Menù principale
B016963 - AGRICULTURAL BIOCHEMISTRY
Main information
Teaching Language
Course Content
Suggested readings
Learning Objectives
Prerequisites
Teaching Methods
Further information
Type of Assessment
Course program
Academic Year 2021-22
Course year
Second year - Second Semester
Belonging Department
Experimantal and Clinical Medicine
Course Type
Single education field course
Scientific Area
AGR/13 - AGRICULTURAL CHEMISTRY
Credits
6
Teaching Hours
48
Teaching Term
28/02/2022 ⇒ 18/06/2022
Attendance required
No
Type of Evaluation
Final Grade
Course Content
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Course program
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Lectureship
Teaching Language
Italian
Course Content
We consider soil as complex biological system highlighting the concepts of soil as a natural capital and soil ecosystem services. The mechanisms underlying soil fertility, the main stressors and strategies for mitigating the effects are studied. Regarding plants we study the rhizosphere, the up take mechanisms of nutrients. We also study the photosynetic pathways and the secondary metabolism in relation to the climatic stresses.
Suggested readings (Search our library's catalogue)
Sequi p, Ciavatta C, Miano T. Fondamenti di Chimica del Suolo. Patron ed. Bologna
Tan KH . Principles of soil chemistry Forth Edition (2011) CRC press , Taylor and Francis eds,
Pinton R,Cocucci M, Nannipieri P, Trevisan M.. Fondamenti di Biochimica Agraria. Patron ed. Bologna
Chesworth J.M., Stuchbury T.,. Scaife J.R. An Introduction to Agricultural Biochemistry. Springer, Dordrecht eds.
Supplementary teaching material inherent to the issues addressed during the course is provided by the teacher.
Tan KH . Principles of soil chemistry Forth Edition (2011) CRC press , Taylor and Francis eds,
Pinton R,Cocucci M, Nannipieri P, Trevisan M.. Fondamenti di Biochimica Agraria. Patron ed. Bologna
Chesworth J.M., Stuchbury T.,. Scaife J.R. An Introduction to Agricultural Biochemistry. Springer, Dordrecht eds.
Supplementary teaching material inherent to the issues addressed during the course is provided by the teacher.
Learning Objectives
Skills acquired at the end of the course: Knowledge of the main biological processes underlying soil fertility and soil-plant interactions also in relation to the adaptation of plants to environmental stress.
Expected learning outcomes:
• knowledge of soil formation mechanisms and processes;
• knowledge of the mechanisms underlying soil fertility;
• knowledge of the main soil analysis methods;
• knowledge of soil-plant interactions;
• knowledge of fertilization and amendment practices;
• knowledge of strategies for adapting plants to environmental stress
Skills acquired (at the end of the course):
Knowing how to manage soils and their fertility by improving the efficiency of use of resources by cultivated plants also in relation to environmental parameters.
Expected learning outcomes:
• knowledge of soil formation mechanisms and processes;
• knowledge of the mechanisms underlying soil fertility;
• knowledge of the main soil analysis methods;
• knowledge of soil-plant interactions;
• knowledge of fertilization and amendment practices;
• knowledge of strategies for adapting plants to environmental stress
Skills acquired (at the end of the course):
Knowing how to manage soils and their fertility by improving the efficiency of use of resources by cultivated plants also in relation to environmental parameters.
Prerequisites
Basic knowledge of inorganic and organic chemistry, microbiology are required.
Teaching Methods
Total hours of the course: 144
Hours reserved to private study and other indivual formative activities: 96
Number of hours relating to classroom activities: 40 of which 25 of general lessons, 9 of seminars, 6 of interactive review of the topics covered in the course to encourage learning of the knowledge acquired.
Number of hours related to laboratory activities: 8
Hours reserved to private study and other indivual formative activities: 96
Number of hours relating to classroom activities: 40 of which 25 of general lessons, 9 of seminars, 6 of interactive review of the topics covered in the course to encourage learning of the knowledge acquired.
Number of hours related to laboratory activities: 8
Further information
Frequency of lessons and exercises not mandatory but recommended
Teaching aids: Video projector, PC, overhead projector, laboratories.
Teaching aids: Video projector, PC, overhead projector, laboratories.
Type of Assessment
Oral exam based on the presentation of the in-depth study on one of the topics covered in the course prepared by the student. During the exam, the ability to apply the knowledge acquired in addressing the subject matter and the competence in the use of an appropriate technical-scientific language will be assessed.
Course program
Soil chemistry
Soil definition. Physical characteristics: texture, structure, aggregates and porosity. Chemical characteristics: mineral colloids (clays, iron and aluminum oxides and hydroxides) and organic (soil organic substance). Development and relevance of the pH independent and pH dependent soil charge. The cationic and anionic exchange capacity, pH relevance and its determination (pH H2O and pH KCl). Buffer capacity of soil pH. Soil as a biological system: importance of the biotic component, definition of hot spots and bulk soils. Insights into soil bioenergetics and relevance of enzymatic activities. Definition of soil functionality and fertility. Evaluation of fertilization and soil improvement practices. Analysis of the main types of soils (acid, saline, arid and submerged soils) in relation to agricultural use considering the community requirements of eco-sustainability, food safety and food quality.
Biochemistry
Difference between primary and secondary metabolism of plants. Adaptation strategies of plants to environmental stresses with focus on photosynthetic activity strategies and relevance of secondary metabolism.
Study of the rhizosphere as a soil-plant interface. Analysis of the main characteristics of the rhizosphere and of the main biochemical reactions useful to the plant. Influence of soil type on the assimilation of nutrients by plants. Effect of the plant on the nutrient cycle in the soil.
Seminar activities on aspects of particular interest that for this year concern:
• The rhizosphere a world apart and to be exploited: the intriguing case of the inhibition of nitrification;
• Degraded and polluted soils;
• Soil-free agriculture
Laboratory activities on the main chemical-physical analyzes of soil characterization. For physical analyzes, the methods for determining the texture, structure and differentiation of aggregates into dimensional classes (macro, meso and micro aggregates) are analyzed. For chemical analyzes, the real (H2O) and potential (KCl) pH, the exchange capacity, and the conductivity of the circulating solution are determined. With regard to the determination of biological analyzes related to the functionality of the soil in terms of determining microbial activity in relation to nutrient cycles and related enzymatic activities, the sole determination of the latter will be imitated. This in consideration that in other courses students will be able to determine biomass and microbial biodiversity through metagenomic approaches.
Preparation of the project work on one of the topics covered in the course to be presented for the oral exam test. The activity involves analyzing the problem, identifying the goal to be achieved and developing an intervention plan. This activity is carried out by the student with the support of the teacher.
Soil definition. Physical characteristics: texture, structure, aggregates and porosity. Chemical characteristics: mineral colloids (clays, iron and aluminum oxides and hydroxides) and organic (soil organic substance). Development and relevance of the pH independent and pH dependent soil charge. The cationic and anionic exchange capacity, pH relevance and its determination (pH H2O and pH KCl). Buffer capacity of soil pH. Soil as a biological system: importance of the biotic component, definition of hot spots and bulk soils. Insights into soil bioenergetics and relevance of enzymatic activities. Definition of soil functionality and fertility. Evaluation of fertilization and soil improvement practices. Analysis of the main types of soils (acid, saline, arid and submerged soils) in relation to agricultural use considering the community requirements of eco-sustainability, food safety and food quality.
Biochemistry
Difference between primary and secondary metabolism of plants. Adaptation strategies of plants to environmental stresses with focus on photosynthetic activity strategies and relevance of secondary metabolism.
Study of the rhizosphere as a soil-plant interface. Analysis of the main characteristics of the rhizosphere and of the main biochemical reactions useful to the plant. Influence of soil type on the assimilation of nutrients by plants. Effect of the plant on the nutrient cycle in the soil.
Seminar activities on aspects of particular interest that for this year concern:
• The rhizosphere a world apart and to be exploited: the intriguing case of the inhibition of nitrification;
• Degraded and polluted soils;
• Soil-free agriculture
Laboratory activities on the main chemical-physical analyzes of soil characterization. For physical analyzes, the methods for determining the texture, structure and differentiation of aggregates into dimensional classes (macro, meso and micro aggregates) are analyzed. For chemical analyzes, the real (H2O) and potential (KCl) pH, the exchange capacity, and the conductivity of the circulating solution are determined. With regard to the determination of biological analyzes related to the functionality of the soil in terms of determining microbial activity in relation to nutrient cycles and related enzymatic activities, the sole determination of the latter will be imitated. This in consideration that in other courses students will be able to determine biomass and microbial biodiversity through metagenomic approaches.
Preparation of the project work on one of the topics covered in the course to be presented for the oral exam test. The activity involves analyzing the problem, identifying the goal to be achieved and developing an intervention plan. This activity is carried out by the student with the support of the teacher.