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Animal and Plant Biology

Code: 101956
Credits: 9
2026/2027
Degree programme Type Course
Genetics FB 1

Contact lecturer

Name :
Eliana Carolina Bianucci Ovando
Email :
eliana.bianucci@uab.cat

Teaching staff

María Elena Ruiz Molero
Anna Garriga Oliveras
Albert Gargallo Garriga

Group languages

You can consult this information at the end of the document.

Prerequisites

It will make it easier to follow the course if you have mastered the contents of Biology during secondary school.

Objectives

The course is organised into three modules: Botany, Plant Physiology, and Zoology.

The Botany and Zoology modules provide an introduction to the study of the morphological and biological diversity of the major groups of plants and animals from an evolutionary perspective. The Plant Physiology module introduces students to the basic principles of plant biology and plant functioning, as well as to the mechanisms regulating plant processes through internal and external factors.

Overall, the course aims to enable students to place each major plant and animal group within its systematic, phylogenetic, and ecophysiological context, while acquiring a fundamental understanding of plant functioning.


Objectives


The objectives of the Botany module are to:

  1. Define the concepts of Botany and plant organisms in the broad sense, understanding the origin and evolution of the major photosynthetic and fungal lineages, as well as the scope of Botany as a scientific discipline.
  2. Study the biodiversity of the organisms traditionally included within Botany from an evolutionary and phylogenetic perspective, applying current principles of biological classification and systematics.
  3. Understand the main biological processes (life cycles, reproduction, nutritional strategies, and dispersal), evolutionary processes (speciation, evolutionary trends, and coevolution), and ecological processes (habitats, environmental adaptations, and biotic interactions) that shape plant biodiversity.
  4. Recognise the importance of the organisms studied in Botany as model systems for research in genetics, evolution, and biotechnology, as well as their scientific, environmental, and socioeconomic applications.


The objectives of the Plant Physiology module are to:

  1. Integrate knowledge of plants across different levels of biological organisation and within the whole plant organism.
  2. Introduce the fundamental physiological functions of plants.
  3. Understand the regulation of plant processes by internal and external factors.


The objectives of the Zoology module are to:

  1. Introduce students to the fundamental concepts defining the different levels of animal organisation, as well as the principal body plans of animals.
  2. Introduce the reproductive and developmental processes underlying animal organisation.
  3. Provide an overview of the main animal groups, emphasising their morphological diversity. This objective is organised into three sections:

Major groups of non-arthropod invertebrates.

Major groups of arthropods.

Major groups of chordates.

Learning outcomes

  • CM01 (Integrate the organisational levels of biological systems in the analysis of complex problems in biosciences.) Integrate the organisational levels of biological systems in the analysis of complex problems in biosciences.
  • CM02 (Communicate fundamental scientific information about biology effectively, both orally and in writing.) Communicate fundamental scientific information about biology effectively, both orally and in writing.
  • CM03 (Solve scientific research problems through the autonomous interpretation of biological data.) Solve scientific research problems through the autonomous interpretation of biological data.
  • KM01 (Describe the organisation and functioning of cells, tissues, and physiological systems in living organisms.) Describe the organisation and functioning of cells, tissues, and physiological systems in living organisms.
  • KM02 (Identify the biological diversity and evolutionary relationships of organisms in the context of their ecosystems.) Identify the biological diversity and evolutionary relationships of organisms in the context of their ecosystems.
  • SM01 (Characterise the diversity and functional organisation of the organisms.) Characterise the diversity and functional organisation of the organisms.
  • SM02 (Apply physicochemical principles in the preparation of samples for the observation of the cellular bases of heredity.) Apply physicochemical principles in the preparation of samples for the observation of the cellular bases of heredity.

Contents

Module I: Botany

  • Introduction. Origin and classification of living organisms. Endosymbiosis. Phylogeny to be studied in Botany.
  • Nuclear and somatic levels of organisation.
  • Reproduction and life cycles. Asexual and sexual reproduction. Life cycles.
  • Cyanobacteria. Cell structure. Morphological organisation. Nutritional strategies. Reproductive strategies.
  • Euglenids and dinoflagellates. General characteristics, diversity, life cycles, ecology, and significance.
  • Heterokonts: diatoms and brown algae (Phaeophyceae). General characteristics, diversity, life cycles, ecology, and significance.
  • Rhodophytes. General characteristics, life cycles, diversity, ecology, and significance.
  • Chlorophytes and Charophytes. General characteristics, life cycles, diversity, and ecology. Evolutionary origin of land plants.
  • Bryophytes. General characteristics, life cycles, diversity, ecology, and significance.
  • Vascular cryptogams. Adaptation to terrestrial life. General characteristics, life cycles, diversity, ecology, and significance.
  • Spermatophytina I. Origin, evolution, and morphology of the corm.
  • Spermatophytina II. Reproductive cycle. Origin and evolution of the flower.
  • Spermatophytina III. Gymnosperms. Diversity, morphology, evolutionary lineages, ecology, and significance.
  • Spermatophytes IV. Angiosperms. Diversity, morphology, evolutionary lineages, ecology, and significance.
  • Fungal phylogeny I. Origin and phylogenetic position of fungi. True fungi: Mucoromycetes.
  • Fungal phylogeny II. True fungi: Ascomycetes and Basidiomycetes. General characteristics, diversity, life cycles, ecology, and significance.
  • Fungal phylogeny III. Amoeboid fungi (Myxomycetes) and pseudofungi (Heterokonts: Oomycetes). General characteristics, diversity, life cycles, ecology, and significance.
  • Symbiosis and coevolution. Lichens, mycorrhizae, and nitrogen-fixing cyanobacteria (N₂).


Module II: Plant Physiology

  • Introduction to Plant Physiology.
  • The plant cell. Cell wall.
  • Water relations: the concept of water potential and osmotic relationships.
  • Mineral nutrition of plants.
  • Nutrient uptake and transport.
  • Plants and light.
  • Reductive carbon assimilation: C3 metabolism.
  • Photorespiration.
  • Reductive carbon assimilation: C4 and CAM metabolism.
  • Reductive nitrogen and sulfur assimilation.
  • Regulation of plant growth and development by internal factors.
  • Regulation of plant growth and development by external factors.
  • Bud and seed dormancy.
  • Fruit formation and ripening.
  • Ageing, senescence, and organ abscission.
  • Signal integration and regulation of plant development.


Module III: Zoology

1. Introduction

  • General concepts.
  • Body plans.
  • Major animal groups.
  • Criteria for the classification of biodiversity.
  • Animal reproduction.
  • Animal development.

2. Invertebrates

Phylogeny, body plan, morphology, and development of:

  • Phylum Porifera
  • Phylum Cnidaria
  • Phylum Platyhelminthes
  • Phylum Annelida
  • Phylum Mollusca
  • Phylum Nematoda
  • Phylum Arthropoda
  • Phylum Echinodermata

3. Vertebrates

Phylogeny, evolution, morphology, and development.

  • Phylum Chordata


Learning activities and methodology

Title Hours ECTS Learning outcomes
Reading of texts 6 0.24
Case resolution 7 0.28
Lectures 54 2.16
Completion of guided learning exercises 2 0.08
Literature search 6 0.24
Group and individual tutorials 4 0.16
Study 60 2.4
Seminars and case resolution 15 0.6
Preparation of assignments 10 0.4

The teaching methodology is designed to promote active student engagement with the available information and learning resources. The role of the teaching staff is to provide the necessary information or indicate where it can be obtained, guiding and tutoring the learning process to ensure effective achievement of the intended learning outcomes.

To achieve these objectives, the course combines different teaching activities, including lectures, seminars, independent study, and both individual and group work.


Lectures

Lectures provide students with the fundamental scientific and technical knowledge required for the course. These sessions should be complemented by independent study of the course contents. During lectures, the fundamental concepts and the most complex aspects of each teaching unit are addressed. Students are expected to consolidate and expand their knowledge through the recommended bibliography and autonomous learning.

Lecture sessions are 50 minutes long.


Seminars

The purpose of the seminars is to foster analytical and synthesis skills, critical thinking, and problem-solving abilities. Seminar activities may include the analysis and discussion of case studies and problems, oral presentations, the discussion of audiovisual materials, the resolution of questions related to the course contents, and other activities aimed at promoting active learning.


Tutorials

Tutorials will be held face-to-face in the instructor's office (by appointment). Their purpose is to clarify concepts, consolidate acquired knowledge, and support students in their learning process. Tutorials may also be used to resolve questions related to coursework and other independent learning activities.

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Botany: Partial and final tests (individual assessment) 25% 2 0.08 CM01, KM01, KM02, SM01
Plant Physiology: Partial and final tests (individual assessment) 25% 18 0.72 CM01, CM02, CM03, KM01, SM01, SM02
Plant Physiology: Individual or group test throughout the course (seminars) 8% 2 0.08 CM01, KM01, KM02, SM01
Zoology: Individual or group test throughout the course (seminars) 8% 18 0.72 CM01, CM02, CM03, KM02, SM01
Botany: Individual or group test throughout the course (seminars) 8% 2 0.08 CM01, KM01, KM02, SM01
Zoology: Partial and final tests (individual assessment) 25% 19 0.76 CM01, CM02, CM03, KM02, SM01

The three thematic modules (Botany, Plant Physiology, and Zoology) each contribute 33% to the final course grade. The overall course grade will only be calculated when the grade obtained in each module is 5.0/10 or higher.

The grade for each module will be based on a written examination (75.8% of the module grade, equivalent to 25% of the final course grade) and seminars/problem-solving activities (24.2% of the module grade, equivalent to 8% of the final course grade). To calculate the module grade, students must obtain a minimum mark of 5.0 in the corresponding written examination. Achieving this minimum mark in the written examination is a necessary condition but does not, by itself, guarantee passing the module, which requires a final weighted grade of 5.0/10 or higher.

Assessment is continuous throughout the semester and is based on the following criteria:

Written examination: The examination will consist of short-answer questions, essay-type questions and/or multiple-choice questions designed to assess students' individual knowledge acquisition, as well as their analytical, synthesis, and critical thinking skills. Students who do not pass any of the written examinations may resit them during the final resit examination period.

Seminars/Problem-solving activities: Assessment will be based on the quality of the preparation and presentation of assignments or oral presentations, as well as on the resolution of the proposed questions and problems. Attendance at seminars/problem-solving sessions is compulsory, and these activities are not recoverable.

Justified absences, in accordance with UAB regulations, will not result in any penalty.

As seminars account for 24.2% of the grade for each module, unjustified absences will result in the following penalties:

  • 1 absence: 20% reduction of the seminar grade for that module.
  • 2 absences: 40% reduction of the seminar grade for that module.
  • 3 absences: 80% reduction of the seminar grade for that module.
  • More than 3 unjustified absences in the same module: the module will be considered failed.

Students who do not pass any one of the three modules (final module grade below 5.0/10) will not pass the course. If one module is failed while the other two are passed, the grades of the passed modules will be retained for two academic years. To retain the grade of a module, both the written examination and the corresponding seminars must have been passed.

Honours (Matrícula d'Honor) may be awarded to students obtaining a final course grade of 9.0/10 or higher. The number of Honours awarded will comply with current university regulations and the number of students enrolled in the course.


Grade Improvement

Students wishing to improve the grade obtained in one or more modules may sit the corresponding final examination. In this case, the new mark obtained in the written examination will replace the previously obtained mark for that examination, regardless of whether it is higher or lower, while the seminar/problem-solving grade will be retained, as these activities are not recoverable. The final module grade will be recalculated according to the established weighting. It will not be possible to improve the grade through assignments or any other assessment activities.


Definition of "Not Assessed"

A student will be awarded the grade "Not Assessed" when the completed assessment activities account for less than 67% of the final course grade.


This course/module does not include a single-assessment system.


Use of Artificial Intelligence

Restricted use: In this course, Artificial Intelligence (AI) technologies may only be used as support tools for literature or information searches, language proofreading, translations, improving writing, or organising content. These tools may not be used to generate, either wholly or partially, answers for examinations, reports, assignments, or any other assessed activities requiring the student's own analysis, interpretation of results, or scientific reasoning.

Students must clearly acknowledge any use of AI tools, identify the tools employed, and briefly describe how they contributed to the development of the activity. The use of Artificial Intelligence (AI) tools does not exempt students from their responsibility for the accuracy, scientific rigour, and proper citation of the information presented.

Failure to disclose the use of AI will be considered a breach of academic integrity and may result in a partial or total penalty in the assessment of the activity, as well as additional disciplinary measures in more serious cases.


Academic Misconduct

Any academic misconduct committed during an assessment activity (including academic fraud, plagiarism, or the improper use of AI, unless such use is explicitly authorised in the course guide) that may lead to a significant alteration of the assessment outcome will result in that assessment being graded 0. If the course guide establishes that obtaining a minimum mark in that assessment is required to pass the course, or if multiple instances of academic misconduct occur in assessment activities within the same course, the final course grade will be 0. In addition, disciplinary proceedings may be initiated against any student who commits such academic misconduct.


Bibliography

Botany References

  • Bresinsky, A.et al.2013. Strasburger’s Plant Sciences (Including Prokaryotes and Fungi). Springer. Berlin.[Recurs electrònicdisponible a la UAB]
  • Evert, R. & Eichhorn, S. 2013. Raven Biology of plants. 8th ed. W.H. Freeman & Company. New York
  • Izco, J., Barreno, E., Brugués, M., Costa, M., Devesa, J. A., Fernández, F., Gallardo, T., Llimona, X., Salvo, E., Talavera, S. & Valdés, B. (2004). Botánica (2nd ed.). McGraw-Hill Interamericana, Madrid.
  • Lee, R. E. (2008). Phycology (4th ed.). Cambridge University Press, Cambridge.
  • Llimona, X. (Ed.). (1985). Plantes inferiors. Història Natural dels Països Catalans, Vol. 4. Enciclopèdia Catalana, Barcelona.
  • Masalles, R. M., Vigo, J., Ninot, J. M. & Carreras, J. (Eds.). (1988). Plantes superiors. Història Natural dels Països Catalans, Vol. 6. Enciclopèdia Catalana, Barcelona.


Plant Physiology References

  • Azcón-Bieto, J. & Talón, M. (2008). Fundamentos de Fisiología Vegetal (2nd ed.). McGraw-Hill Interamericana.
  • Barceló, J., Nicolás, G., Sabater, B. & Sánchez, R. (2005). Fisiología Vegetal. Pirámide, Madrid.
  • Taiz, L., Zeiger, E., Møller, I. M. & Murphy, A. (2022). Plant Physiology and Development (7th ed.). Oxford University Press.


Zoology References

  • AAVV. (1984–1988). Història Natural dels Països Catalans (Vols. 8–14). Fundació Enciclopèdia Catalana, Barcelona.
  • Animal Diversity Web. University of Michigan. https://animaldiversity.org/
  • Grassé, P. P. (1982). Manual de Zoología. Volumes I and II. Invertebrates. Toray-Masson.
  • Hickman, C. P., Roberts, L. S., Larson, A., I'Anson, H. & Eisenhour, D. J. (2008). Integrated Principles of Zoology. McGraw-Hill Interamericana.
  • Ruppert, E. E., Fox, R. S. & Barnes, R. D. (2004). Invertebrate Zoology: A Functional Evolutionary Approach (7th ed.). McGraw-Hill Interamericana.


Electronic Resources


Software

None

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 61 Catalan/Spanish second semester morning-mixed
(SEM) Seminars 611 Catalan second semester morning-mixed
(SEM) Seminars 612 Catalan second semester morning-mixed