Learning objectives
At the end of the training activity, the student should have acquired basic theoretical and practical knowledge required to study and recognize the main taxa of freshwater zooplankton communities (rotifers, cladocerans, copepods and ostracods). The course also aims to provide the first rudiments of ecotoxicological investigation and multidimensional statistical analysis.
In particular, the student should be able to:
D1. Understanding and understanding the main concepts and methods of statistical analysis for the analysis of biological and environmental data, the structure, adaptations and classification of the main groups of freshwater zooplanktones, the fundamental functions of the living and their interactions at levels of increasing complexity, the relationships between organisms and the environment and between organisms at different levels of biological organization, potential health risks and safety standards for the laboratory of ecology, planktology and ecotoxicology. (Knowledge and understanding).
D2. To use the specific language of ecology, planktology and ecotoxicology. Apply the basic mathematical, statistical and informatics methods for the analysis and processing of information, experimental data on biological systems and phenomena and apply the main techniques of ecological analysis. Understand in English the topics related to ecology and planktology, teamwork (Applying knowledge and understanding)
D3. To evaluate and interpret experimental data. Critically use data from scientific literature. To evaluate the computational and experimental methodologies that allow the optimal resolution of a biological / ecological problem. To evaluate the teaching. (Making judgments)
D4. Exposing the results of biological / ecological studies also to an untrained public even using informatic tools. (Communication skills)
D5. Link the different topics dealt with each other and with the basic and related disciplines. To update by consulting the scientific publications of the ecology of planktology and ecotoxicology. Participate in seminars and training study days. Acquire a methodology of study that allows the continuation of university education. Reach the skills required for inclusion in professional activities at the end of the three-year course. (Learning skills)
Prerequisites
To have passed Ecology examination
Course unit content
What is plankton
The paradox of the plankton
General introduction to freshwater zooplankton
Rotifers: taxonomy and morphology. Distribution, ecology, life cycle. The most common species in Northern Italy.
Copepods: taxonomy and morphology. Distribution, ecology, life cycle. The most common species in Northern Italy.
Cladocerans: taxonomy and morphology. Distribution, ecology, life cycle. The most common species in Northern Italy.
Ostracods: taxonomy and morphology. Distribution, ecology, life cycle. The most common species in Northern Italy.
An outline of marine zooplankton.
Introduction to ecotoxicology
Sampling methods.
Sorting.
Methods in data analysis
Case studies
Full programme
What is plankton
The paradox of the plankton
General introduction to freshwater zooplankton
Rotifers: taxonomy and morphology. Distribution, ecology, life cycle. The most common species in Northern Italy.
Copepods: taxonomy and morphology. Distribution, ecology, life cycle. The most common species in Northern Italy.
Cladocerans: taxonomy and morphology. Distribution, ecology, life cycle. The most common species in Northern Italy.
Ostracods: taxonomy and morphology. Distribution, ecology, life cycle. The most common species in Northern Italy.
An outline of marine zooplankton.
Introduction to ecotoxicology
Sampling methods.
Sorting.
Methods in data analysis
Case studies
1. Distribution and ecology of calanoid species in the Northern Apennines.
2. Succession of cladocerans in a northern Italian ricefield.
3. Ostracoda of the Italian ricefileds thirty years on: new synthesis and hypothesis.
Exercises
WGM calculation
LC50, calculation
Principal Component Analysis
Analysis of zooplankton samples: sorting of cladoceric ostracods and copepods.
Recognition of the main taxa.
Specimen fixation with formalin, dissection and slide preparation.
Bibliography
Bellavere C. e Moroni A. 2001. Laghi e pozze del versante Nord dell’Appennino settentrionale. CIREA Dipartimento di Scienze Ambientali Università di Parma. Tipografia Supergrafica Parma.
Boero F., Belmonte G., Fanelli G., Piraino S., Rubino F. 1996. The continuity of living matter and the discontinuities of its constituents: do plankton and benthos really exist? TREE 11: 177-179.
Braioni M.G. e Gelmini D. 1983. Rotiferi Monogononti (Rotatoria: Monogononta). Guide per il riconoscimento delle specie animali delle acque interne italiane. Consiglio Nazionale delle Ricerche AQ/1/200.
Brown J.H. 1981. Two decades of homage to Santa Rosalia: toward a general theory of diversity. American Zoologist 21: 877-888.
Dussart B. 1969. Les copepodes des eaux continentales. Editions N. Boubee & Cie, Paris
Ghetti P.F. e McKenzie K.G. 1981. Ostracodi (Crustacea, Ostracoda). Guide per il riconoscimento delle specie animali delle acque interne italiane. Consiglio Nazionale delle Ricerche AQ/1/108.
Hutchinson G.E. 1959. Homage to Santa Rosalia or why are there so many kinds of animals? The American Naturalist XCIII: 145-159.
Hutchinson G.E. 1961. The paradox of the plankton. The American Naturalist XCV: 137-145.
Hutchinson G.E. 1967. A treatise of limnology the nature and biology of the zooplankton. Wiley & Sons, NY.
Margaritora F.G. 1985. Cladocera. Edizioni Calderini Bologna.
Meisch C. 2000. Freshwater Ostracoda. Spektrum Akademoscher Verlag GmbH, Heidelberg.
Stella E. 1982. Calanoidi (Crustacea, Copepoda, Calanoida). Guide per il riconoscimento delle specie animali delle acque interne italiane. Consiglio Nazionale delle Ricerche AQ/1/140.
Stella E. 1984. Crustacea Copepoda: Calanoida (d’acqua dolce). Edizioni Calderini Bologna.
Teaching methods
Frontal lessons with interacts with soliciting comments and questions from the students. During the exercises in the classroom the teacher requires individual or collective collaboration of students in the solution of the questions proposed.
Assessment methods and criteria
Learning objectives takes place through on-going audits, in the form of questions put to the audience of the students during the lesson and the random verification of the correct performance of exercises. Students must also describe a case study of their choice by proposing it to the class in 10-minute ppt format.
The final test is written. The test, lasting 2 hours, includes 25 open questions and 5 exercises. The final grade derives from the sum of the scores obtained by application (maximum 1 point) and by exercise (from 2 to 5 points). The results of the examination are published on the Esse3 within a week from the examination date. Students can view the exam by appointment with the teacher.
The contribution to the definition of the final grade is calculated as a percentage of: correctness of the acquired knowledge (50%), reasoning and linking ability (30%), communication and synthesis skills (10%), language properties (5%), participation in lessons and exercises (5%).
Other information
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