Natural Sciences

Educational objectives

Educational goals:
- to provide a systemic “vision” of the Earth planet;
- to introduce the basic knowledge to comprehend the physical phenomena acting on the Earth surface and the causes of their geographical distribution;
- to provide basic knowledge for comprehending the fundamentals of the geodesy and cartography;
- to provide the basic knowledge on the storage, management and visualization of topographic and geological datasets using open-source GIS software;
- to introduce the fundamentals on the use of the main GIS tools for elaborating topographic, geographic and geological datasets.
- to provide the necessary tools to prepare teaching paths for the Earth Sciences, based also on field observations and on the use of digital technologies.

Learning outcomes:
At the end of the course the student will develop basic knowledges on the mechanisms of the Earth system and on the interactions amongst the different components. In particular, the student will develop knowledge on the fundamental characteristics of the atmosphere and hydrosphere.
At the end of the course the student will be also able to solve problems related to the cartographic representation of the Earth surface and will be able to use both traditional and digital cartographic datasets.
The student will be provided with the tools necessary for preparing modern and effective teaching strategies for the Earth Sciences disciplines.

Educational objectives

Educational goals:
- to provide a systemic “vision” of the Earth planet;
- to introduce the basic knowledge to comprehend the physical phenomena acting on the Earth surface and the causes of their geographical distribution;
- to provide basic knowledge for comprehending the fundamentals of the geodesy and cartography;
- to provide the basic knowledge on the storage, management and visualization of topographic and geological datasets using open-source GIS software;
- to introduce the fundamentals on the use of the main GIS tools for elaborating topographic, geographic and geological datasets.
- to provide the necessary tools to prepare teaching paths for the Earth Sciences, based also on field observations and on the use of digital technologies.

Learning outcomes:
At the end of the course the student will develop basic knowledges on the mechanisms of the Earth system and on the interactions amongst the different components. In particular, the student will develop knowledge on the fundamental characteristics of the atmosphere and hydrosphere.
At the end of the course the student will be also able to solve problems related to the cartographic representation of the Earth surface and will be able to use both traditional and digital cartographic datasets.
The student will be provided with the tools necessary for preparing modern and effective teaching strategies for the Earth Sciences disciplines.

Educational objectives

Educational goals:
- to provide a systemic “vision” of the Earth planet;
- to introduce the basic knowledge to comprehend the physical phenomena acting on the Earth surface and the causes of their geographical distribution;
- to provide basic knowledge for comprehending the fundamentals of the geodesy and cartography;
- to provide the basic knowledge on the storage, management and visualization of topographic and geological datasets using open-source GIS software;
- to introduce the fundamentals on the use of the main GIS tools for elaborating topographic, geographic and geological datasets.
- to provide the necessary tools to prepare teaching paths for the Earth Sciences, based also on field observations and on the use of digital technologies.

Learning outcomes:
At the end of the course the student will develop basic knowledges on the mechanisms of the Earth system and on the interactions amongst the different components. In particular, the student will develop knowledge on the fundamental characteristics of the atmosphere and hydrosphere.
At the end of the course the student will be also able to solve problems related to the cartographic representation of the Earth surface and will be able to use both traditional and digital cartographic datasets.
The student will be provided with the tools necessary for preparing modern and effective teaching strategies for the Earth Sciences disciplines.

Educational objectives

The course aims to provide the students with the necessary linguistic competences to easily read and understand all sorts of scientific texts written in English. The course will be based on the notional-functional approach aimed at developing the many aspects of L2: functions and notions, lexis and registers, communicative and cognitive competencies, receptive and productive abilities (specifically written). The goal set is the reinforcement of the comprehension of the written language, the enhancement of the vocabulary (ESP) and the acquisition of the B2 Level (grammar)

Educational objectives

Cultural relevance of mathematical thought

Educational objectives

Cultural relevance of mathematical thought

Educational objectives

Academic objectives: knowledge of fundamental general and inorganic chemistry in order to give a solid background to the students and allow them to handle properly various subjects related to chemistry during the subsequent courses. Another objective is to stimulate curiosity toward matter and properties.
Knowledge of electronic structure and valence properties of the elements of the periodic table. Properties of matter related to the different states (gas, liquid, solid, crystals and so on). Basic concepts of thermodynamics. Ability to associate name of chemicals to structure and physical properties, in relation to the nature of intra and intermolecular chemical bonds. Knowledge of structure and properties of most common substances and ability to distinguish different classes.

Educational objectives

Academic objectives: knowledge of fundamental general and inorganic chemistry in order to give a solid background to the students and allow them to handle properly various subjects related to chemistry during the subsequent courses. Another objective is to stimulate curiosity toward matter and properties.
Knowledge of electronic structure and valence properties of the elements of the periodic table. Properties of matter related to the different states (gas, liquid, solid, crystals and so on). Basic concepts of thermodynamics. Ability to associate name of chemicals to structure and physical properties, in relation to the nature of intra and intermolecular chemical bonds. Knowledge of structure and properties of most common substances and ability to distinguish different classes.

Educational objectives

Expected learning outcomes

To foster basic knowledge of general zoology in an evolutionary and ecological perspective, including Zoological Systematics and Taxonomy. To facilitate knowledge and recognition of animal taxa, from Porifera to Lophotrocozoa and some phyla of Ecdysozoa, also considering heterotrophic Protista.

Dublin Descriptors

Dublin Descriptor 1: knowledge of the biological basis of the living components of the cell, and knowledge of evolutionary theories and methods of phylogenetic trees constructions. Knowledge of evolutionary and development models in metazoans. Knowledge of major systems and their functions in animal phyla from Cnidarian to ecdysozoan Protostomia. Knowledge of reproductive strategies of animals.
Dublin Descriptor 2: skills in recognizing different invertebrate taxa (at class and subclass level), with particular reference to their adaptations to the wide variety of environments in which they live. Skills in integrating basic biological and evolutionary information and terminology in the context of other courses of Natural and Biological Sciences.
Dublin Descriptor 3: skills in better and more critically understanding zoological items through the experiences accumulated during laboratory exercises, lessons, and discussions with teachers. The examinations, including a written report, should also allow students to better verify their own preparation and ability to understand and summarize complex zoological and evolutionary concepts.
Dublin Descriptor 4: skills in better communicating the results of personal zoological training, through the experiences accumulated by each student during laboratory exercises, lessons, discussions with the teacher and with other students, and examinations.
Dublin Descriptor 5: skills towards a better management of the university training, using suggestions provided by the teacher of this first-year course; these suggestions are, in fact, also aimed to highlight the main differences between the study methods necessary to face a university course, compared to previous high-school level learning experiences.

Educational objectives

Successful students will be able to manage the basic concept of Classical Physics (Mechanics, Thermodynamics, Electromagnetism), and to solve simple exercises on these topics.
Therefore, they will be able to understand the physical aspects of the phenomena they will encounter during their studies and, later, in their professional activity. They will also be able to understand the way of proceeding of Physics, i.e. how the scientific method is applied in a quantitative discipline. This will be useful in their experience in Natural Science.

Educational objectives

The teaching of General Botany falls, as a characterizing teaching, within the
curriculum of the Bachelor of Science in Natural Sciences and is aimed, in
particular, at 1st year II semester students. The 'main educational objective is
to provide the student with general knowledge related to the organization and
functioning of the organisms under study in Botany (prokaryotes,
photoautotrophic eukaryotes and fungi) as well as their modes of growth and
reproduction, evolved relationships and structural organization in tissues and
organs, as far as vascular plants are concerned.
At the conclusion of the learning process, the student will be able to
understand the functioning and importance of plant organisms in relation to

the exchanges of matter and energy occurring on Earth, as well as learn the
reasons/events behind their diversification.
Participation in frontal and laboratory teaching included in the curriculum will
enable the student to obtain the basic skills to recognize the major groups of
plant organisms in a broad sense and to understand the relative organization
into plant tissues and organs in relation to their functioning.
Knowledge and understanding skills: students will be able to describe the
main characteristics of the plant prokaryotic and eukaryotic cell as well as the
main differences from the animal cell. They will also be able to understand
the differences in the reproductive cycles of the main groups of organisms
studied and to describe the processes of photosynthesis and cellular
respiration. Through the use of micrographs, students will be able to
recognize the plant organs and the different tissues of which they are
composed, and to understand their structure-function relationship. In addition,
the student will demonstrate the ability to recognize the major groups of plant
organisms and to relate them to each other based on evolutionary processes.
Application skills: students will be able to apply knowledge of botany to
understand the importance of plant organisms for life on Earth and for human
activities, also with respect to issues of global concern such as climate
change, biodiversity reduction and resource exploitation. In addition, through
the participation in the laboratory teaching planned, students will make
biological preparations for microscopic observation and successfully use
standard tools in science such as the light microscope.
Autonomy of judgment: the necessary tools will be provided to enable
students to independently formulate their own evaluation and/or judgment
regarding adaptations and/or modifications of plant structures in relation to
the environment and to interpret observed diversity from an evolutionary
perspective. Students will develop their critical ability in being able to
recognize, through the observation of macroscopic images but also of
histological preparations and micrographs, the main groups of plants studied
and their main characteristics in relation to their evolutionary history and
ecology.
Communication skills: students at the end of the teaching course will be able
to expound with clarity, synthesis skills and language property the acquired
skills while maintaining their own vocabulary. They will, in addition, be able to
know how to choose the form and medium of communication appropriate to
the interlocutor, both specialist and non-specialist, objectives entirely
consistent with those of the CdS.

Learning skills: students will learn to increase the knowledge acquired during
teaching independently, through the consultation of textbooks, scientific
articles and audio/video resources made available through the e-learning
platform by the lecturer. The acquisition of these skills will be ascertained by
students through self-assessment questionnaires and application activities
provided during laboratory teaching activities.

Educational objectives

Cultural relevance of mathematical thought

Educational objectives

Dublin Descriptors

Knowledge and understanding: learning elementary techniques of the theory of integration and differential equations, and how to solve some basic examples; knowledge of basics of linear algebra and plane geometry with application to statistics.

Applying knowledge and understanding: at the end of the course students will be able to compute simple integrals by parts or substitution, to solve simple differential equations and problems about lines and vectors in plane geometry, with some applications to statistics.

Critical and judgmental skills: at the end of the course students will have learned the basic ideas of the theory of integration and of differential equations, and some algebraic and geometrical tools needed to understand and express basic concepts of physics and statistics in the appropriate mathematical language.

Communication skills: ability of exposition with clarity, also in written form, of notions, theorems and methods learned during the course.

Learning skills: the acquired knowledge will allow the students to undertake successfully the subsequent study of more technical notions of mathematical analysis, physics and statistics.

Educational objectives

Academic objectives: knowledge of fundamental general and inorganic chemistry in order to give a solid background to the students and allow them to handle properly various subjects related to chemistry during the subsequent courses. Another objective is to stimulate curiosity toward matter and properties.
Knowledge of electronic structure and valence properties of the elements of the periodic table. Properties of matter related to the different states (gas, liquid, solid, crystals and so on). Basic concepts of thermodynamics. Ability to associate name of chemicals to structure and physical properties, in relation to the nature of intra and intermolecular chemical bonds. Knowledge of structure and properties of most common substances and ability to distinguish different classes.

Educational objectives

Expected learning outcomes
Organic chemistry is a chemistry discipline involving the scientific study of the structure, reactivity, properties and applications of compounds which are formed mainly by carbon atoms, forming covalent bonds, both from natural and artificial sources The general objective, is to provide students with the knowledge and competences necessary to understand the structure, reactivity and synthetic methods of different functional groups, and the mechanisms of organic reactions. For a Natural Science student, this learning is essential, to understand physical or macroscopic properties of matter on molecular basis and to know the role and impact of organic chemistry in natural sciences, modern technology and society.
This knowledge will allow the student to be able to understand biochemistry, genetics and physiology, crucial topics in different next courses.

Dublin Descriptors
The Organic Chemistry course is devoted to provide students with the adequate knowledge to be independent in solving the examination problems or exercises.
This ability will be acquired by the means of frontal lesson and guided exercitations that will be organized in ascending order of the difficulties they pose.
Teaching materials, available on line will support students during the lessons even though studying the recommended text book is essential to acquire the skills and the competence that are necessary to perform the final exam.
In order to improve the exposure ability, students will be constantly encouraged to communicate their ideas to both specialists and non specialists audiences. The Erasmus programme will enable students to improve their communications skills, by exchanging informations, problems and solutions.
The specific objectives consist in acquiring the following knowledge and expertise:
1) to understand the importance of stereochemistry on the reactivity of organic compounds;
2) to understand the relationship between structure and reactivity for the different functional groups;
3) to acquire the basic knowledge of organic chemistry in order to understand the basic mechanism of organic reactions.
4) to acquire the basic knowledge of the organic synthesis
5) to apply the main concepts of stereochemistry to the reactivity of organic compounds.
6) to predict the reactivity and the physical properties of organic compounds.
7) to speculate about mechanistic aspect of the organic reactions.
8) to design the synthesis of organic molecules through their retrosynthetic analysis.

Educational objectives

Interdisciplinary excursions to enhance the understanding of the territory in its various naturalistic components supported by GIS data management

Educational objectives

General skills
The course provides students with a basic knowledge of Genetics aimed at understanding the rules of inheritance, their molecular bases, their main applications and their implications for variability and evolution. In addition, the course provides basic notions of how genetic information encoded in nucleic acids is converted into proteins and of the molecular mechanisms leading to development of mutations, genetic diseases or cancer progression. The course is focused on the analysis of the most significant experimental approaches in the history of genetics, with the aim of helping students developing problem solving skills.

Dublin Descriptors

A) Knowledge and understanding
-Knowledge and understanding of the characteristics of the genetic material
-Knowledge and understanding of the rules of genetic transmission
-Knowledge and understanding of mutations and their implications
-Basic knowledge on the dynamics of genes in populations as well as on the genetic mechanisms underlying evolution

B) Applying knowledge and understanding

- usage of a proper genetic terminology
- identification of the right procedures to solve genetic problems
- formulation of hypotheses on the hereditary transmission of characters
- constructing and interpreting genetic maps and genealogical trees
- acquisition of conceptual tools for the genetic dissection of biological systems
- utilizing basic biostatistical methodologies for data analysis and hypothesis testing

C) Making judgements
- Acquisition of a critical judgment capacity on solving problems of formal genetics, through the study of the evolution of the gene concept from Mendel to the present day and the detailed analysis of some fundamental experiments.
- Addressing questions for the elaboration and deepening of the gained information

D) Communication skills
- communicating the genetic concepts acquired during the course with appropriate terminology

E) Learning skills
- logically connecting the acquired knowledge
- identification of the most relevant topics of the issues discussed during the course

CFU CONTACT HOURS
6 Lectures
Seminars
Laboratory exercises
Exercises
Field work

Educational objectives

Expected learning outcomes

The course will provide the molecular and cellular basis of physiological functions of animal organisms.

Dublin Descriptors

General skills
General Physiology is aimed at providing in-depth knowledge on the molecular and cellular principles that regulate the normal functions of organs and systems that characterize a complex living organism. The course includes an initial part that explores more closely themes of cellular physiology, and then addresses the study of the functions of individual organs and mechanisms of mutual interaction between them, on the basis of the homeostatic balance on which functions a living organism. The study of Physiology is fundamental for the professional training of students of the Faculty of Science and since it is a very wide discipline, its study requires the knowledge of Zoology, Physics, Chemistry, acquired in the first two years of the undergraduate training.

Specific skill
A) Knowledge and understanding
- Knowledge of plasma membrane function in the maintenance of homeostasis of eukaryotic cells, with references to its structure
- Knowledge and understanding of the anatomical, structural and functional organization of the individual organs
- Knowledge and understanding of the mechanisms of communication between cells, organs and systems, and of the integration of the functions of the different organs, with specific regard to mechanisms of regulation of functional homeostasis
- Knowledge and understanding of the main methods of study in physiology

B) Ability to apply knowledge and understanding
- Knowledge of specific terminology
- Knowing how to identify the right procedures to solve Physiology questions
- Know how to recognize, in the functioning of the systems and physiological systems, the general chemical and biophysical laws that regulate the lifeless world

C) Making judgments
- Acquire critical judgment skills, through the historical study of the progress of Physiological knowledge and the detailed analysis of some fundamental experiments
- Learning by questioning

D) Communication skills
- Know how to communicate what has been learned during the oral examination

E) Learning ability
- learn the specific terminology
- ability to make logical connections between the topic covered
- ability to Identify the most relevant topics

Educational objectives

Knowledges about the chemistry of the whole Earth , geochemical cycles of the elements, problems related to anthropic pollution.

Educational objectives

General skills The course regards the Comparative Anatomy of Vertebrates. The main objective is to introduce the students to the "organism" level of Biological organization taking as a model the taxon of Vertebrates. The students will be introduced to the systematics and evolutionary history of Vertebrates and will deepen the Comparative Anatomy of some organic systems. The course requires basic knowledge of Cellular Biology, Histology and Embryology. The course includes lectures and laboratory sessions. The latter are dedicated to the macroscopic examination and the dissection of Vertebrates (cartilaginous fish, bony fish, bird), to the observation, with adaptive and evolutionary interpretation, of the skull. At the end of the course there will be a visit to the Museum of Comparative Anatomy (Sapienza University) to complete the knowledge acquired during the course.

Specific skills

A) Knowledge and understanding
- Knowledge and understanding of the systematics and evolution of Vertebrates, at the level of Order.
- Knowledge and understanding of the structure, function and evolution of some organic systems in the various classes of vertebrates with particular reference to their evolution in the transition from the aquatic environment to that of land and air: integumentary system; skeletal system; digestive system; respiratory System; circulatory system; nervous system (outline); sensory organs.

B) Applying knowledge and understanding
- knowing how to use specific terminology.
- knowing how to interpret a phylogenetic tree.
- be able to recognize, by observing the external morphology, the members of the main orders of vertebrates.
- to be able to interpret, in a functional and evolutionary key, the morphology of the structures related to the systems included in the program.

C) Making judgements
Through the lectures and the practical exercises the student will learn to ask questions for the elaboration and deepening of the knowledge learned. In particular, he will be able to know if he correctly identified a vertebrate at the order level on the basis of external morphology. Furthermore, it will be able to evaluate whether the study of a specific anatomical structure can be considered complete (i.e., if its Form, Function and Evolution have been thoroughly studied).

D) Communication skills
-be able to communicate what has been learned during the oral exam

E) Learning skills
- learning the specific terminology
- be able to make the logical connections between the topics covered
- be able to identify the most relevant topics

To provide the necessary knowledge for understanding the phylogenetic systematics and classification of arthropods, echinoderms, chordates and hemichordates, as well as their functional and ecological features.

Educational objectives

General skills The course regards the Comparative Anatomy of Vertebrates. The main objective is to introduce the students to the "organism" level of Biological organization taking as a model the taxon of Vertebrates. The students will be introduced to the systematics and evolutionary history of Vertebrates and will deepen the Comparative Anatomy of some organic systems. The course requires basic knowledge of Cellular Biology, Histology and Embryology. The course includes lectures and laboratory sessions. The latter are dedicated to the macroscopic examination and the dissection of Vertebrates (cartilaginous fish, bony fish, bird), to the observation, with adaptive and evolutionary interpretation, of the skull. At the end of the course there will be a visit to the Museum of Comparative Anatomy (Sapienza University) to complete the knowledge acquired during the course.

Specific skills

A) Knowledge and understanding
- Knowledge and understanding of the systematics and evolution of Vertebrates, at the level of Order.
- Knowledge and understanding of the structure, function and evolution of some organic systems in the various classes of vertebrates with particular reference to their evolution in the transition from the aquatic environment to that of land and air: integumentary system; skeletal system; digestive system; respiratory System; circulatory system; nervous system (outline); sensory organs.

B) Applying knowledge and understanding
- knowing how to use specific terminology.
- knowing how to interpret a phylogenetic tree.
- be able to recognize, by observing the external morphology, the members of the main orders of vertebrates.
- to be able to interpret, in a functional and evolutionary key, the morphology of the structures related to the systems included in the program.

C) Making judgements
Through the lectures and the practical exercises the student will learn to ask questions for the elaboration and deepening of the knowledge learned. In particular, he will be able to know if he correctly identified a vertebrate at the order level on the basis of external morphology. Furthermore, it will be able to evaluate whether the study of a specific anatomical structure can be considered complete (i.e., if its Form, Function and Evolution have been thoroughly studied).

D) Communication skills
-be able to communicate what has been learned during the oral exam

E) Learning skills
- learning the specific terminology
- be able to make the logical connections between the topics covered
- be able to identify the most relevant topics

Educational objectives

To provide the necessary knowledge for understanding the phylogenetic systematics and classification of arthropods, echinoderms, chordates and hemichordates, as well as their functional and ecological features.

Educational objectives

Developing competences and learning outcomes
Module I (6 CFU):
Educational goals: Basic principles on biostratigraphy and paleoecology. To provide the necessary tools to prepare teaching paths for the Earth Sciences, based also the identification of the paleontological material of the didactic collection.
Learning ouctomes:
Acquired knowledge: Successful students will acquire basic elements of general paleontology, biostratigraphy, paleoecology, micro and macroevolution. Preliminary analysis for stratigraphical, and paleoenvironmental reconstruction in the fossil record. They will acquire knowledge of taphonomy and biostratigraphy.
Acquired skills: Students who have passed the exam will be able to use fossils of invertebrates and microfossils for biostratigraphic and paleoecological purposes. The student will be provided with the tools to prepare teaching paths for the Earth Sciences, based also the identification of the paleontological material of the didactic collection.

Module II (3 CFU):
Educational goals: Basic knowledge of the main invertebrates group in the Phanerozoic.
Learning outcomes:
Acquired knowledge: Successful students will acquire basic elements of the main groups of fossils of invertebrates in the Phaenorozoic.
Acquired skills: Students who have passed the exam will be able to use fossils of invertebrates for biostratigraphical and paleoecological purposes.

CFU CONTACT HOURS
Module I
6 Lectures 48
Seminars
Laboratory exercises
Exercises
Field work
Module II
2 Lectures 16
Seminars
Laboratory exercises
1 Exercises 12

Educational objectives

Basic knowledge of plant biodiversity: morphological features and evolutive aspects of the different systematic groups. Methodology and classification criteria. Use of analytical keys for the identification of land plants. Preparation of a herbarium.

Educational objectives

Interdisciplinary excursions to enhance the understanding of the territory in its various naturalistic components supported by GIS data management

Educational objectives

The general objective is developing student’s attitude, leading them towards full understanding of the
natural world from a variety of perspectives (mathematical, physical, chemical, geological, biological,
and environmental).
The specific objectives are the comprehension of the mineral world and of the role of Mineralogy within
Earth Sciences as well as the identification of the most common minerals and their physical properties
(see Dublin descriptors below for more details).

Educational objectives

The main objective of the course is to provide an understanding of the Earth system from its origin to the differentiation process that led to the current internal layered structure: thicknesses and general physical and mineralogical characteristics of the layers. Knowledge of petrogenetic processes that originate igneous, sedimentary and metamorphic rocks; basic knowledge to classify the rocks both in the countryside and in the laboratory.

Educational objectives

The course is for students of third year and is the main teaching of the geological sciences. The objectives are therefore the ones to provide key knowledge in the fields of the genesis and characteristics of the rocks, and the origin of the internal structure of the planet Earth, plate tectonics, stratigraphy and structural geology and regional geology Italian. The course provides the necessary tools to prepare teaching paths for the Earth Sciences based on field observations.
Skills to be developed and expected learning outcomes:
Understanding the importance of temporal and spatial scales in the geological phenomena.
Knowledge of the Earth structure and dynamics of the lithosphere including processes bearing hazard for human activities.
Acquisition of the basic concepts of stratigraphy and sediment analysis.
Skills of macroscopic identification of rocks and geological map reading.
Acquisition of the necessary tools to prepare teaching paths for the Earth Sciences, based on the field observations.

Educational objectives

Expected learning outcomes

Develop a thorough understanding of the natural history of the genus Homo integrating morphological, genetic and cultural aspects.

Dublin Descriptors

General objectives

The course aims to develop knowledge and skills of the students on the main aspects of anthropology in an evolutionary framework.

Specific objectives

To acquire a full "knowledge and understanding" of human evolution in its naturalistic, paleontological and biomolecular aspects.

To develop the ability of "applying knowledge and understanding" through practicals in which students will measure anthropological variables and elaborate data.
To cultivate the capacity of "making judgements" and promote “communication” skills through the presentation of a chosen topic at the end of the course.

CFU CONTACT HOURS
5 Lectures
Seminars
1 Laboratory exercises
Exercises
Field work

Educational objectives

Expected learning outcomes

To promote the awareness that Earth relief results from the opponent action of endogeneous and exogeneous agents.
To allow comprehending the way the exogenous agents act and the processes they are responsible for, also relating them to climate and to the geo-structural characteristics of the territory.
To generate the awareness that the interpretation of present landforms allow reconstructing the territory geomorphological evolution and predicting its future modifications.

Dublin Descriptors
Knowledge and understanding
Successful students will have acquired knowledge and comprehension of:
- the mode of action of the main elements of marine and continental hydrosphere and of cryosphere;
- the agents and mechanisms of the exogenous morphogenetic processes and of their relationships with climate and structural conditions;
- the different relief landforms deriving from exogenous morphogenetic processes.

Applying knowledge and understanding
Successful students will have acquired:
-skill in the elaboration and interpretation of hydrological, glaciological and meteomarine data;
-skill in interpreting landforms on the basis of topographic maps examination;
- skill in reconstructing the morphological evolution of relief also on the basis of morphological maps interpretation;
- skill in doing interpretative morphological profiles;
-skill in reconstructing the past morphological evolution of Earth relief and in predicting its future evolution

Making judgements
Successful students will be able to:
- evaluate the stability or instability conditions of relief slopes in different morphoclimatic contexts;
- evaluate the hydrological and geomorphological conditions that help flood occurrences;
-recognize human activities that are responsible for soil accelerated erosion and beach erosion.

Communication skills
Successful students will be able to:
- communicate information, ideas, problems and solution concerning the phenomena of geomorphological instability and the deriving risks:
-discuss about environmental impact with knowledge of the facts;
-to write simple reports on the Geomorphology of a territory, based on the interpretation of geothematic maps.

Learning skills
Successful students will have acquired the necessary skills to tackle the more complex studies, concerning Applied Geomorphology and Environmental Geology in an independent and critical way.

Educational objectives

The credits for the final , for the preparation and discussion of a paper that established the successful acquisition of theoretical knowledge and practical skills developed during the course of the studies .

Educational objectives

The main aim of the teaching of "Ecology" is to highlight the basic principles of environmental biology, underlining the aspects of interaction and interdependence of the components of biological and ecological systems. Specific training objectives are: the knowledge of the environmental conditions and the processes that are basic for life on earth; the understanding of the structure, functioning and evolution of bio-ecological systems, from the molecular to the community levels and ecosystem; the analysis of the effects of anthropic pressure on natural systems. The knowledge and skills acquired in this teaching will constitute a reference framework for a critical analysis of the consequences deriving from the transformations of the natural environment caused by human activities

The students who have passed the exam will know and understand (acquired knowledge)
- the basic principle and ecological concept, and level and characteristics of ecological hierarchy which includes species, population, community and ecosystem;
- the mechanisms that determine the structure and functioning of bio-ecological systems;
- the complex interactions between organisms and between organisms and environment;
- the mechanisms that regulate the patterns and the speed of evolutionary changes within and between species;
- - the dynamics of adaptive processes;
- the concept of species, speciation models and the evolution of reproductive isolation in ature;
- the origin and maintenance of biological diversity;
- - the importance of biodiversity as a measure of ecosystem stability;,
- evolutionary thinking in the study of ecology;
- the existence and importance of the relationshps between culture and nature, between society and the environment.

The students who have passed the exam will be able to (acquired skills):
- see biological phenomena in a multi-scale and multi-factorial context;
- interpreting ecological data;
- use general ecological concepts to analyze the consequences of the natural environment changes;
- critically analyze problems relating to biodiversity, evolution and global change;
- identify and develop key issues to create learning paths in the environmental field.

Educational objectives

Interdisciplinary excursions to enhance the understanding of the territory in its various naturalistic components supported by GIS data management