Biology and Genetics of Grapevines
A.Y. 2024/2025
Learning objectives
To give the specific knowledge of biology and physiology of the vine on the basis of those acquired during the courses of general biology and agronomy and preparatory course of growing techniques in viticulture.
To provide students with some knowledge of both theoretical and practical preparatory course of growing techniques in viticulture and enology.
To provide students with some knowledge of both theoretical and practical preparatory course of growing techniques in viticulture and enology.
Expected learning outcomes
Analytical knowledge of organography, phenology, physiology and ecophysiology of the vine to address basic study of viticulture.
Knowledge about the origin of the grown grapes, methods for their recognition, techniques for improvement of their quality and performance through clonal selection and crossing and how to address the varietal choices depending on soil and climatic conditions.
Knowledge about the origin of the grown grapes, methods for their recognition, techniques for improvement of their quality and performance through clonal selection and crossing and how to address the varietal choices depending on soil and climatic conditions.
Lesson period: Second semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Single session
Responsible
Lesson period
Second semester
Course syllabus
Teaching Unit: Grapevine physiology
The life cycle and annual cycle of the vine. Anatomy and morphology of the vine. Physiology of root, vegetative, and reproductive system development. Growth and activity rhythms. Correlative relationships. Physiology of development and fruiting. Bud differentiation and development. From bud differentiation to berry set. Ecophysiology. Carbon balance: photosynthesis and distribution of photosynthates. Water balance. Nutritional balance and nutrient disorders. Physiology of grape development and ripening. The herbaceous phase, véraison, maturation curve, sugar accumulation, acid metabolism, nitrogenous compounds, polyphenols, and aromatic substances.
Teaching Unit: Ampelography and grapevine genetics
The concept of a grapevine variety. The origin of grapevine varieties. Phenotype. Ampelography. The described methods. OIV forms and descriptors. Examples of ampelographic forms. The genetic code. Character inheritance. The genetic diversity of vine germplasm. Molecular markers: SSR and SNP. Variety identification through molecular markers. The pedigree of national and international cultivars: examples. Intra-varietal variability and the concept of clones. Chimeras. Major mutations that gave rise to clones: examples. Genetic improvement through clonal selection: clonal and massal selection. Genetic improvement by crossing. Biotechnologies applied to vine genetic improvement. The domestication of the vine and the origin of cultivated grape varieties. The wild vine. The Vitis gene and rootstocks.
The life cycle and annual cycle of the vine. Anatomy and morphology of the vine. Physiology of root, vegetative, and reproductive system development. Growth and activity rhythms. Correlative relationships. Physiology of development and fruiting. Bud differentiation and development. From bud differentiation to berry set. Ecophysiology. Carbon balance: photosynthesis and distribution of photosynthates. Water balance. Nutritional balance and nutrient disorders. Physiology of grape development and ripening. The herbaceous phase, véraison, maturation curve, sugar accumulation, acid metabolism, nitrogenous compounds, polyphenols, and aromatic substances.
Teaching Unit: Ampelography and grapevine genetics
The concept of a grapevine variety. The origin of grapevine varieties. Phenotype. Ampelography. The described methods. OIV forms and descriptors. Examples of ampelographic forms. The genetic code. Character inheritance. The genetic diversity of vine germplasm. Molecular markers: SSR and SNP. Variety identification through molecular markers. The pedigree of national and international cultivars: examples. Intra-varietal variability and the concept of clones. Chimeras. Major mutations that gave rise to clones: examples. Genetic improvement through clonal selection: clonal and massal selection. Genetic improvement by crossing. Biotechnologies applied to vine genetic improvement. The domestication of the vine and the origin of cultivated grape varieties. The wild vine. The Vitis gene and rootstocks.
Prerequisites for admission
Mandatory prerequisites: Agricultural chemistry and Plant biology
Teaching methods
Lectures. Seminars. Classroom and field exercises. Educational visits. Interactive tools for enhancing engagement in education will be used, such as Wooclap, as well as JoVE, a visual journal that helps in learning and sharing scientific techniques through video. Lectures help achieve the learning objectives related to the analytical and theoretical knowledge necessary to understand vine biology, physiology, and genetics. Seminars stimulate critical thinking and deeper learning. Classroom and field exercises contribute to the ability to analyze phenological, ecophysiological, and phenotypic aspects of the vine. Practical exercises allow students to apply theoretical knowledge in real-world contexts, both in the classroom and in the field. Through these activities, students acquire practical skills in variety recognition techniques, genetic improvement, and vine physiology. This teaching method directly contributes to the achievement of the expected learning outcomes, particularly regarding the ability to analyze phenological and ecophysiological aspects of the vine and to understand methods for improving production performance. Visits to vineyards and wineries provide a real-world context to observe and understand the practical application of knowledge learned in the classroom, contributing to the acquisition of practical and applied skills.
Teaching Resources
AA.VV. 2007 La vite e il vino. Art Servizi Editoriali, Bologna. pp. 624.
Lecture slides and scientific articles. Teaching materials are available on MyAriel.
Lecture slides and scientific articles. Teaching materials are available on MyAriel.
Assessment methods and Criteria
The exam is oral and consists of a separate interview for each teaching unit. To take each of the two interviews, students must register by the deadlines set through the Unimia institutional platform.
For the Grapevine physiology unit, the 30-minute interview consists of five questions covering the topics of the entire course. Each question is graded from 0/30 to 6/30. The overall grade for the teaching unit is the sum of the scores given for each question. Evaluation considers the accuracy of the response, the correct use of terminology, and the level of depth demonstrated.
For the Ampelography and grapevine genetics unit, the 30-minute interview consists of four questions covering the topics of the entire course. In addition, students are asked to describe the ampelographic form of a chosen variety. Each question (including the ampelographic form description) is graded from 0/30 to 6/30. The overall grade for the teaching unit is the sum of the scores given for each question. Evaluation considers the accuracy of the response, the correct use of terminology, and the level of depth demonstrated.
The final grade, expressed in thirtieths, is calculated as the arithmetic mean of the results obtained in the two teaching units.
Students with specific learning disabilities or other disabilities are requested to contact the teacher via email at least 15 days before the exam session to agree on any personal compensatory measure. In the email addressed to the teacher, the respective University services must be reported in CC: [email protected] (for students with LD) and [email protected] (for students with other disabilities).
For the Grapevine physiology unit, the 30-minute interview consists of five questions covering the topics of the entire course. Each question is graded from 0/30 to 6/30. The overall grade for the teaching unit is the sum of the scores given for each question. Evaluation considers the accuracy of the response, the correct use of terminology, and the level of depth demonstrated.
For the Ampelography and grapevine genetics unit, the 30-minute interview consists of four questions covering the topics of the entire course. In addition, students are asked to describe the ampelographic form of a chosen variety. Each question (including the ampelographic form description) is graded from 0/30 to 6/30. The overall grade for the teaching unit is the sum of the scores given for each question. Evaluation considers the accuracy of the response, the correct use of terminology, and the level of depth demonstrated.
The final grade, expressed in thirtieths, is calculated as the arithmetic mean of the results obtained in the two teaching units.
Students with specific learning disabilities or other disabilities are requested to contact the teacher via email at least 15 days before the exam session to agree on any personal compensatory measure. In the email addressed to the teacher, the respective University services must be reported in CC: [email protected] (for students with LD) and [email protected] (for students with other disabilities).
AGR/03 - ARBORICULTURE AND FRUITCULTURE - University credits: 8
Field activity: 16 hours
Lessons: 56 hours
Lessons: 56 hours
Professors:
De Lorenzis Gabriella, Failla Osvaldo
Shifts:
Professor(s)
Reception:
by appointment
via Celoria, 2 - Edificio 10