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Syllabus

BI1467 Tree genetics and evolution, 7.5 Credits

Trädgenetik och evolution

Subjects

Biology

Education cycle

Bachelor’s level

Advanced study in the main field

First cycle, has only upper-secondary level entry requirements
Bachelor’s level (G1N)

Grading scale

Language

Swedish

Prior knowledge

General entry requirements for courses or study programmes that begin in the first cycle and that are intended for new entrants to higher education and


- Biology 2, alternatively Biology B
- Chemistry 2, alternatively Chemistry B

Objectives

The course aims to provide basic knowledge about the evolution, genetics, and biology of trees, as well as their characteristics and role, both in natural and sustainably managed forest ecosystems.

Upon successful completion of the course, students will be able to

• Describe life processes and growth in trees based on internal physiological and external environmental factors such as abiotic and biotic stress.
• Describe genetic inheritance, the background of genetic variation, and its use in tree breeding.
• Explain the connection between selection and evolution, the formation models of different species, evolutionary constraints, and be able to solve simple evolutionary problems.
• Describe the main differences and similarities between the plant, fungus, and animal kingdoms and have a general understanding of their evolutionary relationships.
• Explain the principles of scientific knowledge-seeking and writing.

Content

The content of the course provides knowledge about tree biology, and the characteristics and role of trees in forest ecosystems and forest health at various levels: molecular, physiological, and ecological. The content is based on an understanding of the main differences and similarities between the plant, fungus, and animal kingdoms, which are introduced at the beginning of the course. The course content addresses how the biological conditions, regarding tree genetics, photosynthesis, water transport, and nutrient uptake, govern the sustainable benefits of forests for humans and the interaction between various organisms in nature.

Teaching formats

To further student learning and promote discussion, a variety of methods are used:

The course is conducted through lectures, exercises, excursions, study visits, independent study of course literature, group study of scientific articles, and report writing. Excursions and study visits are mandatory parts of the course.

The course focuses on the following generic competencies

• Analytical ability: Students learn to analyze biological data and draw conclusions based on scientific evidence.
• Problem-solving: The course encourages critical thinking and problem-solving skills, where students are challenged to solve practical and theoretical problems in tree biology and genetics.
• Communication: Through report writing and group discussions, students develop their skills in effectively communicating scientific information, both in writing and orally.
• Collaboration: The course promotes collaboration through group work and projects, where students learn to work together to achieve common goals.
• Independent learning: Students are encouraged to take responsibility for their own learning through self-study and reflection, which strengthens their ability to work independently.

The following components are mandatory
Excursion, project work.

Collaboration with the surrounding community takes place through study visit and lectures from society partners.

Grading form

The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.

Formats and requirements for examination

Approved written examination, approved written assignments, and completed mandatory components.

• The examiner has the right, if there are grounds and it is possible, to give a supplementary task to a student who has not passed an examination.
• If the student has a decision from SLU regarding targeted pedagogical support due to a disability, the examiner may provide an adapted exam or allow the student to take the exam in an alternative way.

If this course syllabus is discontinued, SLU will decide on transitional provisions for the examination of students who have been admitted under this syllabus and have not yet been approved.

• If a student has failed an examination, the examiner has the right to issue supplementary assignments. This applies if it is possible and there are grounds to do so.

• The examiner can provide an adapted assessment to students entitled to study support for students with disabilities following a decision by the university. Examiners may also issue an adapted examination or provide an alternative way for the students to take the exam.

• If this syllabus is withdrawn, SLU may introduce transitional provisions for examining students admitted based on this syllabus and who have not yet passed the course.

• For the assessment of an independent project (degree project), the examiner may also allow a student to add supplemental information after the deadline for submission. Read more in the Education Planning and Administration Handbook.

Other information

• The right to participate in teaching and/or supervision only applies for the course instance the student was admitted to and registered on.

• If there are special reasons, students are entitled to participate in components with compulsory attendance when the course is given again. Read more in the Education Planning and Administration Handbook.

Responsible department

Department of Forest Genetics and Plant Physiology

Cooperating departments: