It is intended to gain solid skills on the techniques of monitoring and evaluation of environmental stress, together with their methodological and conceptual bases. In its more applied side, the course introduces some bioengineering techniques such as phytoremediation and plant ecological restoration.

Theoretical lessons

1. Plant responses to stress. Stress theory: resistance, acclimation, adaptation, plasticity. Abiotic stress: temperature, drought, flooding, salinity, nutrients, high irradiance, low irradiance, UVB, fire. Biotic stress: pathogens, herbivores, parasitism, symbiosis. Ecophysiological implications. Environmental stress in the Basque Country.

2. Plant response to soil and atmospheric pollution. Atmospheric pollution: sulphur and nitrogen oxides, ozone, VOCs. Soil pollution: heavy metals, radioisotopes, organic pollutants. Climate change: direct effects of CO2, indirect effects. Other sources of pollution: nitrates, urban lights,… Situation in the Basque Country.

3. Elements of plant diagnosis. Alteration of basic physiological processes: photosynthesis, transpiration, transport. Stress proteins. Stress metabolites: antioxidants. Stress-related genes. Cell integrity. Oxidative damage.

4. Plants as stress bio-indicators. Biomarkers: types and meaning. Monitoring and indicator organisms. Non-destructive measurements: photosynthesis, fluorescence, water relations. Destructive measurements: metabolite analysis, essential element contents, metal accumulation.

5. Phytoremediation: concept and situation in the Basque Country. Metalophytes. Exclussors and Hyperacummulators. Basic techniques: phytoextraction, phytostabilization, rhizofiltration, phytovolatilization. Plants to mitigate climate change. Other applications. Some examples.

6. Principles and protocols of plant restoration. Techniques and basic concepts of restoration: restoration, regeneration, rehabilitation, recovery. Basic techniques and requirements for restoration of: populations of endangered species, linear infrastructures, intertidal zones, rivers, protected areas, burned areas.



Practical lessons

7. Techniques to model and measure environmental stress in plants. Examples of metabolite analysis (ascorbate), physiological processes (chlorophyll fluorescence) and cellular integrity. Study of stress sensitive and tolerant ecotypes.

8. Field trip related to the theoretical contents. Plant evaluation by visual and physiological indicators. In situ observation of restoration procedures.

9. Critical analysis of a restoration or phytoremediation project similar to those studied in the course (phytoremediation, restoration, species recovery).

The teaching methodology consists of lectures in which the main topics of the subject will be reviewed together with exercises or theoretical assumptions that will be solved during the course. The laboratory practices are planned with the aim of familiarizing students with some of the most common techniques in the diagnosis of plant stress, as well as the effects of the main stress factors. The field practices complement the experience acquired with the laboratory practices, extending this to the realization of practical assumptions in real cases of environmental restoration. Classroom practices will be dedicated to solving problems and assumptions, conducting lectures by professionals (about three per year), presenting projects and seminars by groups of students. Throughout the course, questionnaires will be proposed to assess the progress of students providing a marginal score in the final grade. Attendance at tutorials at the fixed schedule is recommended and encouraged.

The evaluation of the subject will be through a mixed system. The qualification of the subject will be composed of several criteria and will be proportional to the number of credits of each type of teaching. Specifically, the lectures (60% of the total credits) will be evaluated through a theoretical exam (A) and continuous assessment/evaluation (B) The practice (laboratory and field work and the seminars (remaining 40%) will be evaluated by a exam(C) and by the qualifications of seminars and practice questionnaires and reports (D). The final mark is calculated as follows: final mark = 0,5*A+0,1*B+0,1*C+0,3*D

There is the possibility that students renounce the mixed evaluation system choosing for the final evaluation, regardless of whether or not they have participated in the aforementioned mixed evaluation. To do this, the voluntary waiver/ resignation letter of the mixed evaluation must be submitted in writing within a period of 9 weeks from the beginning of the semester. In the final evaluation the acquisition of the competences of the subject will be evaluated through a theoretical exam (oral and written) and a practical (laboratory) exam. In any case, the evaluation and resignation criteria will always be adjusted to what is contemplated in the Regulations relating the Evaluation of the Students of the Undergraduate Degrees (BOPV no50, March 13, 2017).

Students, both under the continuous or final evaluation, will receive the mark of “not presented” in case of not presenting to the final exam.

This method of evaluation could change following the recommendations of the health authorities. These modifications will be announced in due time, using the required tools and strategies to warrantee the right of students to be evaluated with equity and justice.

-Lab coat
-Field boots/SHOES

Basic bibliography

• Reigosa, M; Pedrol N y Sánchez-Moreiras A. La Ecofisiología Vegetal. Ed. Thomoson Paraninfo.

• Vicente Córdoba, C y Legaz González M E Fisiología Vegetal Ambiental. Ed. Síntesis.


• Terradas, J. (2002) Ecología Vegetal. Omega.

• Schulze E-D, Beck E, Müller-Hohenstein K (2002) Plant Ecology. Springer.

In-depth bibliography

• Rey Benayas, J.M., Pinilla, T. E. y Nicolau Ibarra, J.M. (2003) Restauración de ecosistemas Mediterráneos. Col. Aula Abierta
• Charco, J. (2002) La regeneración natural del bosque mediterráneo en la Península Ibérica. Arba.

• Pugnaire, F. I. y Valladares, F. (1999) Handbook of Functional Plant Ecology. Marcel Dekker Inc. New York.
• Lambers, H; Chapin; F.S. y Pons, T.L. (1999) Plant Physiological Ecology Springer.
• Prasad, MNV (1997) Plant Ecophysiology. John Wiley and Sons
• Basra A.S, Basra R.K. (Ed) (1997). Mechanisms of Environmental stress resistance in plants. Harwood Academic Publishers. ISBN
• Jones, H.G.; Flowers, T.J. & Jones, M.B. (ed). (1992) Plants under stress. Cambridge Univ. Press ISBN 0521- 34423-9.

• Larcher W. (ed). (1995) Physiological plant ecology. Springer ISBN 0-387-58116-2.

• McKersie, B.D. & Leshem, Y. (1994) Stress and stress coping in cultivated plants. Kluwer Academic Publishers. ISBN 0-7923-2827.

• Falk, D.A.; Palmer, M.A.; Zedler, J.B. (2006) Foundations of restoration ecology. Society of Restoration Ecology. IslandPress. ISBN 1-59726-016-9.

Journals

Ecosistemas.