ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Hours of tutorials: 1 Expository Class: 36 Interactive Classroom: 17 Total: 54
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Botany
Areas: Botany
Center Faculty of Biology
Call: Second Semester
Teaching: Sin Docencia (No Implantada)
Enrolment: No Matriculable
Students will be provided with a detailed view of the main groups of vascular plants and their different life cycles. It is intended that the student knows the morphology, structure and diversity of seed plants as well as the ways of life and ways of reproduction of them.
Special attention will be given to the learning and observation of characters of fresh plants in the laboratory of the most representative groups in Galicia and their importance in the natural environment. Finally, we will try to increase their sensitivity towards environmental issues and respect for nature.
The student must be able to: a) understand and handle basic scientific terminology related to vascular plants, b) construct a written, understandable and scientifically organized text on a topic and express it orally in the classroom, c) perform collection, preparation and preservation of samples for study and identification using keys.
Theoretical Program (42 h)
Topic1. Div. Pteridophyta. (8 h)
Topic 2. Introduction to the plants with seed. Division Spermatophyta. (2 h)
Topic 3. The Gymnosperms, phylogeny and evolution. (3 h)
Topic 4. Class Cycadopsida. Class Ginkgoopsida. (3 h)
Topic 5. Class Coniferopsida.Class Gnetopsida. (4 h)
Topic 6. The Angiosperms, phylogeny and evolution. (4 h)
Topic 7. Class Magnoliopsida. The flower. Raiz, stem and leaves. (6 h)
Topic 8. Pollination. The fruit. (3 h)
Topic 9. Subclass Magnoliidae. Subclass Liliidae. (3 h)
Topic 10. Subclass Rosidae. Eurosids I. Eurosids II. (3 h)
Topic 11. Euasterids I. Euasterids II. (3 h)
Program of practices (6 h)
Practice 1. Identification of Pteridophyts and Angiosperms. (2h)
Practice 2. Identification of Angiosperms. (2h)
Practice 3. Identification of Angiosperms. (2h)
Field practice (4 h)
A field practice obligatory of 4 hours of length will do during the course. It will consist in the study and identification of diverse vascular plants in the field. This practice will be carried out in the Fragas do Eume Natural Park or in the proximity of Santiago of Compostela depending of the availability of funding.
In scenario 1 the tutorships will be mainly face-to-face.
In scenario 2 the tutorships can be online through Teams or the virtual classroom.
In scenario 3 the tutorships will be online through Teams or the virtual classroom.
Basic bibliography
-Angiosperm Phylogeny Website, version 13: http://www.mobot.org/MOBOT/research/APweb/
- APG III. 2009. An update of the Angiosperm Phylogeny Group classification for the orders and families of flowering plants: APG III. Bot. J. Soc. Linn. 161: 105-121.
- Bonnier G.& De Layens, G. 1993. Claves para la determinación de plantas vasculares. Barcelona: Omega .
- Font Quer, P. 1982. Diccionario de Botánica. Barcelona: Labor.
- Simpson, M. G. 2010. Plant Systematics. 2nd. ed. Amsterdam, Boston, etc: Academic Press.
- Strasburger, E. et al. 2004 .Tratado de Botánica.9ª ed. Barcelona: Omega.
Complementary bibliography
- García Martínez, X.R. 2008. Guía das plantas de Galicia. Vigo: Xerais de Galicia.
- Heywood, V.H. et al. 2007. Flowering Plant Families of the world. Kew: Royal Botanic Gardens.
- Judd, W.S. et al. 2008. Plant Systematics. A phylogenetic aproach. 3rd ed. Sunderland: Ed. Sinauer Associates.
- Merino, B. 1905-1909. Flora descriptiva e ilustrada de Galicia. Santiago de Compostela: Tipografía Galaica. 3 vols.
After studying this subject, the students will have a detailed view of the main groups of vascular plants, recognizing in this way their structure and diversity as well as the ways of life and their modes of reproduction.
The student must be able to:
Specific competences
a) differentiate the groups of vascular plants:
CE4.d - Competence area: Biodiversity: Diversity of vascular plants
CE4.g - Competence area: Biodiversity: Analysis of biodiversity
b) know the main evolutionary lines:
CE4.b - Competence area: Biodiversity: Evolution and phylogeny
c) observe and recognize the anatomical and morphological characters of vascular plants
CE3.c - Competence area: Cells, tissues and organs: Morphology and anatomy of tissues and organs.
CE3.e - Competence area: Cells, tissues and organs: Adaptation to the environment.
CE3.f - Competence area: Cells, tissues and organs: Microscopic analysis
CE4.a - Competence area: Biodiversity: Types and levels of organization and biological cycles
d) use the basic techniques of recognition of the groups treated
CE1.c - Competence area: Instrumental knowledge, skills and basic techniques in biology.
CE1.e - Competence area: Instrumental knowledge, skills and abilities: Record of activities in the biological laboratory.
e) understand and manage the basic scientific terminology:
Basic and general competences
Basic:
CB2 - That students know how to apply their knowledge to their work or vocation in a professional manner and have the skills that are usually demonstrated through the elaboration and defense of arguments and the resolution of problems within their area of study
CB3 - That students have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include a reflection on relevant issues of a social, scientific or ethical nature
CB4 - That students can transmit information, ideas, problems and solutions to a specialized and non-specialized public
CB5 - That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy
General:
CG2 - Collect and interpret data, information and relevant results, obtain conclusions and issue reasoned reports on problems related to Biology
CG3 - Apply both acquired theoretical and practical knowledge as well as the capacity for analysis and abstraction in the definition and posing of problems and in the search for their solutions both in academic and professional contexts
CG4 - Communicate, both in writing and orally, knowledge, procedures, results and ideas in Biology, both to a specialized and non-specialized public
CG5 - Study and learn autonomously, with organization of time and resources, new knowledge and techniques in any scientific or technological discipline
Transversal competences:
CT1 - Analysis and synthesis capacity.
CT2 - Capacity for reasoning and argumentation
CT4 - Ability to obtain adequate, diverse and updated information
CT7 - Commitment to the veracity of the information offered to others
CT8 - Ability to use ICTs
CT9 - Use of bibliographic information and Internet
CT10 - Use of information in a foreign language
CT11 - Ability to solve problems using the integrated application
of your knowledge.
- Master classes
In scenario 1 the classes will be face-to-face.
In Scenario 2, the number of students per classroom will be halved. Non-face-to-face students will follow classes through the mechanisms enabled by the Faculty.
In scenario 3, the master classes will be replaced by classes taught virtually through the Teams program.
- Laboratory practices: They will be carried out in 3 sessions lasting 2 hours. Learning to use keys to identify plants. Study of the morphology, vegetative and reproductive structures of the most characteristic vascular species.
In scenarios 1 and 2, the number of students per classroom will be halved. Therefore, the time devoted to each practice should also be reduced by half.
In scenario 3, the laboratory practice program would be unfeasible. This absence will be mitigated by providing students with specific documentation accessible online or through the virtual classroom
- Field practice, 4 hours long
In scenarios 1 and 2, the field practice initially planned to be carried out in the Parque Natural das Fragas do Eume would be replaced by an itinerary in the vicinity of Monte Pedroso de Compostela with the consequent reduction of half of students and hours per practice.
In scenario 3, field practice would be unfeasible and, as an alternative, students would be provided with specific documentation accessible online or through the virtual classroom.
- 1 hour tutorship. In it, the work to be carried out in the laboratory practices will be complemented, facilitating the student with the essential knowledge that he has to manage to identify vascular plants with identification keys.
In scenarios 1 and 2, the number of students per tutorship will be halved. Therefore, the time devoted to each tutorial should also be reduced by half. However, as these are small groups, it could be feasible to carry out each tutorship without the aforementioned reduction in half.
In scenario 3, the tutorial will be taught virtually through the Teams program.
- Final written exam.
- Final theoretical exam
There will be a written exam at the end of the course and the final grade will be obtained according to the following weighting:
The theoretical exam grade will represent 90% of the final grade. In this exam, in addition to the questions on the theoretical agenda that will be in the majority, questions related to the contents and activities carried out in the field practices or with the specific documentation related to the field practices accessible online or provided to the students through of the virtual classroom.
For the second chance exam, the conditions regarding the type of exam and grading system will be the same as the first chance, keeping the qualification of the laboratory practice exam.
In scenario 1 the exam will be face-to-face.
In scenario 2 it is expected that up to twice as many classrooms as usual will be used for the exam. If this were not possible, it would be done through the virtual classroom synchronously.
In scenario 3, the exam should be carried out through the virtual classroom synchronously.
In cases of fraudulent performance of exercises or tests, the provisions of the Regulations for the evaluation of student academic performance and review of grades will apply.
- Laboratory practice exam
At the end of the laboratory practices, a written control consisting of a test-type examination will be carried out on the contents taught in laboratory practices. The grade obtained in this control will represent 10% of the final qualification obtained by the student.
In scenario 1 this written control will be in person.
In scenario 2, it will be carried out as a priority in a similar way to scenario 1, bearing in mind the spatial limitations inherent in this scenario. If it was not possible, it would be done through the virtual classroom synchronously.
In scenario 3 this written control will be carried out through the virtual classroom synchronously on the specific documentation related to the laboratory practices, provided to the students; both online and the type that will be accessible through the virtual classroom.
In cases of fraudulent performance of exercises or tests, the provisions of the Regulations for evaluating student academic performance and reviewing grades will apply.
- It will not be possible to pass the course if the student does not achieve a minimum of 5 points out of 10 in the theoretical exam grade.
- Between calls of the same academic year, only the qualification of the laboratory practice exam is preserved. Repeating students must carry out laboratory and field practices and attend tutorship.
In the official tests the competences will be evaluated:
CE4.d; CE4.g; CE4.b; CE3.c; CE3.e; CE3.f; CE4.a; CE1.c; CE1.e; CB2; CB3; CB5; CG2; CG3; CG4; CG5; CT1; CT2; CT4; CT8; CT9; CT10; CT11.
The evaluation criteria of the subject are collected in the table that appears in the following link: http://www.usc.es/gl/centros/bioloxia/criteriosavaliacion.html
Presential work in the classroom:
..- Master classes 42h
.- Laboratory practices 6h
.- Field practices 4h
.- Tutorship 1h
.- Exams 4h
.- Total hours of face-to-face work 57h
Personal work of the student:
.- Total hours of personal work of the student 93h.
Total hours of presencial and individual work of the student= 150 hours
• Assistance to all teaching activities.
• Daily learning of the contents taught in the classes.
• Query of the recommended bibliography.
• Use of the guardianships for any type of questions related with the matter.
In scenario 1 the tutorships will be mainly face-to-face.
In scenario 2 the tutorships can be online through Teams or the virtual classroom.
In scenario 3 the tutorships will be online through Teams or the virtual classroom.
- Regularly study the subject, avoiding accumulating study hours in the last days of the course.
- There will be a virtual classroom for the subject available to students.
- Direct communication channels with students:
Scenario 1: face-to-face communication, through the virtual classroom and email.
Scenario2: face-to-face communication (if possible), through the virtual classroom, email or through Teams.
Scenario 3: communication through the virtual classroom, email or through Teams.
In cases of fraudulent performance of exercises or tests, the provisions of the Regulations for evaluating student academic performance and reviewing grades will apply.
Contingency Plan:
Teaching methodology
- Master classes
In Scenario 2, the number of students per classroom will be halved. Non-face-to-face students will follow classes through the mechanisms enabled by the Faculty.
In scenario 3, the master classes will be replaced by classes taught virtually through the Teams program.
- Laboratory practices:
In scenarios 1 and 2, the number of students per classroom will be halved. Therefore, the time devoted to each practice should also be reduced by half.
In scenario 3, the laboratory practice program would be unfeasible. This absence will be mitigated by providing students with specific documentation accessible online or through the virtual classroom
- Field practice:
In scenarios 1 and 2, the field practice initially planned to be carried out in the Parque Natural das Fragas do Eume would be replaced by an itinerary in the vicinity of Monte Pedroso de Compostela with the consequent reduction of half of students and hours per practice.
In scenario 3, field practice would be unfeasible and, as an alternative, specific documentation would be provided to students accessible online or through the virtual classroom.
- Tutorships:
In scenarios 1 and 2, the number of students per tutoring will be halved. Therefore, the number of time dedicated to each tutorship should also be reduced by half. However, being small groups, it could be feasible to carry out each tutorship without the aforementioned reduction in half.
In scenario 3, the tutorship will be given virtually through the Teams program.
Assessment system
- Final theoretical exam
In scenario 2, it is expected that up to twice as many classrooms as normal will be used to carry out the exam. If this were not possible, it would be done through the virtual classroom synchronously.
In scenario 3, the exam must be carried out through the virtual classroom synchronously.
- Laboratory practice exam
In scenario 2, it will be carried out in a similar way as in scenario 1, taking into account the spatial limitations inherent in this scenario. If it was not possible, it would be done through the virtual classroom synchronously.
In scenario 3 this written control will be carried out through the virtual classroom synchronously on the specific documentation related to the laboratory practices, provided to the students; both online and the type that will be accessible through the virtual classroom.
For the second-chance exam, the conditions regarding the type of exam and grading system will be the same as the first-chance exam, keeping the grade from the laboratory practice exam. Between calls of the same academic year, only the qualification of the laboratory practice exam is kept.
Repeating students must carry out laboratory and field practices and attend the tutorial.
Santiago Ortiz Nuñez
Coordinador/a- Department
- Botany
- Area
- Botany
- Phone
- 881814976
- santiago.ortiz [at] usc.es
- Category
- Professor: University Professor
| Monday | |||
|---|---|---|---|
| 10:00-11:00 | Grupo /CLE_01 | Galician | Virtual classroom |
| 11:00-12:00 | Grupo /CLE_02 | Galician | Virtual classroom |
| Tuesday | |||
| 10:00-11:00 | Grupo /CLE_01 | Galician | Virtual classroom |
| 11:00-12:00 | Grupo /CLE_02 | Galician | Virtual classroom |
| Thursday | |||
| 10:00-11:00 | Grupo /CLE_01 | Galician | Virtual classroom |
| 11:00-12:00 | Grupo /CLE_02 | Galician | Virtual classroom |
| 05.28.2021 10:00-14:00 | Grupo /CLE_02 | Classroom 03. Carl Linnaeus |
| 05.28.2021 10:00-14:00 | Grupo /CLE_01 | Classroom 03. Carl Linnaeus |
| 05.28.2021 10:00-14:00 | Grupo /CLE_02 | Classroom 04: James Watson and Francis Crick |
| 05.28.2021 10:00-14:00 | Grupo /CLE_01 | Classroom 04: James Watson and Francis Crick |
| 05.28.2021 10:00-14:00 | Grupo /CLE_02 | Main Hall Santiago Ramón y Cajal |
| 05.28.2021 10:00-14:00 | Grupo /CLE_01 | Main Hall Santiago Ramón y Cajal |
| 07.15.2021 10:00-14:00 | Grupo /CLE_01 | Classroom 04: James Watson and Francis Crick |
| 07.15.2021 10:00-14:00 | Grupo /CLE_02 | Classroom 04: James Watson and Francis Crick |