Viewing: PB 559 : Plant Water Relations

Last approved: Fri, 16 Nov 2018 15:05:09 GMT

Last edit: Fri, 16 Nov 2018 15:04:58 GMT

Changes proposed by: wahoffma
Change Type
Major
PB (Plant Biology)
559
032694
Dual-Level Course
No
Cross-listed Course
No
Plant Water Relations
Plant Water Relations
College of Agriculture and Life Sciences
Plant Biology (11PB)
26.0301
Botany/Plant Biology.
Term Offering
Spring Only
Offered Alternate Odd Years
Spring 2019
Previously taught as Special Topics?
Yes
3
 
Course Prefix/NumberSemester/Term OfferedEnrollment
595-009Spring 20173
595-009Spring 20157
595-009Spring 20139
595-009Spring 201116
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded/Audit
2
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture2
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
William Hoffmann
Professor
Graduate Faculty

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture1010NoNA
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote


Is the course required or an elective for a Curriculum?
No
Physical and biological mechanisms that govern water uptake, water transport, transpiration, and plant responses to drought; constraints and tradeoffs that limit evolution and artificial selection of drought tolerance; methods for studying water relations. Weekly lecture and paper discussions will draw upon examples from both crop and wild plants.

This has been taught four times as special topics. This course has served graduate students from Plant and Microbial Biology, Forestry and Environmental Science, Crop and Soil Science, Applied Ecology, and Horticulture.


No

Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

No resources are needed beyond a classroom with a whiteboard and projection capabilities. For demonstration of measurements, the necessary equipment is available from the instructor's lab.

The objective of this course is to survey the topic of plant water relations. For students with a general interest in plant sciences, the course aims to provide a broad overview and working knowledge of the topic. For students with a specific interest in water relations, the course aims to lay a foundation for future self-guided study of the topic. 


Student Learning Outcomes

By the end of the course students will be able to



  1. Read, understand, and critique primary scientific literature in the area of plant water relations.

  2. Define, utilize, and calculate the following quantities: Conductance, conductivity, resistance, water potential (and its components), water use efficiency, bulk modulus of elasticity

  3. Apply the equations that govern water movement through the soil-plant-atmosphere continuum.

  4. Explain the interrelationship between plant morphology, water transport and drought tolerance, and how these constrain plant evolution.

  5. Explain the principals that underlie measurements of leaf water potential, leaf osmotic potential, leaf pressure potential, leaf stomatal conductance, hydraulic conductance of stems and roots, vulnerability of xylem to cavitation.

  6. Perform measurements of leaf water potential, leaf stomatal conductance, and stem hydraulic conductance.

  7. Explain how stable isotopes are used to infer the sources of plant water uptake and to determine water-use efficiency.

  8. Explain, at a mechanistic level, the interrelationship between plant water use and plant productivity, considering soil water availability, stomatal conductance, the characteristics of carboxylase enzymes, and plant regulation of internal water status.


Evaluation MethodWeighting/Points for EachDetails
Written Assignment50%Weekly problem set.
Discussion20%Participation in weekly discussion of assigned reading.
Written Assignment20%Weekly required writeup based on assigned reading.
presentation10%Student introduction of assigned reading and initiation of discussion.
TopicTime Devoted to Each TopicActivity
Water Potential and Physical Properties of Water2 weeks
Water transport through the plant1 week
Conductance and resistance 1 week
Water vapor and transpiration2 weeks
Effects of water deficits in plants2 weeks
Plant hydraulics1 week
Regulation of stomatal conductance1 week
Water use and productivity2 weeks
Vegetation and crop water use1 week
Strategies of water use in wild plants1.5 week
Use of stable isotopes in plant water relations research0.5 week
mlnosbis 10/24/2018:
1) Course description in CIM does not match that on the syllabus. They should match. What is listed in the Catalog description field in CIM is what will be used for the catalog.
2) I think the component type should be lecture. Discussion has a different contact/credit hour ratio, https://oucc.dasa.ncsu.edu/courseleaf-2/instructional-formats/.

cohen (10/28/2018):
1. The course has been taught every other year for a number of years and the enrollment has been declining. Will there be sufficient enrollment to offer the course every year?
2. How will the instructor deal with late homework in cases of an unforeseen emergency? Will students still be penalized?
3. My understanding is that physicians will not "certify" that a student or family member has had an illness. You may want to send students to the Absence Verification Officer in the Division of Academic and Student Affairs. See: https://dasa.ncsu.edu/students/absence-verification-process/
Also, there are other emergencies beside illnesses. How will you handle those?

ABGS Reviewer Comments 11/1/2018:
-The listed component types are still lecture and discussion. Should be lecture only.
wahoffma (Mon, 29 Oct 2018 17:05:33 GMT): Please see below my responses and descriptions of my changes. >mlnosbis 10/24/2018: >1) Course description in CIM does not match that on the syllabus. They should match. What is listed in >the Catalog description field in CIM is what will be used for the catalog. The wording is now identical. >2) I think the component type should be lecture. Discussion has a different contact/credit hour ratio, >https://oucc.dasa.ncsu.edu/courseleaf-2/instructional-formats/. It is now listed as only lecture. The literature discussions will be incorporated into the lectures. >cohen (10/28/2018): >1. The course has been taught every other year for a number of years and the enrollment has been >declining. Will there be sufficient enrollment to offer the course every year? The course is intended to be taught only every other year. >2. How will the instructor deal with late homework in cases of an unforeseen emergency? Will >students still be penalized? The syllabus has been updated to state "Late homework will receive a penalty of 10%, plus 10% for each additional day of delay, except in cases of excused, unanticipated absences." >3. My understanding is that physicians will not "certify" that a student or family member has had an >illness. You may want to send students to the Absence Verification Officer in the Division of Academic >and Student Affairs. See: https://dasa.ncsu.edu/students/absence-verification-process/ >Also, there are other emergencies beside illnesses. How will you handle those? The syllabus has been updated to state "In case of emergency absences, such as illness, death of a family member, or natural disaster, notify the instructor as soon as possible and preferably prior to the class absence. If possible, provide verification of the situation with appropriate documentation or by contacting an absence verification officer (https://dasa.ncsu.edu/students/absence-verification-process). For university attendance policy see http://policies.ncsu.edu/regulation/reg-02-20-03."
Key: 23919
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