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2022/2023

Biodiversity and Habitats

Code: 104251 ECTS Credits: 6
Degree Type Year Semester
2503710 Geography, Environmental Management and Spatial Planning OB 3 2

Contact

Name:
Roser Maneja Zaragoza
Email:
roser.maneja@uab.cat

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
No
Some groups entirely in Catalan:
Yes
Some groups entirely in Spanish:
No

Teachers

Roser Maneja Zaragoza

Prerequisites

The knowledge learnt in the subjects of Geografia Física are taken for granted, and will not be explained again.

Objectives and Contextualisation

This course introduces students to some concepts of biogeography and ecology and explores the causes, processes, and consequences of global environmental change. The course make special emphasis on the influence that human action has had on the landscape and the consequences that current environmental changes can have on society and the natural environment.


The specific objectives of the course are:

- Identify, describe, explain, classify and determine the main plant species of Catalonia landscapes.

- Analyze and interpret a landscape paying special attention to its natural and social dynamics and the different living beings that compose it.

 

 

 

Competences

  • Analyse and understand geographical dynamics (sociodemographics, geo-economics and environmental) on different territorial scales.
  • Critically analyse the relationship between society and the region applying the conceptual and theoretical framework of geography.
  • Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  • Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
  • Work cooperatively in multidisciplinary teams.

Learning Outcomes

  1. Describe and interpret changes in landscape.
  2. Interpret changes in the landscape through the relationship between nature and society.
  3. Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  4. Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
  5. Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
  6. Work cooperatively in multidisciplinary teams.

Content

Unit 1. Biodiversity and socio-ecological systems
										
											
										
											1.1. What is biodiversity?
										
											
										
											1.2. What are socio-ecological systems?
										
											
										
											Unit 2. Forest habitats and landscapes
										
											
										
											2.1. Habitats and landscapes
										
											
										
											2.2. Forest dynamics
										
											
										
											Unit 3. The soil, its covers and forest fires
										
											
										
											3.1. The soil and his covers

3.2. Soil degradation and forest fires Unit 4. Water and aquatic ecosystems 4.1. Characterization of aquatic ecosystems 4.2. Mediterranean basin management and water quality Unit 5. Impacts of human activity on natural systems 5.1. Nature-society historical evolution (environmental geohistory) 5.2. Impacts of human activities (invasive species, etc.) Unit 6. The "new" nature-society relations 6.1. Protected Natural Areas 6.2. Environment and human health Unit 7. Field trips 7.1. Identification and characterization of mediterranean vegetation (place to be determined) 7.2. Analysis and interpretation of a socio-ecological landscape (place to be determined)

Two field trips. In the event that field trips cannot be taken onsite, they will be adapted to an online format made available through the UAB’s virtual tools (original weighting will be maintained).

 

In this subject, gender perspective will be taken into account in the following aspects:

- Not allowing a sexist use of language in the students’ oral and written contributions.

- Writing, in the references, the full names of authors, instead of only the initial.

 

Methodology

Autonomous Types
										
											
										
											    Exercises: independent work, compulsory delivery by students following the instructions in the teaching calendar. They will not change regardless of whether the teaching is face-to-face or virtual. The work is in groups (between 3-4 people) and it is necessary to search for relevant information.
										
											
										
											Directed Types
										
											
										
											    Theory: master classes in the classroom and two mandatory field trips, presentation of classroom practices and field practices. They will be adapted, if necessary, in whatever percentage, to virtual teaching, through the various existing systems (Teams, narrated powerpoints, videos, podcasts, etc.), as has been done in the confinement period.
										
											
										
											Supervised Types
										
											
										
											    A virtual herbarium and different vegetation profiles. 

On carrying out each evaluation activity, lecturers will inform students (on Moodle) of the procedures to be followed for reviewing all grades awarded, and the date on which such a review will take place.


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.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Class practices - case studies 16.67 0.67 5, 4, 3
Field work 16.66 0.67 1, 2, 5, 4, 3, 6
Master class 16.67 0.67 1, 2
Type: Supervised      
Virtual herbarium and transect 25 1 1, 2, 4, 3, 6
Type: Autonomous      
Case resolution 60 2.4 1, 2, 5, 4, 3, 6

Assessment

The final grade will be calculated as follows:
										
											
										
											Theory Tests (35%)
										
											
										
											    Test 1: 5%
										
											    Test 2: 5%
										
											    Final theory exam: 15% (minimum 5 grade to average)
										
											    Practical final exam 10% (minimum 5 marks to average)
										
											
										
											 Classroom practices (35%)
										
											
										
											    Solve 2 case studies on the wiki
										
											
										
											Preparation of Virtual Herbarium in groups (15%)
										
											
										
											    Identify, describe and photograph plant species during field trips. The herbarium must have a minimum of between 30 and 45 plants (depending the group is 2 or 3 people).
										
											
										
											Field Trips (15%)
										
											
										
											    Elaboration of vegetation profiles in groups
										
											
										
											The following should be noted:
										
											
										
											1) Exams and field trips are MANDATORY, as well as 80% of homework and exercises done in the classroom.
										
											
										
											2) The minimum grade to average in the final exams is 5.
										
											
										
											3) Students will obtain a “Not assessed/Not submitted” course grade unless they have submitted more than 30% of the assessment items.
										
											
										
											4) VERY IMPORTANT about plagiarism. In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities
in assessment activities of the same subject, the student will be given a zero as the final grade for this subject.
5) The undergraduate student has the right to a reassessment of the exams.
										
											
										
											 
										
											Qualifications review procedure:
										
											
										
											At the time of each assessment activity students (Moodle) will beinformed of the procedureand date of review of grades.
										
											
										
											In the event that tests or exams cannot be taken onsite, they will be adapted toan online formatmade available through the UAB’s virtual tools (original weighting will be maintained). Homework, activities and class participation will be carried out through forums, wikis and/or discussion on Teams, etc. Lecturers will ensure that students are able to access these virtual tools, or will offer them feasible alternatives.

The teaching methodology and the evaluation proposed in the guide may undergo some modification subject to the onsite teaching restrictions imposed by health authorities.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Class practices - case studies 35% 8 0.32 1, 2, 5, 4, 3, 6
Final exam of theory 15% 1.5 0.06 1, 2, 5, 4, 3, 6
Final practic exam 10% 0.5 0.02 1, 4, 3
Test 1 5% 0.5 0.02 5, 4, 3
Test 2 5% 0.5 0.02 5, 4, 3
Vegetation profiles 15% 2 0.08 1, 2, 6
Virtual herbarium 15% 2 0.08 1, 2, 6

Bibliography

References

- BOADA, Martí; GOMEZ, Francisco Javier (2011). Biodiversidad. Ed. Rubes. Barcelona.

- BOLÒS, Oriol de (2001). Vegetació dels Països Catalans. Terrassa, editorial Aster.

- COSTA, Margarita; MORLA, Carlos i SAINZ, Helios (1998). Los Bosques Ibéricos. Una interpretación geobotánica. Barcelona, Planeta.

- FERRERAS, Casildo i FIDALGO, Concepción (1991): Biogeografía y Edafogeografía. Madrid, editorial Síntesis.

- FOLCH, Ramon (1981). La vegetació dels Països Catalans. Barcelona, Ketres.

- FOLCH, Ramon; FRANQUESA, Teresa i CAMARASA, Josep Ma. (1984). Història Natural dels Països Catalans. Vegetació (volum número 7), Barcelona, Enciclopedia Catalana.

- FOLCH, Ramon (dir.) (1993). Biosfera, Barcelona, Enciclòpedia Catalana

- LACOSTE, Alain i SALANON, Robert (1977). Biogeografía. Vilassar de Mar, Oikos-tau

- LLISTOSELLA, Jaume i Sànchez-Cuxart, Antoni (2015). Guia il·lustrada per a conèixer els arbres (3a edició). Barcelona. Publicacions de la UB.

- LLORET, Francisco; SOLÉ, Anna; VAYREDA, Jordi; ESTEVAN, Helena; TERRADAS, Jaume (2009). L'Atles d'espècies lleyoses dels boscos de Catalunya. Bellaterra, Lynx ediciones

- MARGALEF, Ramon (1991). Teoría de los sistemas ecológicos. Barcelona, Universitat de Barcelona.

- MASCLANS, Francesc (1999). Guia per a conèixer els arbres. Barcelona. Montblanc-Martin i Centre Excursionista de Catalunya. [1a. edició 1958]

- MASCLANS, Francesc (1989). Guia per a conèixer els arbusts i les lianes. Barcelona, Montblanc-Martin i Centre Excursionista de Catalunya. [1a. edició 1963]

- NUET, Josep; PANAREDA, Josep Ma. i ROMO, Àngel (1991). Vegetació de Catalunya. Capellades, Eumo.

- PASCUAL, Ramon (1999). Guia dels arbres delsPaïsos Catalans, Sabadell, Pòrtic.

- SIMMON, I.G. (1982). Biogeografía Natural y Cultural. Barcelona. Omega

- TERRADES, Jaume i RODÀ, Ferran (2004). “Els boscos de Catalunya. Estructura, dinàmica i funcionament”. Documents dels Quaderns de medi ambient 11. Barcelona, Generalitat de Catalunya, Departament de Medi Ambient.

Software

Office and software of SIG avalaible in the classroom of computing services