mugo). Wood production in subalpine forests. Silviculture in protection forests.
7. Outline of forest reproductive material and forest nursery techniques. Technical principles for the establishment and management of forest plantations. Outline on clonal forestry, short rotation forestry, forest restoration.
examMode
The assessment of the knowledge acquired is achieved through an oral examination, at fixed date, that will be published well in advance on the course website. The final examination will verify the preparation of the student on all the parts of the program. It will concern the discussion of three topics pertinent to the course. One of the topics can be chosen, agreed with the teacher, consisting in the discussion of a written report that deepens the silvicultural aspects of a scientific paper relevant to the course or of a real situation faced during field activities in the forest and/or of direct knowledge of the student.
Evaluation criteria:
- knowledge of course contents;
- ability to integrate and critically discuss course contents;
- skill in planning a silvicultural activity starting from a case study;
- level of clarity in exposition and proper use of technical terminology.
books
Silviculture Handbook. Wisconsin DNR, Publication Number 2431.5, Madison: Wisconsin DNR, 2010. www.dnr.state.wi.us/forestry/Publications/H andbooks/24315/
San-Miguel-Ayanz, J., de Rigo, D., Caudullo, G., Houston Durrant, T., Mauri, A. (Eds.), 2016. European Atlas of Forest Tree Species. Publication Office of the European Union, Luxembourg.
Kelty, M. J., Larson, B. C., & Oliver, C. D. (Eds.). (2013). The ecology and silviculture of mixed-species forests: a festschrift for David M. Smith (Vol. 40). Springer Science & Business Media. (Class. Bibl. 574.52642).
Silviculture Handbook. Wisconsin DNR, Publication Number 2431.5, Madison: Wisconsin DNR, 2010. www.dnr.state.wi.us/forestry/Publications/H andbooks/24315/
The books are available in the university library or on the web. Teaching material will be distributed during the course and/or made available on the web.
mode
On-site lectures, ppt presentations with schematic representations, photographs, video, animations. During the course there will be field activities consisting of a half / full day in the forests of the Viterbo province. At the end of the course field activities in the forest will be organised consisting of some days in Pieve Tesino (TN) on the Alps, in general during the second week of June. Teaching material will be distributed during the course and/or made available on the web.
classRoomMode
The attendance of the course is not not compulsory, but is strongly recommended.
bibliography
Silviculture Handbook. Wisconsin DNR, Publication Number 2431.5, Madison: Wisconsin DNR, 2010. www.dnr.state.wi.us/forestry/Publications/H andbooks/24315/
San-Miguel-Ayanz, J., de Rigo, D., Caudullo, G., Houston Durrant, T., Mauri, A. (Eds.), 2016. European Atlas of Forest Tree Species. Publication Office of the European Union, Luxembourg.
Kelty, M. J., Larson, B. C., & Oliver, C. D. (Eds.). (2013). The ecology and silviculture of mixed-species forests: a festschrift for David M. Smith (Vol. 40). Springer Science & Business Media. (Class. Bibl. 574.52642).
Silviculture Handbook. Wisconsin DNR, Publication Number 2431.5, Madison: Wisconsin DNR, 2010. www.dnr.state.wi.us/forestry/Publications/H andbooks/24315/
The books are available in the university library or on the web. Teaching material will be distributed during the course and/or made available on the web.
Silvics of north america: 1. Conifers 2. Hardwoods Agriculture Handbook. Silvics of North America: 1. Conifers 2. Hardwoods Agriculture Handbook 654. Burns, R. M. and B. H. Honkala (technical coordinators), U.S. Department of Agriculture Forest Service, Washington D. C., 1990. http://na.fs.fed.us/spfo/pubs/silvics_manual/table_ of_contents.htm.
Helms, J. A. (1998). The dictionary of forestry. (Class. Bibl. 634.903/DIC).
The books are available in the university library or on the web. Teaching material will be distributed during the course and/or made available on the web.
14366 - OPTIONAL COURSES
Second Semester
12
121161 - MONITORING SOIL QUALITY
-
6
-
-
Learning objectives
Bioindicators of soil quality (4ECTS)
Knowledge and skills of understanding
Students will learn how to set up soil quality monitoring using chemical, biochemical and microbiological indicators and bioindicators
Applied knowledge and understanding skills
Students will be able to select a package of indicators suitable for a given soil, specific pedo-climatic conditions and land uses
Autonomy of judgment
Students will be able to make judgments in relation to the performance of soil quality indicators and indices to assess critical situations or monitor effectiveness of reclamation processes to restore degraded soils
Communication
Students will learn specific language and terminology related to soil science, chemistry, biochemistry and microbiology that will allow proper communication tools at different levels (academic, institutional, stakeholders)
Ability to learn
The knowledge acquired will enable them to build a basic preparation that will allow to pursue their studies and/or professional activities with competence.
Knowledge and skills of understanding
Students will learn how to carry out soil quality monitoring by means of field morphological description and laboratory analysis of chemical-physical and biochemical properties selected as indicators of quality
Applied knowledge and understanding skills
Students will be able to analyze a package of indicators suitable for given soil and climate conditions and/or given land uses
Autonomy of judgment
Students will be able to make a judgement on soil quality assessed analytically through field morphological and chemical-physical and biochemical laboratory analyses
Communication
Students will learn specific language and terminology related to soil science, with particular reference to the analytical determination of quality indicators that will allow proper communication tools at different levels (academic, institutional, stakeholders)
Ability to learn
The knowledge acquired will enable them to build a basic preparation that will allow them to pursue their studies and/or professional activities with competence.
MODULE II
MARIA CRISTINA MOSCATELLI
First Semester
4
AGR/13
Learning objectives
Knowledge and skills of understanding
Students will learn how to set up soil quality monitoring using chemical, biochemical and microbiological indicators and bioindicators
Applied knowledge and understanding skills
Students will be able to select a package of indicators suitable for a given soil, specific pedo-climatic conditions and land uses
Autonomy of judgment
Students will be able to make judgments in relation to the performance of soil quality indicators and indices to assess critical situations or monitor effectiveness of reclamation processes to restore degraded soils
Communication
Students will learn specific language and terminology related to soil science, chemistry, biochemistry and microbiology that will allow proper communication tools at different levels (academic, institutional, stakeholders)
Ability to learn
The knowledge acquired will enable them to build a basic preparation that will allow to pursue their studies and/or professional activities with competence.
I. Introduction
Soil and its different definitions
Role and position of soils in terrestrial ecosystems
Ecosystem services and soil functions
Concepts of chemical and biological fertility
II. Drivers of global soils change:
Natural and anthropogenic pressures (climate changes, land use changes, pollution)
Threats to soil functions
Soil degradation, soil loss
III. Indicators of soil quality and health
Review of concepts of soil quality, soil health and soil security. Rationale for the use of soil indicators and specific requisites. Physical, chemical and biological indicators. Static and dynamic descriptors.
Pools and processes.
Main bioindicators: definitions and functions.
Soil quality indexes
IV. Pools: Soil organic matter and microbial biomass
Soil organic matter (SOM)
Main features, composition, physical, chemical and biological properties.
SOM as a complex indicator of soil quality. Quantity and quality of SOM
Role of SOM to maintain soil fertility, to promote carbon storage and as the site of tight interactions with soil biota. Pools of ecological relevance.
Microbial biomass
Definition, composition and main characteristics
Functions of soil microrganisms and their specific role within nutrient cycles.
How to study microbial biomass. Quantitative and qualitative approaches. FE method, SIR, multi-SIR, CLPP techniques. Concepts of genetic and functional diversity.
Microbial indexes: the microbial quotient, significance and measurement.
V. Processes: Mineralization processes (C & N mineralization) and soil enzymes
Significance of mineralization processes to guarantee soil fertility
C mineralization. Soil respiration and its components: definition and measurement
Microbial indexes: the metabolic and the mineralization quotients: significance and measurement
N mineralization. Mineralization potential and in situ measurements
Definitions and main features of soil enzymes. Localization and origin of soil enzymes. Classes of soil enzymes. Functions and stability of enzymes in soil. Immobilized enzymes.
Intra- and extracellular enzymes.
Determination of enzyme activities by means of different methods : colorimetric and fluorimetric techniques. Real and potential activity.
VI. How to plan a monitoring activity
WWWHWWW scheme.
Experimental design, sampling schemes.
How to choose the right indicators. New sets of indicators.
Presentation of specific case studies in forest soils
examMode
Written test
Evaluation criteria:
1) knowledge of course contents,
2) ability to integrate and critically discuss course contents,
3) skill in planning a monitoring activity starting from a case study,
4) level of clarity in exposition
books
TTexts
1) Brady NC, Weil RR, 2016
The nature and properties of soils, XV Ed. (Chapt. 1, 11, 12, 20), XIV Ed.(Chapt. 2, 12, 13, 21) or XIII Ed. (Chapt. 1-11-12-20)(University Library)
2) FAO and ITPS., 2015.
Status of the World’s Soil Resources (SWSR) – Main Report. Food and Agriculture Organization of the United Nations and Intergovernmental Technical Panel on Soils, Rome, Italy (selected chapters)
3) NERI Technical Report No. 388, 2002
Microorganisms as indicators of soil health,
4) European Commission - DG ENV, Report 2010
Soil biodiversity: functions, threats and tools for policy makers,
5) Gardi C., Jeffrey J. , 2009
Soil biodiversity, JRC Scientific and Technical Reports
6) Shukla G., Varma A., 2011,
Soil enzymology –Springer Verlag
(selected chapters)
Additional articles, reports etc will be provided for each section of the course
Course slides may be only used as a guide to prepare the exam
mode
Lectures
Practical classes in the laboratory
Working groups
Integrative seminars
classRoomMode
Attendance to all activities is strongly suggested
bibliography
Texts
1) Brady NC, Weil RR, 2016
The nature and properties of soils, XV Ed. (Chapt. 1, 11, 12, 20), XIV Ed.(Chapt. 2, 12, 13, 21) or XIII Ed. (Chapt. 1-11-12-20)(University Library)
2) FAO and ITPS., 2015.
Status of the World’s Soil Resources (SWSR) – Main Report. Food and Agriculture Organization of the United Nations and Intergovernmental Technical Panel on Soils, Rome, Italy (selected chapters)
3) NERI Technical Report No. 388, 2002
Microorganisms as indicators of soil health,
4) European Commission - DG ENV, Report 2010
Soil biodiversity: functions, threats and tools for policy makers,
5) Gardi C., Jeffrey J. , 2009
Soil biodiversity, JRC Scientific and Technical Reports
6) Shukla G., Varma A., 2011,
Soil enzymology –Springer Verlag
(selected chapters)
Additional articles, reports etc will be provided for each section of the course
Course slides may be only used as a guide to prepare the exam
MODULE II
SARA MARINARI
First Semester
2
AGR/13
Learning objectives
Knowledge and skills of understanding
Students will learn how to carry out soil quality monitoring by means of field morphological description and laboratory analysis of chemical-physical and biochemical properties selected as indicators of quality
Applied knowledge and understanding skills
Students will be able to analyze a package of indicators suitable for given soil and climate conditions and/or given land uses
Autonomy of judgment
Students will be able to make a judgement on soil quality assessed analytically through field morphological and chemical-physical and biochemical laboratory analyses
Communication
Students will learn specific language and terminology related to soil science, with particular reference to the analytical determination of quality indicators that will allow proper communication tools at different levels (academic, institutional, stakeholders)
Ability to learn
The knowledge acquired will enable them to build a basic preparation that will allow them to pursue their studies and/or professional activities with competence.
Field soil description
- Evaluation of soil-forming factors: climate, geomorphology, organisms, parent material, time, and human influence
- Morphological description of the soil profile: identification of soil horizons and their characteristics (color, boundary, texture, structure, presence of soil features, roots, skeleton)
Analysis and measurement of soil quality indicators
- Physical properties: texture, water retention, and soil structure
- Chemical properties: pH, cation exchange capacity, soil base saturation
- Biological properties of the soil: microbial biomass, enzymatic activity, measurement of soil respiration
- Microbial indices: measurement of metabolic and mineralization quotients
- Carbon pool analysis: Quantity and quality of organic matter (instrumental analysis)
Calculation of soil quality indices.
examMode
The evaluation will take place with a written test (3 questions on the evaluation of soil quality indicators) and a practical test concerning the determination of a quality indicator.
books
Guidelines for soil description (FAO)
Visual Soil Assessment
classRoomMode
Participation in field and laboratory exercises is strongly recommended.
Six lessons (2 in the field and 4 in the lab) of 3 hours each are planned.
bibliography
Ya’nan Fan et al. (2025). Development of soil quality assessment framework: A comprehensive review of indicators, functions, and approaches. Ecological Indicators Volume 172, March 2025, 113272
121165 - TRAINEESHIP
Second Semester
4
SUBJECT
SEMESTER
CFU
SSD
LANGUAGE
17700 - FOREST MANAGEMENT PLANNING
LUIGI PORTOGHESI
First Semester
7
AGR/05
Learning objectives
As part of the general objective of the Master's Degree Course in Forestry and Environmental Sciences, that is, to train professionals capable of governing forest management processes in relation to the role that forest ecosystems play today, and the challenges that socio-environmental systems must address in the face of Global Change processes, at the end of the course, the student will have acquired:
a) knowledge and understanding of the phases of the sustainable and multifunctional forest planning process, i.e. developed according to ecological criteria, on a single forest property and landscape scale;
b) knowledge and understanding of how to apply theoretical knowledge to forest planning decisions through case studies regarding the estimation of allowable cut, the recognition and protection of the social and environmental functions provided by forest stands, the integration of wood production with the conservation of the complexity of forest systems;
c) autonomy of judgment and decision regarding the validity of the different approaches to forest planning applicable in a given socio-ecological context in relation to the multiplicity of objectives to be achieved through forest management;
d) better ability to communicate and discuss the objectives and methods of forest management planning with the various stakeholders involved in the planning process, with particular reference to the environmental impact of the plan decisions.
e) better ability to learn the complexity of issues relating to the management of natural resources.
In order to achieve the learning objective a) acquire knowledge and understanding about the phases and methods of the sustainable and multifunctional forestry planning process, i.e. developed according to ecological criteria, on a company and landscape scale, the following topics, in particular, are intended, for a total time estimated at 32 hours (4 CFU) :
- The concept of Sustainable Forest Management (SFM)
- The functions of the forest.
- Planning as a tool for sustainable, multifunctional forest management
- Different level of forest planning in Italy.
- Steps of lanIn order to achieve the training objectd and forest planning
- Goals, objectives and actors of forest planning
- Data collection; mandatory knowledge about environmental socio-economic factors of the woodland to be planned
- Forest compartments and other basic territorial units of a forest under management.
- How to divide a forest ownership into compartments
- The concept of fully regulated evenaged normal forest. Rotation. Criteria to choose the rotation. Yield tables.
- Methods to calculate the allowable cut of evenaged normal forest. The area control methods for the management of coppices.
- Volume control methods for hogh forests: the Austrian methods, the Paulsen-Hundeshagen principle and derived formulas
- The management of the normal unevenaged forest. The reverse j shaped curve; the cutting cycle. How calculate the allowable cut.
- Management methods which do not refer to a normal forest model: the silvicultural method; the Moeller's Dauerwald, the control method.
In order to achieve the learning objectiveive b) knowledge and understanding of how to apply theoretical knowledge to forest planning decisions through case studies, didactical experiences in forest and practical exercises regarding the estimation of woody recovery, the recognition and protection of social and environmental functions carried out by forest stands, the integration of wood production with the conservation of the complexity of forest systems, are programmed, for a total time estimated at 12 hours (1,5 CFU).
In order to achieve the learning objective c) autonomy of judgment and decision regarding the validity of the different approaches to forest planning applicable in a given socio-ecological context in relation to the multiplicity of objectives to be achieved with forest management, and e) better ability to learn the complexity of issues relating to the management of natural resources teh following topics are intended:
- Forest management facing the challenges of global change, the following topics are intended, for a total time estimated at 8 hours (1 CFU):
- Overcoming the normal forest: from prediction to control. Management "close to nature" in its various expressions.
- The forest as a complex and adaptive biological system. Systemic management.
- Planning forests with prevalent function of protection from natural hazards.
In order to achieve the learning objective d) better ability to communicate and discuss the objectives and methods of forest management planning with the various stakeholders involved in the planning process, with particular reference to the environmental impact of the plan decisionsthe following topics are intended, for a total time estimated at 4 hours (0,5 CFU):
- Landscape-scale forest planning: general characteristics, peculiarities, benefits, operational phases.
- The participatory process in forest planning.
examMode
The evaluation consists of a written test based on fifteen mainly open-ended questions, aimed at ascertaining the degree of knowledge and understanding acquired by the student on the different phases and methods of the forest planning process, on the different approaches to forest planning, both those oriented to wood production and those who pursue multifunctionality, and on their application, also through simple exercises. No more than two questions may be closed multiple choice. The student will be asked three questions for each of five groups of topics that were most relevant during the course. The questions require short answers that may require a maximum of ten lines. The time available will be one hour and fifteen minutes
books
Peter Bettinger, Kevin Boston, Jacely Siry, Donald Grebner
Forest management and Planning
Academic Press, 2017
Available at the university scientific library.
Articles proposed by the professor and available on Moodle
mode
The course includes lectures (5,5 CFU) and practical activities (1,5 CFU).
Practical activities include:
- design of hypothesis of regulating allowable cut for case studies of productive forests;
- survey of forest productivity index in sample areas;
- field trip to case study forest under multifunctional forest planning with discussion of management questions, also involving stakeholders.
classRoomMode
Attendance is not compulsory but highly recommended, both in theoretical lessons and in practical activities.
bibliography
R.W. Matthews, T.A.R. Jenkins, E.D. Mackie, E.C. Dick
Forest Yield: a handbook on forest growth and yield tables for British forestry.
Forestry Commission, 2016
Available from the professor
van Laar A., Akça A.
Forest Mensuration
Springer
Available from the professor
Kevin L. O’Hara
Multiaged Silviculture: Managing for Complex Forest Stand Structures
Oxford and New York: Oxford University Press, 2014
Available at the university scientific library.
17930 - FOREST ECONOMICS AND POLICY
FRANCESCO CARBONE
First Semester
6
AGR/01
Learning objectives
Knowledge and understanding of the dynamics of the environmental economy
Ability to analyze information and insights on relevant global issues
Acquire an ability to analyze issues and make assessment judgments
Ability to expose economic and policy issues on a large scale
Acquire ownership of the main basic and integral concepts in your technical-cultural background
The course aim is the advancement of knowledge of hydrological processes for enhancing the comprehension and the management of hydrological practical problems. Specifically, the course will focus on small and ungauged basins.
It is possible to identify two main aims:
Refresh of notions about hydrological processes and their modelling, with particular emphasis of the design discharge concept and its practical usefulness.
Learning the design hydrograph concept and the event-based modelling approach either theoretically and in practice.
Moreover, the course will provide some soft-skills about GIS tools particularly useful for hydrological applications.
Expected outcomes following the Dublin descriptors:
Knowledge and understanding.
hydrological phenomena, specifically, rainfall and runoff formation. Design hydrograph notion and its practical implications.
Applying knowledge and understanding
Rainfall-runoff modelling. A freeware software, nowadays adopted by the professional community, will be introduced to the students and they will be asked to develop a practical project. The software application will guarantee the full comprehension of the hydrological applications.
Making judgements - Communication skills - Learning skills
Students will be asked to develop a project that, other to provide a practical example for estimating the design hydrograph, will allow them to investigate on the role of the physical parameters. The project will be assigned without a rigid scheme, student will be invited to identify himself a scientific question on which he can investigate with the software application. During the project he will identify the answer to the scientific question and motivate his conclusions. Setting small groups and interacting with the lecturer will stimulate Making judgements - Communication skills - Learning skills under the hydrological perspective.
-Design peak discharge and design hydrograph
-Return period: meaning, equation, and practical implication
-Rational Formula, theory and practice
-Intesity-Duration-Frequency curves, theory and practice (Excel Lab)
-Rainfall- Runoff Event-Based Approach
-Design Hyetograph
-Net Rainfall estimation, the NRCS-CN curve number method
-Rainfall-runoff transformation, the IUH approach and the WFIUH approach.
-GIS tool for watershed management
-The EBA4SUB software: introduction and project discussion (project Lab).
-Hydrological application case studies.
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 and/or the project to be discussed during the exam.
The English language course aims to familiarize students with the techniques of writing in the English languagewhich differs from writing in Italian. Thsi course also allows students to produce documents and/or short essays which are relevant for their course of study.
The course therefore focuses on two of the four language skills - writing and reading - without forgetting listening and speaking.
To achieve these objectives, classes are exclusively taught in English. It is for this reason that the grammatical basis of the language and its phonological aspects are not neglected but analyzed whenever the need arises.
The final goal is the achievement of level B2 of the Common European Framework of Reference (CEFR), adopted by the Council of Europe by means of which the student:
* Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his / her field of specialization.
* Can interact with a certain fluency and spontaneity that make natural interaction with native speakers possible without effort for the interlocutor.
* Can produce clear and detailed text on a wide range of topics and explain a point of view on a topic providing the pros and cons of the various options.
These objectives are achieved by developing and consolidating the four language skills but above all applying the linguistic knowledge that is gradually being acquired.
Particular attention is paid to the text and context; text analyzes are carried out to identify the specific and pertinent vocabulary, the register to be used and the method of outlining and writing an essay.
Texts of various topics are submitted to students but the main focus is on on scientific topics, crucial to their course of study; also audio will be distributed to develop the ability of oral comprehension; moreover, at each lesson, students must prepare and present some topics of interest in Power Point version.
The course aims to provide the student with the basics to understand the structure and complexity of vertebrates with particular regard to forest ecosystems, making reference to an Italian, European and Mediterranean framework. For each group, general notions will be provided regarding the body's organizational plan, biology, ecological role, evolutionary aspects, highlighting the most significant species and conservation problems.
Knowledge and understanding of the dynamics of the environmental economy
Ability to analyze information and insights on relevant global issues
Acquire an ability to analyze issues and make assessment judgments
Ability to expose economic and policy issues on a large scale
Acquire ownership of the main basic and integral concepts in your technical-cultural background
As part of the general objective of the Master's Degree Course in Forestry and Environmental Sciences, that is, to train professionals capable of governing forest management processes in relation to the role that forest ecosystems play today, and the challenges that socio-environmental systems must address in the face of Global Change processes, at the end of the course, the student will have acquired:
a) knowledge and understanding of the phases of the sustainable and multifunctional forest planning process, i.e. developed according to ecological criteria, on a single forest property and landscape scale;
b) knowledge and understanding of how to apply theoretical knowledge to forest planning decisions through case studies regarding the estimation of allowable cut, the recognition and protection of the social and environmental functions provided by forest stands, the integration of wood production with the conservation of the complexity of forest systems;
c) autonomy of judgment and decision regarding the validity of the different approaches to forest planning applicable in a given socio-ecological context in relation to the multiplicity of objectives to be achieved through forest management;
d) better ability to communicate and discuss the objectives and methods of forest management planning with the various stakeholders involved in the planning process, with particular reference to the environmental impact of the plan decisions.
e) better ability to learn the complexity of issues relating to the management of natural resources.
In order to achieve the learning objective a) acquire knowledge and understanding about the phases and methods of the sustainable and multifunctional forestry planning process, i.e. developed according to ecological criteria, on a company and landscape scale, the following topics, in particular, are intended, for a total time estimated at 32 hours (4 CFU) :
- The concept of Sustainable Forest Management (SFM)
- The functions of the forest.
- Planning as a tool for sustainable, multifunctional forest management
- Different level of forest planning in Italy.
- Steps of lanIn order to achieve the training objectd and forest planning
- Goals, objectives and actors of forest planning
- Data collection; mandatory knowledge about environmental socio-economic factors of the woodland to be planned
- Forest compartments and other basic territorial units of a forest under management.
- How to divide a forest ownership into compartments
- The concept of fully regulated evenaged normal forest. Rotation. Criteria to choose the rotation. Yield tables.
- Methods to calculate the allowable cut of evenaged normal forest. The area control methods for the management of coppices.
- Volume control methods for hogh forests: the Austrian methods, the Paulsen-Hundeshagen principle and derived formulas
- The management of the normal unevenaged forest. The reverse j shaped curve; the cutting cycle. How calculate the allowable cut.
- Management methods which do not refer to a normal forest model: the silvicultural method; the Moeller's Dauerwald, the control method.
In order to achieve the learning objectiveive b) knowledge and understanding of how to apply theoretical knowledge to forest planning decisions through case studies, didactical experiences in forest and practical exercises regarding the estimation of woody recovery, the recognition and protection of social and environmental functions carried out by forest stands, the integration of wood production with the conservation of the complexity of forest systems, are programmed, for a total time estimated at 12 hours (1,5 CFU).
In order to achieve the learning objective c) autonomy of judgment and decision regarding the validity of the different approaches to forest planning applicable in a given socio-ecological context in relation to the multiplicity of objectives to be achieved with forest management, and e) better ability to learn the complexity of issues relating to the management of natural resources teh following topics are intended:
- Forest management facing the challenges of global change, the following topics are intended, for a total time estimated at 8 hours (1 CFU):
- Overcoming the normal forest: from prediction to control. Management "close to nature" in its various expressions.
- The forest as a complex and adaptive biological system. Systemic management.
- Planning forests with prevalent function of protection from natural hazards.
In order to achieve the learning objective d) better ability to communicate and discuss the objectives and methods of forest management planning with the various stakeholders involved in the planning process, with particular reference to the environmental impact of the plan decisionsthe following topics are intended, for a total time estimated at 4 hours (0,5 CFU):
- Landscape-scale forest planning: general characteristics, peculiarities, benefits, operational phases.
- The participatory process in forest planning.
examMode
The evaluation consists of a written test based on fifteen mainly open-ended questions, aimed at ascertaining the degree of knowledge and understanding acquired by the student on the different phases and methods of the forest planning process, on the different approaches to forest planning, both those oriented to wood production and those who pursue multifunctionality, and on their application, also through simple exercises. No more than two questions may be closed multiple choice. The student will be asked three questions for each of five groups of topics that were most relevant during the course. The questions require short answers that may require a maximum of ten lines. The time available will be one hour and fifteen minutes
books
Peter Bettinger, Kevin Boston, Jacely Siry, Donald Grebner
Forest management and Planning
Academic Press, 2017
Available at the university scientific library.
Articles proposed by the professor and available on Moodle
mode
The course includes lectures (5,5 CFU) and practical activities (1,5 CFU).
Practical activities include:
- design of hypothesis of regulating allowable cut for case studies of productive forests;
- survey of forest productivity index in sample areas;
- field trip to case study forest under multifunctional forest planning with discussion of management questions, also involving stakeholders.
classRoomMode
Attendance is not compulsory but highly recommended, both in theoretical lessons and in practical activities.
bibliography
R.W. Matthews, T.A.R. Jenkins, E.D. Mackie, E.C. Dick
Forest Yield: a handbook on forest growth and yield tables for British forestry.
Forestry Commission, 2016
Available from the professor
van Laar A., Akça A.
Forest Mensuration
Springer
Available from the professor
Kevin L. O’Hara
Multiaged Silviculture: Managing for Complex Forest Stand Structures
Oxford and New York: Oxford University Press, 2014
Available at the university scientific library.
The concept of Sustainable Forest Management (SFM)
The functions of forest. Multifunctional forest management.
Planning as a tool for sustainable, multifunctional forest management
Different level of forest planning in Italy.
Steps of land and forest planning
Goals, objectives and actors of forest planning
Data collection; mandatory knowledge about environment, land use, forest stands, socio-economic factors of the woodland to be planned
Forest compartments and other basic territorial units of a forest under management.
How to divide a forest area into compartments
The concept of fully regulated evenaged normal forest. Rotation. Criteria to choose the rotation. References of auxology of trees and forest stands. Yield tables.
Allowable cut. Types of allowable cut.
Methods to calculate the allowable cut of evenaged normal forests.
- The area control methods for the management planning of coppice forest.
- Volume control methods for the management planning of high forests. Example of formulas to estimate the allowable cut: the Austrian methods, the Paulsen-Hundeshagen principle and derived formulas.
- The silvicultural method.
The management of the normal unevenaged forest.
- The reverse j shaped curve; how to buil it.
- the cutting cycle.
- The amount of growing stock to release after the selective cutting
- How calculate the allowable cut.
Management methods which do not refer to a normal forest model:
- The Dauerwald
- the control method
Forest management facing the challenges of global change.
Overcoming the normal forest: from prediction to control. Management "close to nature" in its various expressions. The forest as a complex and adaptive biological system. Systemic management.
How to calculate the allowable cut without reference to normal forest: the minimal growing stock
Planning forest stands with prevalent function of protection from natural hazards.
Landscape-scale forest planning: general characteristics, peculiarities, benefits, operational phases.
The participatory process in forest planning.
examMode
The exam consists of a written test including fifteen short answer questions aimed at ascertaining the degree of knowledge acquired by the student on the forest planning process steps. The topics that were most relevant during the course will be sorted in five groups and students will be asked three questions for each group . Each answer is assigned a score from 0 to 3. The total score is proportionated to 30. The time available will be one hour and fifteen minutes. At most two questions may be multiple-choice closed questions.
books
Peter Bettinger, Kevin Boston, Jacely Siry, Donald Grebner
Forest management and Planning
Academic Press, 2017
mode
The course includes lectures (5 CFU) and practical activities (2 CFU).
Practical activities include:
- design of hypothesis of regulating allowable cut for a case study of productive forests;
- survey of forest productivity index in sample area;
- field trip to case study forest under multifunctional forest planning with discussion of management questions, also involving stakeholders.
classRoomMode
Attendance is not compulsory but highly recommended, both in theoretical lessons and in practical activities.
bibliography
R.W. Matthews, T.A.R. Jenkins, E.D. Mackie, E.C. Dick
Forest Yield: a handbook on forest growth and yield tables for British forestry.
Forestry Commission, 2016
Kevin L. O’Hara
Multiaged Silviculture: Managing for Complex Forest Stand Structures
Oxford and New York: Oxford University Press, 2014
14366 - OPTIONAL COURSES
First Semester
12
17702 - APPLIED HYDROLOGY
SALVATORE GRIMALDISALVATORE GRIMALDI
Second Semester
6
AGR/08
Learning objectives
The course aim is the advancement of knowledge of hydrological processes for enhancing the comprehension and the management of hydrological practical problems. Specifically, the course will focus on small and ungauged basins.
It is possible to identify two main aims:
Refresh of notions about hydrological processes and their modelling, with particular emphasis of the design discharge concept and its practical usefulness.
Learning the design hydrograph concept and the event-based modelling approach either theoretically and in practice.
Moreover, the course will provide some soft-skills about GIS tools particularly useful for hydrological applications.
Expected outcomes following the Dublin descriptors:
Knowledge and understanding.
hydrological phenomena, specifically, rainfall and runoff formation. Design hydrograph notion and its practical implications.
Applying knowledge and understanding
Rainfall-runoff modelling. A freeware software, nowadays adopted by the professional community, will be introduced to the students and they will be asked to develop a practical project. The software application will guarantee the full comprehension of the hydrological applications.
Making judgements - Communication skills - Learning skills
Students will be asked to develop a project that, other to provide a practical example for estimating the design hydrograph, will allow them to investigate on the role of the physical parameters. The project will be assigned without a rigid scheme, student will be invited to identify himself a scientific question on which he can investigate with the software application. During the project he will identify the answer to the scientific question and motivate his conclusions. Setting small groups and interacting with the lecturer will stimulate Making judgements - Communication skills - Learning skills under the hydrological perspective.
-Design peak discharge and design hydrograph
-Return period: meaning, equation, and practical implication
-Rational Formula, theory and practice
-Intesity-Duration-Frequency curves, theory and practice (Excel Lab)
-Rainfall- Runoff Event-Based Approach
-Design Hyetograph
-Net Rainfall estimation, the NRCS-CN curve number method
-Rainfall-runoff transformation, the IUH approach and the WFIUH approach.
-GIS tool for watershed management
-The EBA4SUB software: introduction and project discussion (project Lab).
-Hydrological application case studies.
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 and/or the project to be discussed during the exam.
-Design peak discharge and design hydrograph
-Return period: meaning, equation, and practical implication
-Rational Formula, theory and practice
-Intesity-Duration-Frequency curves, theory and practice (Excel Lab)
-Rainfall- Runoff Event-Based Approach
-Design Hyetograph
-Net Rainfall estimation, the NRCS-CN curve number method
-Rainfall-runoff transformation, the IUH approach and the WFIUH approach.
-GIS tool for watershed management
-The EBA4SUB software: introduction and project discussion (project Lab).
-Hydrological application case studies.
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 and/or the project to be discussed during the exam.
118986 - BIOLOGICAL SCIENCES FOR SUSTAINABLE FOREST MANAGEMENT
-
12
-
-
Learning objectives
Invasive Forest Pathogens and Global Changes course approaches the International context of Plant Protection and, specifically, of protection of forests within global change scenarios, including climatic changes and biological invasions. The course aims to provide the single elements that make the complex picture of prevention, monitoring, diagnosis, and control of forest pathogens, considering, time by time, the issues of international agreements, regulations, and the new frontiers of prevention, new diagnostic tools, and the advances in knowledge on biological invasions.
a) Knowledge and understanding. The course will provide the students with the concepts and information needed to develop the single issues and integrate them within the general context of plant protection. Through an analytical process, open discussions, and the stimulation of the attitude to the analysis, the students will be able to assimilate and elaborate on the issues and to collocate them within the complex context of plant protection, integrating ecological, biological concepts with socio-economic ones. b) Applying knowledge and understanding; the body of information on a specific topic that the student will receive through an interactive and practical approach will allow perceiving the applicability into the professional activity at the national and international levels. Moreover the course includes several practical activities specifically for laboratory diagnostics. c) Making judgments; the interactive teaching method based on the framing of the general topics, and their development through practical examples and class braining storms, will stimulate the student skills in elaborating their own judgment. d) Communication skills; the body of information and concepts provided by the course will enable the student to efficiently communicate the topic of biosecurity in forest protection and the complex of agreements and rules that regulate the quarantine system at a global level. e) Learning skills. The use of a teaching approach based on general concepts and practical activities (literature reading, laboratory activities) helps the students in the process of learning and concepts assimilation.
MODULE II
ANDREA VANNINI
First Semester
6
AGR/12
Learning objectives
Invasive Forest Pathogens and Global Changes course approaches the International context of Plant Protection and, specifically, of protection of forests within global change scenarios, including climatic changes and biological invasions. The course aims to provide the single elements that make the complex picture of prevention, monitoring, diagnosis, and control of forest pathogens, considering, time by time, the issues of international agreements, regulations, and the new frontiers of prevention, new diagnostic tools, and the advances in knowledge on biological invasions.
a) Knowledge and understanding. The course will provide the students with the concepts and information needed to develop the single issues and integrate them within the general context of plant protection. Through an analytical process, open discussions, and the stimulation of the attitude to the analysis, the students will be able to assimilate and elaborate on the issues and to collocate them within the complex context of plant protection, integrating ecological, biological concepts with socio-economic ones. b) Applying knowledge and understanding; the body of information on a specific topic that the student will receive through an interactive and practical approach will allow perceiving the applicability into the professional activity at the national and international levels. Moreover the course includes several practical activities specifically for laboratory diagnostics. c) Making judgments; the interactive teaching method based on the framing of the general topics, and their development through practical examples and class braining storms, will stimulate the student skills in elaborating their own judgment. d) Communication skills; the body of information and concepts provided by the course will enable the student to efficiently communicate the topic of biosecurity in forest protection and the complex of agreements and rules that regulate the quarantine system at a global level. e) Learning skills. The use of a teaching approach based on general concepts and practical activities (literature reading, laboratory activities) helps the students in the process of learning and concepts assimilation.
The course of Vertebrates of Forest Ecosystems aims to provide the student with basic knowledge and ability to understand the composition and complexity of the European and Mediterranean fauna of vertebrates, with particular regard to Italian forest ecosystems. Such knowledge and understanding will find application in species conservation. The student will also be able to make independent judgments by examining case studies. Communication skills and the ability to learn will also be developed.
OBJECTIVES:
To know the environmental constrains of the main physiological processes, at tree and stand levels; to understand the acclimation responses to climate changes and to water scarcity; to gain familiarity with techniques and methodological approaches used in tree ecophysiology
EXPECTED LEARNING OUTCOMES
knowledge and understanding
• A scientific based knowledge and understanding of the acclimation and adaptation of plant traits as response to the environmental conditions.
• An updated knowledge and understanding of the environmental drivers of carbon, water and nutrient cycles in plant and forest ecosystems.
• A basic knowledge and understanding of the process-based models as scaling tools
applying knowledge and understanding
- defining proper strategies and plans to improve the resilience of the forest ecosystems, also in a context of climate changes
- defining monitoring plans to support the management of trees and forests
- supporting screening strategies of resistant varieties and provenances of trees and shrubs, in reforestation programmes
- supporting the sustainable management of forest ecosystems, analysing the main functional processes in response to the management practices
making judgements
- analyse the results of survey and monitoring activities, providing scientific supported interpretation of the most probable cause-effects relationships
- interpret results of trials and pilot systems for the management or the re-establishments of trees and forest ecosystems/plantations
communication skills
- writes reports and prepares oral presentations on different subjects at professional and wide information levels
- explain proposed solutions to specific management questions in a multidisciplinary context
- presenting results of testing and experimental activities in scientific contexts
learning skills
- reading and understanding the international scientific literatures in the sector of forest and environmental relationships
- new methods and tools for the functional analyses of plant and forests
Morphologic and functional features of the main organs of forest trees: adaptation and acclimation
Growth and development of forest trees and responses to environmental factors and stresses
Tree architecture and forest microclimate
Transpiration, water relations and stress
Photosynthesis, respiration and carbon cycle of forest ecosystems
Quantitative methods for forest ecophysiological analyses (lab)
Introduction to ecophysiological process based mathematical models
examMode
ASSESSMENT
Course requirements include laboratory practices, class presentation and a final oral examination.
For the oral examination, the students discuss a review selected from the international scientific literature on a topic selected by self and related to the topics covered by the course. Furthermore, the commission will ask questions to evaluate the acquired competence of the student according to the programme of the course.
For the ONLINE oral examination, the students summarise in maximum 10 slides the content of a review selected from the international scientific literature on a topic related to the programme of the course.
books
Textbooks
Thomas P. Trees: their natural history. Cambridge University Press, 2000.
Hirons A. D., Thomas P. Applied tree biology Wiley, 2018.
Hans Lambers, F. Stuart Chapin III, Thijs L. Pons. Plant Physiological Ecology. Second Edition. Springer 2008.
mode
TEACHING METHOD
The course is structured on 4 hours lectures per week on the program topics, for a total of 40 hours. Updated scientific evidences on physiological processes and plant traits, will be used to learn and understand the functional adaptation and responses of trees and forests to the environmental constraints.
Additional 8 hours will be devoted to the demonstration of ecophysiological instruments.
During the last week of the class, each student holds a class lecture based on a research publication selected by him. Considering an average effort of 25 hours per credit, the personal study requested will be around 100 hours.
classRoomMode
Lessons and other class activities are carried out in person in the classroom and in the laboratory
bibliography
Other References
Specific Technical documents & Scientific papers will be provided during the course
Jones H.G. Plants and Microclimate. Second Edition. Cambridge University Press, 1992.
Kozlowski T. T. & Pallardy S.G. Physiology of woody plants. Second edition. Academic Press, 1997.
Schulze E.D., Beck E., Muller-Hohenstein K.. Plant Ecology. Springer, Berlin – Heidelberg, 2005.
Kozlowski T. T., Kramer P.J. & Pallardy S.G. The physiological ecology of woody plants. Academic Press, 1991.
Landsberg J.J. & Gower S.T. Applications of physiological ecology to forest management. Academic Press, 1997.
McDonald M.S. Photobiology of higher plants. Wiley, 2003.
Pugnaire F.I. & Vallardes F. Functional Plant Ecology – second edition. CRC Press, 2007.
Morphologic and functional features of the main organs of forest trees: adaptation and acclimation
Growth and development of forest trees and responses to environmental factors and stresses
Tree architecture and forest microclimate
Transpiration, water relations and stress
Photosynthesis, respiration and carbon cycle of forest ecosystems
Quantitative methods for forest ecophysiological analyses (lab)
Introduction to ecophysiological process based mathematical models
examMode
ASSESSMENT
Course requirements include laboratory practices, class presentation and a final oral examination.
For the oral examination, the students discuss a review selected from the international scientific literature on a topic selected by self and related to the topics covered by the course. Furthermore, the commission will ask questions to evaluate the acquired competences of the student according to the programme of the course.
books
TEXTBOOKS
• Thomas P. Trees: their natural history. Cambridge University Press, 2000.
• Hirons A. D., Thomas P. Applied tree biology Wiley, 2018.
• Hans Lambers, F. Stuart Chapin III, Thijs L. Pons. Plant Physiological Ecology. Second Edition. Springer 2008.
mode
TEACHING METHOD
The course is structured on 4 hours lectures per week on the program topics, for a total of 40 hours. Updated scientific evidence on physiological processes and plant traits, will be used to learn and understand the functional adaptation and responses of trees and forests to the environmental constraints. Additional 8 hours will be devoted to the demonstration of ecophysiological instruments. During the last week of the class, each student holds a class lecture based on a research publication selected by him. Considering an average effort of 25 hours per credit, the personal study requested will be around 100 hours.
classRoomMode
Lessons and other class activities are carried out in person in the classroom and in the laboratory
bibliography
WEB Resources (provided by Scientific Organisations)
https://onlinemicroscopy.ugent.be/introENG.htm
http://www.worldfloraonline.org/
http://www.try-db.org/TryWeb/
Other References
• Technical documents & Scientific papers provided during the course
• Jones H.G. Plants and Microclimate. Second Edition. Cambridge University Press, 1992.
• Kozlowski T. T. & Pallardy S.G. Physiology of woody plants. Second edition. Academic Press, 1997.
• Schulze E.D., Beck E., Muller-Hohenstein K.. Plant Ecology. Springer, Berlin – Heidelberg, 2005.
• Kozlowski T. T., Kramer P.J. & Pallardy S.G. The physiological ecology of woody plants. Academic Press, 1991.
• Landsberg J.J. & Gower S.T. Applications of physiological ecology to forest management. Academic Press, 1997.
• McDonald M.S. Photobiology of higher plants. Wiley, 2003.
• Pugnaire F.I. & Vallardes F. Functional Plant Ecology – second edition. CRC Press, 2007.
16343 - FOREST TREE CROPPING
MAURIZIO SABATTI
First Semester
6
AGR/05
Learning objectives
Teaching activities will be oriented to provide basic elements and methods of forest tree cropping and to gain familiarity with the techniques and technologies currently being used. The context of forestry and agroforestry plantations under the Mediterranean environment will be also emphasized.
1. Knowledge and understanding.
To develop during the lessons the knowledge on the characteristics of the main Mediterranean forest tree cropping systems. Ability to understand the evolving dynamics of forest and agroforestry systems in relation to the objectives of a sustainable management.
2. Applying knowledge and understanding.
Ability to apply the knowledge and understanding in order to define criteria and modalities for the management of forest plantations and agroforestry systems. To be able to apply methodologies for analysis and planning forest tree cropping systems on a territorial scale. Describe and provide scientific and application topics related to the management of forest plantation.
3. Making judgement.
Being able to develop interdisciplinary connection skills and critical discussion of course content. Develop critical interpretation skills and discussion of experimental results in the forest tree cropping sector similar to those discussed during lessons.
4. Communication skills.
Ability to communicate with clarity and conviction the knowledge acquired during the course or through the analysis of scientific articles or other publications in the forest tree cropping sector. These skills will be developed through the active involvement of students in class discussions or during practice sessions on different agroforestry issues
5. Learning skills
Condition for successful learning skills is to develop the ability to organise and synthesise in autonomy the interdisciplinary knowledge on forest science to be applied to the forest tree cropping in the Mediterranean environment.
Lectures and class activities will be focused on the following group of topics/abilities:
Forest Tree Plantations in the World and in Europe.
Assessment of plantations for wood production and features of the planting site.
Planting systems and practices adopted for forest tree plantations.
Silvics and tree plantation management of the following species: Hardwoods: Quercus suber, Castanea sativa, Juglans spp., Prunus avium, Populus spp., Eucalyptus spp., Robinia pseudoacacia, minor species. Conifers: Pinus halepensis ,Pinus pinea, Pinus pinaster, Pinus radiata, Cedrus spp, minor species.
Short Rotation Forestry - SRF.
Agroforestry.
Role of forest plantation in the preservation and improvement of the environment: biodiversity and landscape, riparian plantations, woodland buffer strips, carbon sequestration, phytoremediation.
examMode
The assessment of the knowledge acquired is achieved through the following three steps: Mid term exam with resolution of questions and exercises (40%); PowerPoint pitch on a given topic (scientific papers and/or book chapters) (20%); final oral exam (40%). Mid term exam will be oriented to evaluate the preparation of the student on specific topics of the course; the outcome does not lead to new assessment in the final examination. Mid-term exam and PowerPoint pitch are only held during the week break, are optional for the student and are considered valid until the end of the academic year in which they are incurred. Mid term exam, PowerPoint pitch and the final oral examination will be held at fixed dates communicated to the students or published well in advance on the course website.
Evaluation criteria:
- knowledge of course contents;
- ability to integrate and critically discuss course contents;
- skill in planning a forest plantation activity starting from a case study;
- level of clarity in exposition and proper use of technical terminology.
books
Planted Forests: Uses, Impacts & Sustainability. 2009. FAO and CABI. pp 213.
The book is available in the university library or on the web.
San-Miguel-Ayanz, J., de Rigo, D., Caudullo, G., Houston Durrant, T., Mauri, A. (Eds.), 2016. European Atlas of Forest Tree Species. Publication Office of the European Union, Luxembourg.
Teaching material will be distributed during the course and/or made available on the web.
mode
On-site lectures, ppt presentations with schematic representations, photographs, video. Field activities in the forest during the course, consisting of a half / full day in the forests of the Viterbo province. Teaching material will be distributed during the course and/or made available on the web.
classRoomMode
The attendance of the course is not not compulsory, but is strongly recommended.
bibliography
Bibliography will be also suggested depending on the student background
16365 - FOREST BIOTECHNOLOGY
ELENA KUZMINSKYELENA KUZMINSKY
First Semester
6
AGR/05
Learning objectives
AIMS
The course will introduce students to principles and experimental approaches, continuously evolving, of plant biotechnology. This course is intended to strengthen basic knowledge on plant biotechnology applied to forest trees (green biotechnologies, categories of biotech processes and products, model plants, plant tissue culture, recombinant methods, molecular tools), by offering a framework to approach current scientific problems (i.e. the use of transgenic trees) and also provide a basis for specialized studies in the field of in vitro clonal propagation, tree breeding and functional genomics. In the laboratory classes, students will perform some of the techniques currently used to obtain micro-propagated plants, callus cultures, and protoplasts of forest species, and to detect genetic variation. The key concepts of the course will be integrated in a series of case studies, and students will enhance their ability to apply them to novel situations in problem-solving sessions, especially devoted to the Mediterranean region.
EXPECTED LEARNING RESULTS
Knowledge and understanding: at the end of the course students will have a thorough knowledge of the basic principles of forest biotechnology and of the modern techniques to obtain technological products (in vitro material characterized by clonal fidelity or somaclonal variants, secondary metabolites, transgenic and cisgenic trees, molecular tools for the study of genetic variability). Finally, they will have gained the ability to understand the potential use of biotech trees in order to increase the productivity of forest plantations also in disadvantaged environments (biotic and abiotic stress) or to use biotech trees for the recovery of barren lands (salinity, pollution);
Applying knowledge and understanding: students will be encouraged to take advantage of the knowledge acquired during the course and during laboratory practice in order to apply them to specific issues such as, for example, the propagation of ameliorated genotypes or somaclonal variants resistant to biotic or abiotic stress or characterized by high wood productivity, as well as the conservation of endangered species or provenances;
Making judgements: Students will be able to interpret and discuss scientific papers presented during class and be able to identify in them the highlights and key points;
Communication skills: during the lessons it will be stimulated students' ability to think and discuss about the topics covered as well as the comparison of opinions to develop their communication skills. These skills will then be tested in the examination;
Learning skills: students will be able to expose and develop scientific issues related to the course. The active involvement of students through oral classroom discussions and experiences in the laboratory practices, will develop that skill.
Activities lectures will be focused on the following groups of topics/abilities.
- General introduction to plant biotechnology: history, global significance of modern plant biotechnology, biotech trees;
- Model plants for tree species: the need of a model plant for tree species;
- Vegetative propagation and tissue culture (tree cloning, micropropagation, cryopreservation, callus culture, haploid plants, protoplast isolation, production of secondary metabolites);
- General introduction to the genetically modified trees; Methods of genetic transformation of forest trees (Agrobacterium, biolistic, and electroporation)
- Applications of recombinant DNA technology for the improvement of forest trees
- General introduction to the Omics sciences (genomics, proteomics and metabolomics)
- Sequencing of tree species (history and main methodologies), Next generation sequencing
- Molecular markers history, molecular markers currently used in plant biotechnology
examMode
Oral exam on the course program to verify the ability to know and link the contents of the course.
The exam consists of an oral exam. We would like to remind students that, in order to take the exam, they must register for the exam session in question at the “Portale dello studente”. The exam is the same for both attending students and non-attenders.
The exam takes place according to the University Teaching Regulations. The exam is scored out of a maximum of 30 points (minimum mark 18/30), which will go into the calculation of your grade point average, and evaluates your:
1. knowledge of course contents (superficial, appropriate, accurate and complete, complete and in-depth);
2. ability to integrate and critically discuss course contents (sufficient, good, very good);
3. skill in planning a monitoring activity starting from a case study (sufficient, good, very good);
4. level of clarity in exposition (lack of exposure, simple, clear and correct, safe and correct);
4. livello di chiarezza nell'esposizione (mancanza di esposizione, semplice, chiaro e corretto, sicuro e corretto).
books
1. Plant Cell Culture, essential methods (2010). Edited by M.R. Davey and P. Anthony. Wiley-Blackwell.
2. Tree biotechnology (2014). Edited by K. G. Ramawat, J. M. Mérillon, M. R. Ahuja. CRC Press.
3. Plant Biotechnology and Agriculture: Prospects for the 21st Century (2012). Edited by Altman A and Hasegawa PM. Accademic Press.
4. Plants, genes, and Crop Biotechnology (2003). Edited by M.J. Chrispeels & D.E. Sadava. Jones and Bartlett publishers.
Non-attending students are encouraged to contact the teacher for information about the program, teaching materials, and how to evaluate the benefit.
classRoomMode
Strongly recommended, especially for lab practices, but not mandatory.
Activities lectures will be focused on the following groups of topics/abilities.
- General introduction to plant biotechnology: history, global significance of modern plant biotechnology, biotech trees;
- Model plants for tree species: the need of a model plant for tree species;
- Vegetative propagation and tissue culture (tree cloning, micropropagation, cryopreservation, callus culture, haploid plants, protoplast isolation, production of secondary metabolites);
- General introduction to the genetically modified trees; Methods of genetic transformation of forest trees (Agrobacterium, biolistic, and electroporation)
- Applications of recombinant DNA technology for the improvement of forest trees
- General introduction to the Omics sciences (genomics, proteomics and metabolomics)
- Sequencing of tree species (history and main methodologies), Next generation sequencing
- Molecular markers history, molecular markers currently used in plant biotechnology
examMode
Oral exam on the course program to verify the ability to know and link the contents of the course.
The exam consists of an oral exam. We would like to remind students that, in order to take the exam, they must register for the exam session in question at the “Portale dello studente”. The exam is the same for both attending students and non-attenders.
The exam takes place according to the University Teaching Regulations. The exam is scored out of a maximum of 30 points (minimum mark 18/30), which will go into the calculation of your grade point average, and evaluates your:
1. knowledge of course contents (superficial, appropriate, accurate and complete, complete and in-depth);
2. ability to integrate and critically discuss course contents (sufficient, good, very good);
3. skill in planning a monitoring activity starting from a case study (sufficient, good, very good);
4. level of clarity in exposition (lack of exposure, simple, clear and correct, safe and correct);
4. livello di chiarezza nell'esposizione (mancanza di esposizione, semplice, chiaro e corretto, sicuro e corretto).
books
1. Plant Cell Culture, essential methods (2010). Edited by M.R. Davey and P. Anthony. Wiley-Blackwell.
2. Tree biotechnology (2014). Edited by K. G. Ramawat, J. M. Mérillon, M. R. Ahuja. CRC Press.
3. Plant Biotechnology and Agriculture: Prospects for the 21st Century (2012). Edited by Altman A and Hasegawa PM. Accademic Press.
4. Plants, genes, and Crop Biotechnology (2003). Edited by M.J. Chrispeels & D.E. Sadava. Jones and Bartlett publishers.
Non-attending students are encouraged to contact the teacher for information about the program, teaching materials, and how to evaluate the benefit.
classRoomMode
Strongly recommended, especially for lab practices, but not mandatory.
bibliography
See textbooks
15912 - INTERNSHIP IN RESEARCH LABORATORIES, ENTERPRISE, PUBLIC ADMINISTATION AND OTHER ORGANISATIONS
The course will provide the knowledge needed to design and implement a carbon monitoring system targeted to the specific ecosystem and research question/application. It will provide also the knowledge to find existing data and information from existing sources and critically evaluate them.
EXPECTED LEARNING OUTCOMES.
1) Knowledge and understanding: at the end of the course the student will have the necessary tools to define the best strategy to monitor the ecosystem carbon cycle, the different options available and the overall knowledge to monitor the terrestrial ecosystems carbon and other greenhouse gases (GHG) exchange with the atmosphere in context of climate change.
2) Applied knowledge and understanding: the course will provide the necessary cognitive tools to allow the choice of the most suitable techniques for the study of the ecosystem carbon and other GHGs balances and the options to correctly collect, organize, store and analyse the measurements.
3) Making judgments: once the training course is over, the student will have the tools for a strong autonomy of judgement on issues related to the interactions between climate, atmosphere and ecosystems in the context of the carbon exchange and sequestration and on the options available for the quantification and monitoring of the GHGs exchange in natural ecosystems..
4) Communication skills: at the end of the training course, the student must demonstrate that he or she is able to communicate and discuss in a concise but effective way the issues dealt with during the course, demonstrating the ability to integrate the knowledge acquired.
5) Learning skills: at the end of the course the student must have learned the concepts and techniques addressed and know how to define limits and fundamentals.
The course is designed to give an introduction on how to generate information from remote sensing data and how to analyse these data in a geographic information system, in order to map forest resources and monitor relevant changes in forest canopy cover.
The course examines the basics of theoretical issues and image classification to help students understand and choose remote sensing solutions for forest classification and forest monitoring problems. The main topics are covered with many practical exercises of forest classification and forest change detection.
Expected Learning outcomes:
1) Knowledge and understanding: comprehensive knowledge of the basics of theoretical issues behind optical remote sensing and image classification
2) Applied knowledge and understanding: ability to select, conceptualize, and implement image classification techniques of multispectral RS images in QGIS with respect to a given practical application in forest cover mapping and change detection
3) Making judgments: critical analysis and evaluation of the potentials and limitations of different image classification methods
4) Communication skills: Refined presentation skills of an own image classification project for forest applications
5) Learning skills: an own mental model for addressing simple tasks exercises of forest classification and forest change detection (competent practitioner of RS)
What is remote sensing and what is it used for?
Optical Image Formation Process: at-Sensor Radiance and Reflectance
Spectral response of main land cover classes
Vegetation indices
Type of remotely sensed data
Satellite, airborne and drone platforms
Multispectral and hyperspectral sensors
Resolution
Image data preprocessing by data providers
Geodata handling and image data pre-processing in GIS
Data preprocessing: image data enhancement
Creating a geographic database: digitizing and managing coordinate systems
Remote sensing data applications to forest resource mapping
Introduction to digital image processing techniques
Photointerpretation for land cover and forest type mapping
Automated classification of satellite images
Forest change detection
examMode
The evaluation for this course will be based on two components:
Individual Project Work (30% of final grade): This project requires students to develop a case study demonstrating the application of remote sensing techniques to issues related to forest resource monitoring.
Final Written Examination (70% of final grade): This comprehensive examination will assess the student's overall understanding of the course material. The final written examination (2 hrs) consists of open questions and practical exercises with open source GIS software. The exam requirements include:
• Bases of electromagnetic radiation and its interactions with the atmosphere and terrestrial land cover types;
• Basic techniques of remote sensing image acquisition, pre-processing, enhancement and classification – as covered in the lectures and labs;
• Knowledge and skills regarding application of the software as used in the practical labs;
• Options of remote sensing integration into forest mapping and monitoring tasks;
books
- Remote Sensing and Image Interpretation (2015)- T.M. Lillesand, R.W. Kiefer, J.W. Chipman, Wiley International Edition
- Remote Sensing and Gis for Ecologists: Using Open Source Software (2016). M.Wegmann, B. Leutner and S. Dech, Pelagic Publishing
mode
This course is application-oriented and students will learn to use basic image classification techniques and software tools by a mix of lectures and classroom practical exercises sessions.
classRoomMode
Course attendance is strongly recommended.
bibliography
- Franklin SE (2001). Remote Sensing for Sustainable Forest Management. CRC Press, Taylor and Francis
What is remote sensing and what is it used for?
Optical Image Formation Process: at-Sensor Radiance and Reflectance
Spectral response of main land cover classes
Vegetation indices
Type of remotely sensed data
Satellite, airborne and drone platforms
Multispectral and hyperspectral sensors
Resolution
Image data preprocessing by data providers
Geodata handling and image data pre-processing in GIS
Data preprocessing: image data enhancement
Creating a geographic database: digitizing and managing coordinate systems
Remote sensing data applications to forest resource mapping
Introduction to digital image processing techniques
Photointerpretation for land cover and forest type mapping
Automated classification of satellite images
Forest change detection
examMode
The evaluation for this course will be based on two components:
Individual Project Work (30% of final grade): This project requires students to develop a case study demonstrating the application of remote sensing techniques to issues related to forest resource monitoring.
Final Written Examination (70% of final grade): This comprehensive examination will assess the student's overall understanding of the course material. The final written examination (2 hrs) consists of open questions and practical exercises with open source GIS software. The exam requirements include:
• Bases of electromagnetic radiation and its interactions with the atmosphere and terrestrial land cover types;
• Basic techniques of remote sensing image acquisition, pre-processing, enhancement and classification – as covered in the lectures and labs;
• Knowledge and skills regarding application of the software as used in the practical labs;
• Options of remote sensing integration into forest mapping and monitoring tasks;
books
- Remote Sensing and Image Interpretation (2015)- T.M. Lillesand, R.W. Kiefer, J.W. Chipman, Wiley International Edition
- Remote Sensing and Gis for Ecologists: Using Open Source Software (2016). M.Wegmann, B. Leutner and S. Dech, Pelagic Publishing
mode
This course is application-oriented and students will learn to use basic image classification techniques and software tools by a mix of lectures and classroom practical exercises sessions.
classRoomMode
Course attendance is strongly recommended.
bibliography
- Franklin SE (2001). Remote Sensing for Sustainable Forest Management. CRC Press, Taylor and Francis
119548 - MANAGEMENT OF FORESTS AND AGOFOREST SOILS
TOMMASO CHITITOMMASO CHITI
First Semester
6
AGR/14
Learning objectives
KNOWLEDGE AND UNDERSTANDING
Conduct basic field analyzes of forest and agricultural soils, including description of soil profiles and soil shapes, classification and basic description of the study site. Understand the basic properties and processes of forest and agricultural soils and their relationships with tree growth / site productivity.
Know the effects of forest management practices on forest soil properties and processes and how to use silvicultural techniques to influence soil properties and processes to improve productivity and sustainability.
APPLYING KNOWLEDGE AND UNDERSTANDING
Ability to recognize the correct type of management to be applied in relation to the type of ecosystem. Pedological investigation to establish the connection between the different types of soil, vegetation and management. Application of pedological survey methodologies: identification of homogeneous areas for pedogenesis factors and analysis and description of a soil profile. Ability to recognize the main types of environmental management.
MAKING JUDGMENT
Being able to interpret the processes that occur in a forest and agricultural ecosystem. Ability to evaluate the characteristics of the environment. Ability to evaluate forest and agricultural lands in relation to the type of management.
COMMUNICATION SKILLS
Being able to expose scientific topics with clarity and synthesis.
LEARNING SKILLS
Being able to describe topics related to the management of forest and agroforestry soils in written and / or oral form. This skill will be developed through the active involvement of students through oral class and field discussions on specific topics related to the course.
1. History and management of forest and agroforest soils (4 hours)
2. Composition of soils: Soil Formation and minerals (4 hours)
3. Composition of soils: Soil organic matter (4 hours)
4. Composition of soils: Soil structure, water and pores (4 hours)
5. Life in soils: the microorganism (4 hours)
6. Forest and agroforest Biogeochemistry (4 hours)
7. Sampling forest and agroforest soils across space and time (4 hours)
8. Influence of tree species, fire and site preparation on forest and agroforest soils (4 hours)
9. Forest and agroforest soils nutrition management (2 hours)
10. Managing forest and agroforest soils for carbon sequestration (2 hours)
11. Field practice in a forest in the Viterbo area: soil description and site evaluation (8 hours)
examMode
An in itinere test, lasting a maximum of 1 hour, will consist of a test with 30 multiple-choice questions designed to ascertain the student's knowledge of the concepts presented during the course.
Minimum threshold for a pass: 18 correct answers.
Final oral examination.
books
Recommended texts for exam preparation:
- ECOLOGY AND MANAGEMENT OF FOREST SOILS. FOURTH EDITION. Dan Binkley, Richard F. FisherJohn Wiley & Sons, Ltd (2013)
- Fahad, S.; Chavan, S.B.; Chichaghare, A.R.; Uthappa, A.R.; Kumar, M.; Kakade, V.; Pradhan, A.; Jinger, D.; Rawale, G.; Yadav, D.K.; Kumar, V.; Farooq, T.H.; Ali, B.; Sawant, A.V.; Saud, S.; Chen, S.; Poczai, P. Agroforestry Systems for Soil Health Improvement and Maintenance. Sustainability 2022, 14, 14877. https://doi.org/10.3390/su142214877
Supplementary teaching materials provided by the lecturer:
Presentations of individual lectures will be made available on MOODLE at the course page. Additional materials such as handouts and/or videos will also be made available on MOODLE.
classRoomMode
Attendance at the course is not mandatory. Attendance is recommended for farm and forest exercises.
bibliography
- ECOLOGY AND MANAGEMENT OF FOREST SOILS. FOURTH EDITION. Dan Binkley, Richard F. FisherJohn Wiley & Sons, Ltd (2013)
- Fahad, S.; Chavan, S.B.; Chichaghare, A.R.; Uthappa, A.R.; Kumar, M.; Kakade, V.; Pradhan, A.; Jinger, D.; Rawale, G.; Yadav, D.K.; Kumar, V.; Farooq, T.H.; Ali, B.; Sawant, A.V.; Saud, S.; Chen, S.; Poczai, P. Agroforestry Systems for Soil Health Improvement and Maintenance. Sustainability 2022, 14, 14877. https://doi.org/10.3390/su142214877
1. History and management of forest and agroforest soils (4 hours)
2. Composition of soils: Soil Formation and minerals (4 hours)
3. Composition of soils: Soil organic matter (4 hours)
4. Composition of soils: Soil structure, water and pores (4 hours)
5. Life in soils: the microorganism (4 hours)
6. Forest and agroforest Biogeochemistry (4 hours)
7. Sampling forest and agroforest soils across space and time (4 hours)
8. Influence of tree species, fire and site preparation on forest and agroforest soils (4 hours)
9. Forest and agroforest soils nutrition management (2 hours)
10. Managing forest and agroforest soils for carbon sequestration (2 hours)
11. Field practice in a forest in the Viterbo area: soil description and site evaluation (8 hours)
examMode
An in itinere test, lasting a maximum of 1 hour, will consist of a test with 30 multiple-choice questions designed to ascertain the student's knowledge of the concepts presented during the course.
Minimum threshold for a pass: 18 correct answers.
Final oral examination.
books
Recommended texts for exam preparation:
- ECOLOGY AND MANAGEMENT OF FOREST SOILS. FOURTH EDITION. Dan Binkley, Richard F. FisherJohn Wiley & Sons, Ltd (2013)
- Fahad, S.; Chavan, S.B.; Chichaghare, A.R.; Uthappa, A.R.; Kumar, M.; Kakade, V.; Pradhan, A.; Jinger, D.; Rawale, G.; Yadav, D.K.; Kumar, V.; Farooq, T.H.; Ali, B.; Sawant, A.V.; Saud, S.; Chen, S.; Poczai, P. Agroforestry Systems for Soil Health Improvement and Maintenance. Sustainability 2022, 14, 14877. https://doi.org/10.3390/su142214877
Supplementary teaching materials provided by the lecturer:
Presentations of individual lectures will be made available on MOODLE at the course page. Additional materials such as handouts and/or videos will also be made available on MOODLE.
classRoomMode
Attendance at the course is not mandatory. Attendance is recommended for farm and forest exercises.
bibliography
- ECOLOGY AND MANAGEMENT OF FOREST SOILS. FOURTH EDITION. Dan Binkley, Richard F. FisherJohn Wiley & Sons, Ltd (2013)
- Fahad, S.; Chavan, S.B.; Chichaghare, A.R.; Uthappa, A.R.; Kumar, M.; Kakade, V.; Pradhan, A.; Jinger, D.; Rawale, G.; Yadav, D.K.; Kumar, V.; Farooq, T.H.; Ali, B.; Sawant, A.V.; Saud, S.; Chen, S.; Poczai, P. Agroforestry Systems for Soil Health Improvement and Maintenance. Sustainability 2022, 14, 14877. https://doi.org/10.3390/su142214877
16355 - THESIS
Second Semester
26
CHOICE GROUPS
YEAR/SEMESTER
CFU
SSD
LANGUAGE
MODULE II
-
-
-
118558 -
MARIO CIAFFI
First Year / First Semester
6
AGR/07
Learning objectives
AIMS
Let the student know the nature, modification, functioning and transmission of genetic information of living organisms, with particular reference to forest trees. Provide the principles and methods for assessing the genetic variability of forest species for its use in tree improvement.
EXPECTED RESULTS
After completing the course, students must demonstrate that they: 1) have acquired the tools for the analysis of the transmission and recombination of hereditary characters; 2) are able to interpret the results of genetic crosses; 3) have acquired knowledge on the molecular mechanisms of gene regulation in forest trees; 4) have acquired the principles and the methods for the study of genetic variability of forest trees; 5) are able to analyse the effects of inbreeding and evolution factors on the genetic structure of natural populations of forest trees; 6) have acquired the principles and the methods for the study of quantitative traits in forest tree species; 7) have acquired knowledge on the basic principles of genetic improvement of forest trees.
The course is organized into four major sections:
1) summary of basic genetic principles (mendelian and molecular genetics);
2) population genetics;
3) quantitative genetics;
4) basic principles of genetic improvement of forest trees.
1) SUMMARY OF BASIC GENETIC PRINCIPLES
a) Mendelian genetics
- Mendel's principles
Monohybrid crosses: the principles of dominance and segregation; dihybrid crosses: the principle of independent assortment.
- Extension of Mendel's principles: partial dominance, codominance, multiple alleles, epistasis, genetic linkage, pleiotropy.
b) Molecular genetics and cytogenetics
- Structures of DNA and RNA.
- The central dogma of molecular biology: replication, transcription and translation, the genetic code.
- Gene structure and regulation.
- The organization of DNA in chromosomes, mitosis and meiosis, chromosome theory of inheritance,
- Genomics.
- Mutations.
- Polyploidy.
- Causes and types of variability in forest stands.
2) POPULATION GENETICS
- Genetic structure of populations: genotype and allele frequencies.
- The Hardy-Weinberg equilibrium law: assumption and predictions of the law; implications of the law in natural populations.
- Mating systems and inbreeding: influence of inbreeding on genotypic frequencies, inbreeding coefficient, inbreeding depression in forest trees.
- Forces that change allele frequency (evolutionary forces): mutation, migration, selection and genetic drift.
3) QUANTITATIVE GENETICS
- Characteristics of quantitative traits.
- Study of the amount of phenotypic variation for a quantitative trait.; statistical tools: samples and populations, frequency distributions, mean, variance and standard deviation, correlation and regression analyses.
- Estimating the relative contribution of environmental and genetic effects on the observed phenotypic variability: heritability and its estimation in forest species.
- Estimating the genotypic value of parental phenotypes by the analysis of offspring: clonal and breeding values; general combining ability and specific combining ability.
- Genetic gain or genetic progress in a tree improvement program: realized gain and predicted gain on the basis of quantitative genetics theory; clonal and breeding genetic gain.
- Genetic correlations: genetic correlations between two distinct traits (traits/traits correlations); genetics correlations of the same trait expressed at different ages (juvenile/mature correlations); genetic correlations of the same trait expressed in different environments (genotype x environment interaction).
4) BASIC PRINCIPLES OF GENETIC IMPROVEMENTS OF FOREST TREES
- Genetic improvements under natural regeneration systems.
- Scope and structure of forest tree improvement programs.
- Population types and activities in the breeding cycle of tree improvement programs.
- Characteristics of different types of populations: base population, selected population, breeding population, external population.
- Propagation population: clonal seed orchards, seedling seed orchards.
- Objectives and functions of genetic tests in the breeding cycle of tree improvement programs.
examMode
FOREST GENETICS
Oral examination based on the individual evaluation of the student by formulating three questions about the different major sections of the course: summary of basic genetic principles (mendelian and molecular genetics) population genetics, quantitative genetics and genetic improvement of forest trees.
In particular, consistent with the expected learning results, in the oral test students must demonstrate that they: 1) have acquired the tools for the analysis of the transmission and recombination of hereditary characters; 2) are able to interpret the results of genetic crosses; 3) have acquired knowledge on the molecular mechanisms of gene regulation in forest trees; 4) have acquired the principles and the methods for the study of genetic variability of forest trees; 5) are able to analyse the effects of inbreeding and evolution factors on the genetic structure of natural populations of forest trees; 6) have acquired the principles and the methods for the study of quantitative traits in forest tree species; 7) have acquired knowledge on the basic principles of genetic improvement of forest trees.
The oral test is considered sufficient if the student answers clearly and exhaustively to at least two of the three questions proposed.
books
Notes and slides of the lectures provided by the teacher.
Textbook: Forest Genetics (2009), Editors: White T.L., Adams W.T., Neale D.B. ISBN 9781845932855
mode
The course is organised into classroom lessons (44 hours) and practical experience in the laboratory (4 hours). During the lessons, the main issues related to the four major sections of the course (summary of basic genetic principles, population genetics, quantitative genetics, basic principles of genetic improvement of forest trees) will be analyzed. Lessons will also involve directly the students in order to verify their previous knowledge and the level of learning of the topics during the course. Laboratory exercitations will address the use of molecular methodologies for the study of genetic variability of forest trees.
bibliography
Textbook: Forest Genetics (2009), Editors: White T.L., Adams W.T., Neale D.B. ISBN 9781845932855
The course is organized into four major sections:
1) summary of basic genetic principles (mendelian and molecular genetics);
2) population genetics;
3) quantitative genetics;
4) basic principles of genetic improvement of forest trees.
1) SUMMARY OF BASIC GENETIC PRINCIPLES
a) Mendelian genetics
- Mendel's principles
Monohybrid crosses: the principles of dominance and segregation; dihybrid crosses: the principle of independent assortment.
- Extension of Mendel's principles: partial dominance, codominance, multiple alleles, epistasis, genetic linkage, pleiotropy.
b) Molecular genetics and cytogenetics
- Structures of DNA and RNA.
- The central dogma of molecular biology: replication, transcription and translation, the genetic code.
- Gene structure and regulation.
- The organization of DNA in chromosomes, mitosis and meiosis, chromosome theory of inheritance,
- Genomics.
- Mutations.
- Polyploidy.
- Causes and types of variability in forest stands.
2) POPULATION GENETICS
- Genetic structure of populations: genotype and allele frequencies.
- The Hardy-Weinberg equilibrium law: assumption and predictions of the law; implications of the law in natural populations.
- Mating systems and inbreeding: influence of inbreeding on genotypic frequencies, inbreeding coefficient, inbreeding depression in forest trees.
- Forces that change allele frequency (evolutionary forces): mutation, migration, selection and genetic drift.
3) QUANTITATIVE GENETICS
- Characteristics of quantitative traits.
- Study of the amount of phenotypic variation for a quantitative trait.; statistical tools: samples and populations, frequency distributions, mean, variance and standard deviation, correlation and regression analyses.
- Estimating the relative contribution of environmental and genetic effects on the observed phenotypic variability: heritability and its estimation in forest species.
- Estimating the genotypic value of parental phenotypes by the analysis of offspring: clonal and breeding values; general combining ability and specific combining ability.
- Genetic gain or genetic progress in a tree improvement program: realized gain and predicted gain on the basis of quantitative genetics theory; clonal and breeding genetic gain.
- Genetic correlations: genetic correlations between two distinct traits (traits/traits correlations); genetics correlations of the same trait expressed at different ages (juvenile/mature correlations); genetic correlations of the same trait expressed in different environments (genotype x environment interaction).
4) BASIC PRINCIPLES OF GENETIC IMPROVEMENTS OF FOREST TREES
- Genetic improvements under natural regeneration systems.
- Scope and structure of forest tree improvement programs.
- Population types and activities in the breeding cycle of tree improvement programs.
- Characteristics of different types of populations: base population, selected population, breeding population, external population.
- Propagation population: clonal seed orchards, seedling seed orchards.
- Objectives and functions of genetic tests in the breeding cycle of tree improvement programs.
examMode
FOREST GENETICS
Oral examination based on the individual evaluation of the student by formulating three questions about the different major sections of the course: summary of basic genetic principles (mendelian and molecular genetics) population genetics, quantitative genetics and genetic improvement of forest trees.
In particular, consistent with the expected learning results, in the oral test students must demonstrate that they: 1) have acquired the tools for the analysis of the transmission and recombination of hereditary characters; 2) are able to interpret the results of genetic crosses; 3) have acquired knowledge on the molecular mechanisms of gene regulation in forest trees; 4) have acquired the principles and the methods for the study of genetic variability of forest trees; 5) are able to analyse the effects of inbreeding and evolution factors on the genetic structure of natural populations of forest trees; 6) have acquired the principles and the methods for the study of quantitative traits in forest tree species; 7) have acquired knowledge on the basic principles of genetic improvement of forest trees.
The oral test is considered sufficient if the student answers clearly and exhaustively to at least two of the three questions proposed.
books
Notes and slides of the lectures provided by the teacher.
Textbook: Forest Genetics (2009), Editors: White T.L., Adams W.T., Neale D.B. ISBN 9781845932855
mode
The course is organised into classroom lessons (44 hours) and practical experience in the laboratory (4 hours). During the lessons, the main issues related to the four major sections of the course (summary of basic genetic principles, population genetics, quantitative genetics, basic principles of genetic improvement of forest trees) will be analyzed. Lessons will also involve directly the students in order to verify their previous knowledge and the level of learning of the topics during the course. Laboratory exercitations will address the use of molecular methodologies for the study of genetic variability of forest trees.
bibliography
Textbook: Forest Genetics (2009), Editors: White T.L., Adams W.T., Neale D.B. ISBN 9781845932855
The course will provide the knowledge needed to design and implement a carbon monitoring system targeted to the specific ecosystem and research question/application. It will provide also the knowledge to find existing data and information from existing sources and critically evaluate them.
EXPECTED LEARNING OUTCOMES.
1) Knowledge and understanding: at the end of the course the student will have the necessary tools to define the best strategy to monitor the ecosystem carbon cycle, the different options available and the overall knowledge to monitor the terrestrial ecosystems carbon and other greenhouse gases (GHG) exchange with the atmosphere in context of climate change.
2) Applied knowledge and understanding: the course will provide the necessary cognitive tools to allow the choice of the most suitable techniques for the study of the ecosystem carbon and other GHGs balances and the options to correctly collect, organize, store and analyse the measurements.
3) Making judgments: once the training course is over, the student will have the tools for a strong autonomy of judgement on issues related to the interactions between climate, atmosphere and ecosystems in the context of the carbon exchange and sequestration and on the options available for the quantification and monitoring of the GHGs exchange in natural ecosystems..
4) Communication skills: at the end of the training course, the student must demonstrate that he or she is able to communicate and discuss in a concise but effective way the issues dealt with during the course, demonstrating the ability to integrate the knowledge acquired.
5) Learning skills: at the end of the course the student must have learned the concepts and techniques addressed and know how to define limits and fundamentals.
118982 - REMOTE SENSING IN FOREST RESOURCE MANAGEMENT
ANNA BARBATI
First Year / First Semester
6
AGR/05
Learning objectives
The course is designed to give an introduction on how to generate information from remote sensing data and how to analyse these data in a geographic information system, in order to map forest resources and monitor relevant changes in forest canopy cover.
The course examines the basics of theoretical issues and image classification to help students understand and choose remote sensing solutions for forest classification and forest monitoring problems. The main topics are covered with many practical exercises of forest classification and forest change detection.
Expected Learning outcomes:
1) Knowledge and understanding: comprehensive knowledge of the basics of theoretical issues behind optical remote sensing and image classification
2) Applied knowledge and understanding: ability to select, conceptualize, and implement image classification techniques of multispectral RS images in QGIS with respect to a given practical application in forest cover mapping and change detection
3) Making judgments: critical analysis and evaluation of the potentials and limitations of different image classification methods
4) Communication skills: Refined presentation skills of an own image classification project for forest applications
5) Learning skills: an own mental model for addressing simple tasks exercises of forest classification and forest change detection (competent practitioner of RS)
What is remote sensing and what is it used for?
-Optical Image Formation Process: at-Sensor - Radiance and Reflectance
-Spectral response of main land cover classes
-Vegetation indices
Type of remotely sensed data
-Satellite, airborne and drone platforms
-Multispectral and hyperspectral sensors
Resolution
-Image data preprocessing by data providers
Geodata handling and image data pre-processing in GIS
-Field work: acquisition of reference data
-Data preprocessing: image data enhancement
-Creating a geographic database: digitizing and managing coordinate systems
Remote sensing data applications to forest resource mapping
-Introduction to digital image processing techniques
-Photointerpretation for land cover and forest type mapping
-Automated classification of satellite images
-Forest change detection
examMode
The evaluation for this course will be based on two components:
Individual Project Work (30% of final grade): This project requires students to develop a case study demonstrating the application of remote sensing techniques to issues related to forest resource monitoring.
Final Written Examination (70% of final grade): This comprehensive examination will assess the student's overall understanding of the course material. The final written examination (2 hrs) consists of open questions and practical exercises with open source GIS software. The exam requirements include:
• Bases of electromagnetic radiation and its interactions with the atmosphere and terrestrial land cover types;
• Basic techniques of remote sensing image acquisition, pre-processing, enhancement and classification – as covered in the lectures and labs;
• Knowledge and skills regarding application of the software as used in the practical labs;
• Options of remote sensing integration into forest mapping and monitoring tasks;
books
- Remote Sensing and Image Interpretation (2015)- T.M. Lillesand, R.W. Kiefer, J.W. Chipman, Wiley International Edition
- Remote Sensing and Gis for Ecologists: Using Open Source Software (2016). M.Wegmann, B. Leutner and S. Dech, Pelagic Publishing
mode
This course is application-oriented and students will learn to use basic image classification techniques and software tools by a mix of lectures and classroom practical exercises sessions.
classRoomMode
Course attendance is strongly recommended.
bibliography
- Franklin SE (2001). Remote Sensing for Sustainable Forest Management. CRC Press, Taylor and Francis
What is remote sensing and what is it used for?
-Optical Image Formation Process: at-Sensor - Radiance and Reflectance
-Spectral response of main land cover classes
-Vegetation indices
Type of remotely sensed data
-Satellite, airborne and drone platforms
-Multispectral and hyperspectral sensors
Resolution
-Image data preprocessing by data providers
Geodata handling and image data pre-processing in GIS
-Field work: acquisition of reference data
-Data preprocessing: image data enhancement
-Creating a geographic database: digitizing and managing coordinate systems
Remote sensing data applications to forest resource mapping
-Introduction to digital image processing techniques
-Photointerpretation for land cover and forest type mapping
-Automated classification of satellite images
-Forest change detection
examMode
The evaluation for this course will be based on two components:
Individual Project Work (30% of final grade): This project requires students to develop a case study demonstrating the application of remote sensing techniques to issues related to forest resource monitoring.
Final Written Examination (70% of final grade): This comprehensive examination will assess the student's overall understanding of the course material. The final written examination (2 hrs) consists of open questions and practical exercises with open source GIS software. The exam requirements include:
• Bases of electromagnetic radiation and its interactions with the atmosphere and terrestrial land cover types;
• Basic techniques of remote sensing image acquisition, pre-processing, enhancement and classification – as covered in the lectures and labs;
• Knowledge and skills regarding application of the software as used in the practical labs;
• Options of remote sensing integration into forest mapping and monitoring tasks;
books
- Remote Sensing and Image Interpretation (2015)- T.M. Lillesand, R.W. Kiefer, J.W. Chipman, Wiley International Edition
- Remote Sensing and Gis for Ecologists: Using Open Source Software (2016). M.Wegmann, B. Leutner and S. Dech, Pelagic Publishing
mode
This course is application-oriented and students will learn to use basic image classification techniques and software tools by a mix of lectures and classroom practical exercises sessions.
classRoomMode
Course attendance is strongly recommended.
bibliography
- Franklin SE (2001). Remote Sensing for Sustainable Forest Management. CRC Press, Taylor and Francis
MODULE II
-
12
-
-
118985 - MANAGEMENT OF FORESTS AND AGROFOREST SOILS
TOMMASO CHITI
First Year / First Semester
6
AGR/14
Learning objectives
KNOWLEDGE AND UNDERSTANDING
Conduct basic field analyzes of forest and agricultural soils, including description of soil profiles and soil shapes, classification and basic description of the study site. Understand the basic properties and processes of forest and agricultural soils and their relationships with tree growth / site productivity.
Know the effects of forest management practices on forest soil properties and processes and how to use silvicultural techniques to influence soil properties and processes to improve productivity and sustainability.
APPLYING KNOWLEDGE AND UNDERSTANDING
Ability to recognize the correct type of management to be applied in relation to the type of ecosystem. Pedological investigation to establish the connection between the different types of soil, vegetation and management. Application of pedological survey methodologies: identification of homogeneous areas for pedogenesis factors and analysis and description of a soil profile. Ability to recognize the main types of environmental management.
MAKING JUDGMENT
Being able to interpret the processes that occur in a forest and agricultural ecosystem. Ability to evaluate the characteristics of the environment. Ability to evaluate forest and agricultural lands in relation to the type of management.
COMMUNICATION SKILLS
Being able to expose scientific topics with clarity and synthesis.
LEARNING SKILLS
Being able to describe topics related to the management of forest and agroforestry soils in written and / or oral form. This skill will be developed through the active involvement of students through oral class and field discussions on specific topics related to the course.
1. History and management of forest and agroforest soils (4 hours)
2. Composition of soils: Soil Formation and minerals (4 hours)
3. Composition of soils: Soil organic matter (4 hours)
4. Composition of soils: Soil structure, water and pores (4 hours)
5. Life in soils: the microorganism (4 hours)
6. Forest and agroforest Biogeochemistry (4 hours)
7. Sampling forest and agroforest soils across space and time (4 hours)
8. Influence of tree species, fire and site preparation on forest and agroforest soils (4 hours)
9. Forest and agroforest soils nutrition management (2 hours)
10. Managing forest and agroforest soils for carbon sequestration (2 hours)
11. Field practice in a forest in the Viterbo area: soil description and site evaluation (8 hours)
examMode
An in itinere test, lasting a maximum of 1 hour, will consist of a test with 30 multiple-choice questions designed to ascertain the student's knowledge of the concepts presented during the course.
Minimum threshold for a pass: 18 correct answers.
Final oral examination.
books
Recommended texts for exam preparation:
- ECOLOGY AND MANAGEMENT OF FOREST SOILS. FOURTH EDITION. Dan Binkley, Richard F. FisherJohn Wiley & Sons, Ltd (2013)
- Fahad, S.; Chavan, S.B.; Chichaghare, A.R.; Uthappa, A.R.; Kumar, M.; Kakade, V.; Pradhan, A.; Jinger, D.; Rawale, G.; Yadav, D.K.; Kumar, V.; Farooq, T.H.; Ali, B.; Sawant, A.V.; Saud, S.; Chen, S.; Poczai, P. Agroforestry Systems for Soil Health Improvement and Maintenance. Sustainability 2022, 14, 14877. https://doi.org/10.3390/su142214877
Supplementary teaching materials provided by the lecturer:
Presentations of individual lectures will be made available on MOODLE at the course page. Additional materials such as handouts and/or videos will also be made available on MOODLE.
classRoomMode
Attendance at the course is not mandatory. Attendance is recommended for farm and forest exercises.
bibliography
- ECOLOGY AND MANAGEMENT OF FOREST SOILS. FOURTH EDITION. Dan Binkley, Richard F. FisherJohn Wiley & Sons, Ltd (2013)
- Fahad, S.; Chavan, S.B.; Chichaghare, A.R.; Uthappa, A.R.; Kumar, M.; Kakade, V.; Pradhan, A.; Jinger, D.; Rawale, G.; Yadav, D.K.; Kumar, V.; Farooq, T.H.; Ali, B.; Sawant, A.V.; Saud, S.; Chen, S.; Poczai, P. Agroforestry Systems for Soil Health Improvement and Maintenance. Sustainability 2022, 14, 14877. https://doi.org/10.3390/su142214877
119269 - MICROPROPAGATION OF WOODY PLANTS
ELENA KUZMINSKY
First Year / Second Semester
6
AGR/05
Learning objectives
Acquire the theoretical and practical bases for the propagation of woody plants belonging to species used in the green infrastructures.
1) Knowledge and understanding
Students will be encouraged to take advantage of the knowledge acquired during the course and during laboratory practice in order to apply them (also in unfamiliar areas) to specific issues such as, for example, the propagation of productive tree plants for short rotation forestry (SFR) or ornamental woody plants, as well as historical trees. Students will be encouraged to work in interdisciplinary contexts in order to detect and solve problems related with the production of healthy plants for green infrastructures (landscape architectures, city planners, etc..).
2) Applying knowledge and understanding
At the end of the course, students will have a thorough knowledge of the principles of woody plant propagation to the obtainment of healthy plant material for SRF and green infrastructures. The students will be able to develop protocols for the propagation of woody species not included in the course on the base of the acquired knowledge in order to obtain woody plants suitable for the productive, environmental, historical and cultural contexts where they will work.
3) Making judgements
Students will be able to interpret and discuss scientific papers presented during the course and be able to identify in them the highlights and key points, as well as make judgments even with incomplete data.
4) Communication skills
During the lessons, it will be stimulated students' ability to think and discuss about the topics covered, as well as the comparison of opinions to develop their communication skills. These skills will then be tested in the examination in order to ameliorate the future communication skills of the students towards specialist and non-specialist interlocutors in relation to the approaches used and the results obtained.
5) Learning skills
Students will be able to expose and develop scientific issues related to the course. The active involvement of students through oral classroom discussions and experiences in the laboratory practices will develop those skills.
Oral exam on the course program to verify the ability to know and link the contents of the course.
The exam consists of an oral exam. We would like to remind students that, in order to take the exam, they must register for the exam session in question at the “Portale dello studente”. The exam is the same for both attending students and non-attenders.
The exam takes place according to the University Teaching Regulations. The exam is scored out of a maximum of 30 points (minimum mark 18/30), which will go into the calculation of your grade point average, and evaluates your:
1. knowledge of course contents (superficial, appropriate, accurate and complete, complete and in-depth),
2. ability to integrate and critically discuss course contents (sufficient, good, very good),
3. skill in planning a monitoring activity starting from a case study (sufficient, good, very good),
4. level of clarity in exposition (lack of exposure, simple, clear and correct, safe and correct).
books
1. Plant Cell Culture, essential methods (2010). Edited by M.R. Davey and P. Anthony. Wiley-Blackwell.
2. Hartmann & Kester's Plant Propagation: Pearson New International Edition: Principles and Practices
bibliography
See textbooks
119549 - DIGITAL TECHNOLOGIES FOR CLIMATE-SMART FORESTRY
RICCARDO VALENTINI
First Year / Second Semester
6
AGR/05
Learning objectives
The course will provide the necessary knowledge to evaluate various digital technologies, specifically the analysis of time series related to the carbon sequestration capabilities of forest ecosystems and the influence of climate variability on their functional responses.
1. Knowledge and Understanding
Upon completion of the course, you will demonstrate a solid theoretical understanding of the forest carbon cycle and functional responses. This includes knowledge of measurements and their interpretation related to the forest carbon balance across different time scales, with a specific focus on:
• Understanding the carbon cycle in forests, functional responses, and the drivers involved in key processes.
• Gaining practical familiarity and skills in analysing time series of carbon and energy exchange fluxes and meteorological drivers, including an understanding of uncertainty and statistical approaches for interpreting measurements.
2. Applied Knowledge and Understanding
At the end of the course, you will be able to interpret and manage digital historical series using data analysis technologies, applying a fundamental understanding of how forest ecosystems function.
3. Making Judgements
You will develop critical thinking skills to evaluate time series, considering their uncertainty and significance. You will be able to select the correct approach to assess the role of forests on the climate using digital technologies.
4. Communication Skills
Upon completion of the course, you will demonstrate the ability to communicate and discuss the topics covered in a concise yet effective manner to various audiences. Specifically, you will be able to:
• Clearly explain the role of forests in climate change and atmospheric CO2 absorption.
• Illustrate digital historical series of carbon exchanges and meteorological/climatic drivers, with particular attention to anomalies and uncertainties.
5. Learning skills
The skills acquired will enable you to define and explain the role of forests in mitigating climate change, design approaches for quantifying carbon sequestration through digital technologies, interpret data and historical series, and analyse the responses of forest ecosystems to both biotic and abiotic stresses.
121160 - SOIL POLLUTION, REMEDIATION AND MONITORING
FABRIZIO DE CESARE
First Year / Second Semester
6
AGR/13
Learning objectives
The course aims to give students the knowledge necessary to understand the significant risks associated with pollutants and their effects on soil ecosystems and human health. Students will learn to identify these pollutants and explore methods for restoring affected soils to safer conditions.
The main topics covered in the course include:
1. An overview of pollution.
2. A description of soil components.
3. An exploration of how pollutants behave and interact with soils when introduced, either accidentally or intentionally, and the associated risks.
4. An evaluation of the impact of these pollutants on soil ecosystems and their resilience.
5. Methods for detecting and monitoring pollutants in the soil.
6. Techniques for restoring polluted soils, i.e. including both traditional and advanced (bio)remediation methods.
The course will provide in-depth information about the nature and characteristics of primary soil pollutants (both natural and synthetic), their classifications, and their toxic effects on humans. It will also present the components of soil and the dynamics of the soil ecosystem as a living entity supporting human life.
Students will learn about the interactions between pollutants and soil components such as minerals, microbes, plants, and animals, to understand and predict the possible disturbances and risks the pollutants can pose to soil ecosystems.
The course will highlight traditional and innovative technological approaches for detecting and monitoring soil pollutants, including advancements in nanotechnology. Additionally, students will explore the main abiotic and biotic techniques that can be implemented in real-world scenarios to reduce pollutant concentrations to legally acceptable levels.
2 - LEARNING OUTCOMES
KNOWLEDGE AND UNDERSTANDING
Students should demonstrate:
• The knowledge of the various pollutants and main features affecting their environmental behaviour.
• The knowledge of the various components of natural soils and their ecosystem interactions.
• The knowledge of the physical, chemical and physicochemical principles and mechanisms affecting the interactions between pollutants, soil components, and organisms.
• The knowledge of the various approaches and technologies (traditional vs. innovative) employed in monitoring natural and polluted soils and soil remediation technologies.
ABILITY TO USE KNOWLEDGE AND COMPREHENSION
Students should demonstrate integration and application of the information assimilated in the course in specific contexts such as:
• Identification of natural vs. polluted soil ecosystems based on specific parameters as markers.
• Identify suitable approaches, methodologies, and technologies to analyse perturbed soil ecosystems, understand the dynamics and fate of pollutants, and assess the risks to biota.
• Identify suitable monitoring systems to assess the presence of pollutants in soil ecosystems.
• Identification of appropriate remediation technologies to recover distinctly polluted soils.
MAKING JUDGEMENT
Students should demonstrate the capacity to evaluate information from observations and measurements (monitoring) to assess the extent of possible soil perturbations and consequent actions.
COMMUNICATION SKILLS
Students should show:
• Active listening during the course.
• Situation analysis of different ecosystems, catching the main features characterising natural vs perturbed soils.
• Synthetic but persuasive argumentation of concepts, dynamics and processes in soil ecosystems as described in the course, demonstrating technological competency.
• Public speaking with respect.
LEARNING SKILLS
• Analytical thinking and text interpretation of the various materials provided in the course to achieve suitable knowledge of natural and polluted soil ecosystems
• Curiosity in understanding the causes of events occurring in perturbed soils, relative to the natural ones
• Open-mindedness towards other opinions, with critical thinking and without prejudices .
SECTION 1 - INTRODUCTION TO THE COURSE
• Info about the course
- Operative information
• What do we know about the Earth?
- Earth organisation: the four “spheres” and their interactions in the ecosystems and biomes
- Present and future threats for humans: population, food, cultivable lands, biodiversity, water, urban areas, pollution, health; the 17 SDGs and the role of soil in them; sustainable agriculture
SECTION 2 - SOIL ECOSYSTEM COMPOSITION, FORMATION AND FEATURES
• What do we know about soil?
- Definitions, functions and importance
• What does soil come from?
- Factors and processes driving soil formation
• What is soil composed of?
- Abiotic vs biotic components
- Inorganic fraction: description and properties of solid inorganic components - Minerals (silicates and non-silicates). Origin and formation of the inorganic fraction
- Water: chemistry, properties and importance of water. Soil-water interactions and dynamics; water movements in soil. Soil water content: concepts, types, measurements, and management
- Air: composition and importance of air in soil; air dynamics in soil. Soil volatiles (VOCs)
- Organic fraction: description, composition and properties of soil organic matter. Origin, formation (humification) and decomposition of the soil organic fraction
- Biota: Soil ecosystems and components of soil biota, their classification, distribution, and functions. Soil-plant-microorganism relationships - The rhizosphere
• What are the properties of soils?
- Physical
- Chemical
- Physicochemical
- Biological/biochemical
SECTION 3 - POLLUTION
• What about pollutants?
- Pollution as “ecosystem perturbation”
- Pollution classification based on Earth’s compartments; effects induced; causes producing; sources inducing; pollution types
• Chemical pollutants
- Classification of chemical pollutants by categories
- Toxicity, nature, features, structures and applications
SECTION 4 - SOIL POLLUTION
• Soil health, quality and resilience: definitions and differences
• What are the causes of soil pollution?
- Land uses and activities - industrial, agricultural, and urban areas
• Which types of pollutants can be found in soils?
- Inorganic pollutants in soil: interactions, processes (adsorption/fixation, absorption, solubilisation, mobility, leaching) and persistence
- Organic pollutants in soil: interactions, processes (partitioning, adsorption/fixation, absorption, solubilisation, mobility, volatilisation, degradation, leaching) and persistence
• What are the interactions between pollutants and soil?
- Soil components and soil properties affecting the interactions with pollutants
- Fate of contaminants/pollutants in soil (adsorption/fixation, absorption, volatilisation, degradation, leaching) and persistence
• What are the effects of soil pollutants?
- Toxicity of pollutants in soil ecosystems: effects on soil organisms
- Effects on soil properties
SECTION 5 - MONITORING SOIL POLLUTANTS
• How to detect and monitor pollutants in soils?
- Monitoring soil quality (indicators, indices, etc.)
- Monitoring soil pollutants (metals, organics, nanomaterials, pharmaceuticals, etc.)
- Traditional approaches in soil monitoring (sampling and lab analyses)
- Innovative approaches in soil monitoring (sensors, biosensors, nano(bio)sensors, probes and (hybrid) sensing systems).
SECTION 6 - MANAGING SOIL POLLUTION & REMEDIATION
• How to manage soil pollution?
- Limitation, prevention and treatment of soil pollution.
• How to remediate polluted soils?
- Traditional technologies for soil remediation (physical and chemical)
- Bioremediation approaches for soil cleaning and recovery
- Innovative approaches in soil (bio)remediation.
examMode
EVALUATION: TYPES and PARAMETERS
EVALUATIONS DURING THE COURSE
Students will be required to present individual or group activities on specific course issues, based on scientific publications provided.
FINAL TEST/EXAM
It consists of an oral interview with students, where questions are asked on various issues based on the course program to assess the following parameters (with ratings):
- The knowledge of the course subjects (sufficient, medium, complete, deep).
- The student’s problem-solving and analytical thinking abilities, ability to relate soil features and processes to the presence of pollutants, and ability to address suitable actions of remediation treatments and monitoring activities (sufficient, good, excellent).
- The capacity to integrate information and relate events and processes at the microscale with effects at the ecosystem level (sufficient, good, excellent).
- The synthetic but persuasive argumentation of concepts with general and detailed information and technological competency (simple, clear and correct, confident and accurate).
- Mastery of scientific expression and terminology (sufficient, good, excellent).
- Ability to make interdisciplinary connections (sufficient, good, excellent).
books
SUGGESTED TEXTBOOKS
- R.R. Weil, N.C. Brady (2016). The nature and properties of soils (15th Edition). Pearson.
OR
- R.R. Weil, N.C. Brady (2019). Elements of the nature and properties of soils (4th Edition). Pearson.
- M.L. Brusseau, I.L. Pepper, C.P. Gerba, (2019). Environmental and Pollution Science (3rd Edition). Academic Press.
OTHERS:
Additional scientific publications on specific subjects will be supplied during the course.
classRoomMode
ATTENDANCE
- Course attendance is not mandatory. However, students are strongly recommended to participate in classes due to difficulties with concept understanding and the interconnections and interdependence of several topics presented in the course, which could make comprehension difficult for students with limited foundational knowledge (check the "Prerequisites" tab). Additionally, since multiple textbooks are necessary to cover all the course topics, class attendance can facilitate further studying and learning.
- Lessons will be provided in classrooms. The streaming connection will be allowed only due to the impossibility of a student being present in person in the class, and only upon specific advance request. Recorded SPRM course lessons will not be provided.
MODULE II
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12
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17703 - VERTEBRATES OF FOREST ECOSYSTEMS
JACOPO VIZIOLI
Second Year / Second Semester
6
BIO/05
Learning objectives
The course aims to provide the student with the basics to understand the structure and complexity of vertebrates with particular regard to forest ecosystems, making reference to an Italian, European and Mediterranean framework. For each group, general notions will be provided regarding the body's organizational plan, biology, ecological role, evolutionary aspects, highlighting the most significant species and conservation problems.
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