Plant biotechnology

Course unit

title

Scientific direction

Scientific code

Faculty

Department (s)

Plant biotechnology

Biology

N010

Life Sciences Center

Institute of Biosciences

Mode of studies

Number of credits

Mode of studies

Number of credits

Lectures

0

Consultations

2

Self-studies

8

Seminars

0

Aims of course

The importance of plant biotechnology to human health and nature preservation, relation to genetics, genomics, proteomics and system biology are analysed during this course. Morphogenesis routes in vitro, conditions of successful micropropagation, methods of genetic engineering, possible risks of GMP, newest achievements and problems of production of secondary metabolites in bioreactors, possibilities to change metabolic ways, expression of genes related to stress are explained. The newest achievements in the use of molecular markers, their importance for gene identification and gene mapping of economically important crops are also discussed.

Main topics

Plant cell engineering. Plant cell and tissue culture models. Somatic cell hybridization. Somaclonal variability, mutations, and epigenetic changes in cell and protoplast culture. Plant plasticity and totipotence, dedifferentiation, morphogenesis. Micropropagation. Cryopreservation.

Plant genetic engineering. Vector systems/Vectors for plant transformation.

Reporter genes, selective markers. Plant genetic transformation: I. Direct genetic transformation methods; II. A. tumefaciens-mediated transformation.

Plant secondary metabolites. Medicinal plant bioengineering.

Herbicide resistance in plants and genetic manipulation for herbicide tolerance. Plant resistance to insects and nematodes, and genetic manipulation to insect and nematode resistance. Plant resistance to bacteria, fungi and viruses.

Plant resistance to abiotic stressors. The resistance of transgenic plants to abiotic stresses.

Use of genetically modified organisms for bioremediation (phytoremediation). Bioenergy from plants. Biopolymers as a product of plant engineering. Use of transgenic plants in medicine.

The improvement of crop yield and quality, GM crops in agriculture. Plant male sterility, engineered male sterility, heterosis.

Scientific and society perceptions/attitudes of/towards genetically modified plants. Possible risks and problems of GMO use.

Main literature

1. V. Rančelis. Augalų genetika. Vilniaus universitetas, 2008

2. I. Meškienė. Augalų molekulinė biologija ir biotechnologija. Vilniaus universitetas, 2008

3. A. Slater, N.W. Scott, M.R. Fowler. Plant biotechnology the genetic manipulation of plants. Oxford New York, 2008

4. Plant biotechnology and genetics: Principles, Techniques, and Applications. Edited by C. Neal Stewart, Jr. University of Tennessee Knoxville, Tennessee Copyright, 2008

5. Plant biotechnology and transgenic plants. Edited by Kirsi-Marja oksmah-Caldentey, Finland; Wolfgang H. Barz, Germany, 2002

6. Biotechnology in Agriculture and Forestry. Edited by Jack M. Widholm, Horst Lorz and Toshiyuki Nagata. 64 Genetic modification of plants Agriculture, Horticulture and Forestry. Frank Kempken and Christian Jung Editors. Springer-Verlag Berlin Heidelberg, 2010

Assessment strategy

Assessment criteria

Exam

During the exam, the student answers three open questions. Passing score: 5. Knowledge and skills are evaluated with points from 1 to 10. 10 (excellent) – excellent, exceptional knowledge and abilities, 91-100 percentile of the intended learning outcome; 9 (very good) – very good knowledge and abilities, 81-90 percentile of the intended learning outcome; 8 (good) – knowledge and abilities are above average (a student independently, reasonably, clearly states the essence of the given question, is well acquainted with the terminology of the taught subject), 71-80 percentile of the intended learning outcome; 7 (average) - average knowledge and abilities; there are few not essential mistakes (a student independently but incoherently and without justification sets out the essence of the question, uses the basic definitions of the subject), 61-70 percentile of the intended learning outcome; 6 (satisfactory) – knowledge and abilities are below average, there are mistakes, 56-60 percentile of the intended learning outcome (a student independently, but inconsistently, superficially, unclearly presents the essence of the question, understands the main definitions of the subject); 5 (weak) – knowledge and abilities meet the minimum requirements (a student independently but vaguely, without analysis, inconsistently presents the essence of the question, partially understands the basic definitions of the subject), 50-55 percentile of the intended learning outcome; 4,3,2,1 (insufficient) - the minimum requirements are not met.

Seminar presentation

Passing score: 5. Knowledge and skills are evaluated with points from 1 to 10. 10 (excellent) – excellent, exceptional knowledge and abilities, 91-100 percentile of the intended learning outcome; 9 (very good) – very good knowledge and abilities, 81-90 percentile of the intended learning outcome; 8 (good) – knowledge and abilities are above average (a student independently, reasonably, clearly states the essence of the given question, is well acquainted with the terminology of the taught subject), 71-80 percentile of the intended learning outcome; 7 (average) - average knowledge and abilities; there are few not essential mistakes (a student independently but incoherently and without justification sets out the essence of the question, uses the basic definitions of the subject), 61-70 percentile of the intended learning outcome; 6 (satisfactory) – knowledge and abilities are below average, there are mistakes, 56-60 percentile of the intended learning outcome (a student independently, but inconsistently, superficially, unclearly presents the essence of the question, understands the main definitions of the subject); 5 (weak) – knowledge and abilities meet the minimum requirements (a student independently but vaguely, without analysis, inconsistently presents the essence of the question, partially understands the basic definitions of the subject), 50-55 percentile of the intended learning outcome; 4,3,2,1 (insufficient) - the minimum requirements are not met.

Tatjana Čėsnienė

Dr.

Doc.

Approved by the Council of Graduate School of Life Sceinces Center No 600000-…-… on the …. of …… 2021

Chairman