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SCHOOL |
OF AGRICULTURAL SCIENCES |
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ACADEMIC UNIT |
AGRICULTURE |
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LEVEL OF STUDIES |
UNDERGRADUATE |
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COURSE CODE |
GEB0402 |
SEMESTER |
4 | ||
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COURSE TITLE |
PLANT PHYSIOLOGY | ||||
| INDEPENDENT TEACHING ACTIVITIES |
WEEKLY TEACHING HOURS |
CREDITS | |||
| Lectures | 4 | ||||
| Lab / Op. Exercises | 0 | ||||
| Exercises | 0 | ||||
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TOTAL HOURS |
4 | 5 | |||
| COURSE TYPE | Special Background | ||||
| PREREQUISITE COURSES | No | ||||
| LANGUAGE OF INSTRUCTION and EXAMINATIONS | Greek | ||||
| IS THE COURSE OFFERED TO ERASMUS STUDENTS | Yes (in English) | ||||
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COURSE WEBSITE (URL) |
https://
eclass.uowm.gr/courses/AGRO116/
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2. LEARNING OUTCOMES
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Learning Outcomes |
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In the last few decades plant physiology has become more and more oriented towards the cell and molecular level, yet for many students (agronomy, horticulture, and ecology) a module in whole plant physiology is more appropriate. This module deals with the physiology of higher plants with emphasis on the whole plant aspects, including: structure/function relationships; Plant water relations; Mineral nutrition; Absorption and transport of water and mineral salts; Stomata and transpiration; Light and pigments; Photosynthesis; Photorespiration; Respiration; Plant adaptations to water stress; Growth, differentiation and plant development; Plant growth regulators: main roles and mode of actions; energy sources and needs; plant movements, and the impact (past, current and future) of plant physiology research on global agriculture. After attending the Plant Physiology module students should know, in general terms, “how do plants work’ at their different scales of organization. In detail they should be able to: 1. Describe the factors and mechanisms that regulate water uptake in a plant (recognising forces, main pathways and resistances) and to identify and explain the mechanisms that regulate the maintenance of water balance. 2. Explain how light energy is captured, absorbed and dissipated in plants; to recognise the main energy transformations and conservation steps during photosynthesis and to compare the different metabolic strategies for the reduction of CO2; Explain different types of photosynthesis (CAM, C3, C4), the underlying processes and the responses of different crop species to environmental factors. 3. Identify the main essential nutrient elements justifying their importance in the mineral nutrition of plants. 4. Explain plant development processes, defining growth, differentiation, outline the function of key plant hormones and, in an integrative approach, connect development to hormone action in the perception and transduction of stimuli and intercellular communication. 5. Interpret some biochemical, physiological and morphological plant strategies developed to cope with different environmental challenges. Describe the effects of different abiotic conditions on growth and physiology of plants. Outline how the knowledge about physiology could be used to improve sustainable production. 6. Conduct experiments in physiology of seed germination, regulation of growth and development by plant hormones, osmosis and transpiration, mineral nutrition of plants, nitrogen fixation, photosynthesis and respiration to understand and visualize these processes. 7. Work as part of a team and apply collaborative skills to solve problems or complete laboratory or field work exercises. Organise and interpret data collected from lab-based experiments or field work and communicate these findings in a written form or verbal interview. Critically appraise and interpret data in the published literature related to particular aspects of the study unit. 8. Students will develop some simple laboratory skills in measurement of plant parameters, weights, light intensity, filtration, pigment extraction and spectrophotometer operation. Also will operate research instruments such as portable photosynthesis meter, leaf area meter, SPAD chlorophyll meter, chlorophyll fluorescence meter, LAI meter etc. 9. Another important learning outcome is that after this module, the student should have acquired scientific criticism and the capacity to describe and apply knowledge to new situations, whether in the interpretation of case study or as in the planning and conduction of investigation experiments. |
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General Competences |
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- have the basic theoretical and practical knowledge in the cognitive field of agronomics and the process of crop production - be able to creatively implement the scientific knowledge and the contemporary technologies related to all sorts of crop farming as well as the production and trading of reproductive material for crops - have gained the necessary competencies to proceed to their second cycle study - be able to properly apply the theoretical and practical knowledge acquired during the study period Also Adapting to new situations, Decision-making , Working independently , Team work, Working in an international environment , Working in an interdisciplinary environment , Production of new research ideas, Respect for the natural environment, Production of free, creative and inductive thinking |
3. SYLLABUS
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• Germination Physiology: seed structure and germination, germination physiology, dormancy, environmental effects on germination. • Plant growth regulators: plant growth and development, external factors affecting plant growth, plant hormones (auxins, gibberrelins, cytokinins, ABA, ethylene), hormone-like substances. • Absorption and transport of water and minerals: Transport within the plant cell, energy membrane transfer, root water absorption, root pressure, transpiration, water balance. • Plant minerals: Minerals important for plant development and growth, basic operation and importance of minerals to plant physiology. • Photosynthesis: Description of photosynthesis, light reactions, dark reactions, metabolic strategies for the reduction of CO2 like C3, C4 και CAM, photorespiration, factors affecting photosynthesis. • Nitrogen assimilation: Nitrogen fixation, relation of nitrogen and plant development • Respiration: Substrates for plant respiration, respiration reactions, energy produced by respiration, environmental factors altering respiration rates. • Plant movements: Growth movements, tropisms, nastic movements, , νεύσεις, cicardian responses, hydroscopic movements. |
4. TEACHING and LEARNING METHODS - EVALUATION
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DELIVERY |
Face to face (Lectures and Laboratory) | ||||||||||||||||||||||||
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USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY |
Use of information and communication technology supporting the learning procedure through the electronic educational platform e-class in the theoretical, laboratory education and communication with the students. Also distance learning with the use of the Zoom platform and use of Moodle. | ||||||||||||||||||||||||
| TEACHING METHODS |
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STUDENT PERFORMANCE EVALUATION |
1. Official written final theory exam (50%) in the end of the semester The written theory examination includes: - Multiple choice questions - Questions of short answer - Compared evaluation of theoretical issues 2. Laboratory essays (25%) The lab essays are comprised of team work in writing small scientific papers on the topic of each practical which are submitted by the students electronically through the e-class platform within a week time for assessment and feedback by the professor. 3. Final written lab examination (25%) The final written lab exam includes: - Multiple choice questions - Questions of short answer - Comparative evaluation of laboratory issues The student assessment criteria for the module are described in the module syllabus which is given by the professor in the start of the semester to the students and it can also be found in electronic form in the educational platform e-class. |
5. SUGGESTED BIBLIOGRAPHY
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• Physiology and Development of Plants (2017), 2nd Greek edition -6th English edition, Taiz L. Zeiger E., Moller I.M. and Murphy A., UTOPIA Publications, Athens, Greece [ISBN: 978-618-5173-16-6] • Plant Physiology (1999), 3rd Edition, Karataglis, S., Art of Text, Thessaloniki, Greece [ISBN: 960-312-009-X] • Plant Physiology (6th Editon) by Taiz and Seiger webpage (http://6e.plantphys.net) • Experiments in Plant Physiology (2019), Papathanasiou F. University of Western Macedonia, Laboratory Notes • Plant Physiology, from molecule to the environment (2003), 1st Edition, Roubelaki-Aggelaki, P.E.K. Iraklio, Greece [ISBN: 960-524-168-4] • Introduction to Plant Physiology (2006), 1st Edition, Tsekos I. and Elias E., Kiriakidis Publications, Thessaloniki, Greece [ISBN: 978-960-343-856-4] • Biology of Plants (2014), 1st Greek edition, 8th English edition, Raven P., Evert R. and Eichhorn S., WH.H. Freeman, Worth Publishers, New York, USA. [ISBN: 978-618-80647-4-4] • Biology of Plants (8th Edition) by Raven, Evert and Eichhorn webpage (http://bcs.whfreeman.com/raven8e/) • Google directory in Plant Physiology (http://directory.google.com/Top/Science/Biology/Botany/Plant_Physiology/) |
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-Related academic journals: |
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• Plant Physiology, American Society of Plant Biologists (http://www.plantphysiol.org/) • Journal of Plant Physiology, Elsevier Publishers (http://www.journals.elsevier.com/journal-of-plant-physiology/) • Russian Journal of Plant Physiology, Springer Publishers (http://www.springer.com/life+sciences/plant+sciences/journal/11183) • International Journal of Plant Physiology and Biochemistry, Academic Journals (http://www.academicjournals.org/journal/IJPPB |