ECTS credits ECTS credits: 4.5
ECTS Hours Rules/Memories Student's work ECTS: 74.5 Hours of tutorials: 2 Expository Class: 18 Interactive Classroom: 18 Total: 112.5
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Soil Science and Agricultural Chemistry
Areas: Soil Science and Agricultural Chemistry
Center Higher Polytechnic Engineering School
Call: First Semester
Teaching: Sin docencia (Extinguida)
Enrolment: No Matriculable
G4091204 and G4091204 – SOIL SCIENCE- 2019/2020
GENERAL INFORMATION
• ECTS credits: 4.50
• Lectures: 18.00 h
• Practical classes: 18.00 h
• Exam: 2.5 h
• Tutorial: 2.00 h
• Student work: 72 h
• Total: 112.5 h
COURSE OBJECTIVES
AGRICULTURAL AND AGROALIMENTARY ENGINEERING
Students should achieve knowledge regarding basis and fundamentals of Soil Science to be applied in the field of Agricultural and Agro-alimentary Engineering.
FORESTRY AND ENVIRONMENTAL ENGINEERING
Students should achieve knowledge regarding basis and fundamentals of Soil Science to be applied in the field of Forestry and environment.
AGRICULTURAL AND AGRI-FOOD ENGINEERING
FORESTRY AND ENVIRONMENTAL ENGINEERING
The degree report for this subject includes the following contents:
General concepts of Edaphology (Soil Science).
Soil formation factors.
Soil components.
Soil structure.
Physical, chemical and biological properties of soils.
Soil classification according to the FAO methodology.
These contents will be presented as follows:
LECTURES
PART I: 5 h
1.- CONCEPTS OF SOIL SCIENCE AND SOIL
Concept of Soil Science. Concept of soil. Vertical organization of soils: Profile and horizons. Classification and definition of the main horizons. Lateral organization. Concept of pedon and poly-pedon.
2.- SOIL FACTORS
Study of the action of soil formation factors and their influence on soil properties. Weather and climate. Parent material. Relief. Organisms. Time.
Lectures Part I: 5 h
Study time Part I: 10 h
PART II: 5 h
3.- THE SOIL AS A DISPERSE SYSTEM
Soil phases. Definition of solid phase. Soil texture. Representation and interpretation of results.
4.- SOIL MINERAL FRACTION: THE COARSE FRACTION
Origin and composition of the inorganic fraction. The coarse mineral fraction: origin, function and meaning.
5.- FINE MINERAL FRACTION
Origin, types and meaning of the fine mineral fraction. Crystalline and non-crystalline components of the fine fraction. Importance of the fine fraction. Ion exchange capacity. Characterization of exchange complex.
6.- SOIL ORGANIC FRACTION
Origin, content and composition of soil organic matter. Mineralization and humification. Types of humus. Functions of the organic matter in the soil. Ion exchange capacity.
7.- SOIL FLUIDE PHASES
Forms of water in the soil. Energy state. Dynamic aspects of water in the soil. The soil solution: origin, composition and variability. The soil atmosphere: origin and composition.
Lectures Part II: 5 h
Study time Part II: 15 h
PART III: 5 h
8.- SOIL ORGANIZATION
Soil structure. Mechanisms of aggregate formation. Structural stability. Degradation of the structure.
9.- SOIL PHYSICAL PROPERTIES
Soil particle density and bulk density. Porosity and pore types. Aeration capacity. Soil color.
10.- SOIL CHEMICAL PROPERTIES
Soil acidity. Soil pH: concept, meaning and methods of determination. Natural and induced acidity. Soil buffer potential. Acidity correction. Salinity and alkalinity. Redox state of the soil: Main redox processes in soils. Eh concept. Eh-pH diagrams.
11.- SOIL AND PLANT NUTRITION
Main nutrients. Forms and dynamics of nutrients in soils. Relative importance of mineral and organic pools.
Lectures Part III: 5 h
Study time Part IiI: 10 h
PART IV: 3h
12.- SOIL CLASIFICATION
Importance of soil classification. The FAO-UNESCO system: Main Soil Units.
Lectures Part VI: 3 h
Study time Part IV: 6 h
LABORATORY AND FIELD PRACTICAL CLASSES, AND PROBLEM RESOLUTION SESSIONS
LABORATORY PRACTICES
Practice 1 .- Determination of texture and organic matter content. 2 h
Practice 2 .- Determination of pH and cation exchange capacity. 2 h
Laboratory practical classes: 4 h
Study time field practical classes: 3 h
FIELD PRACTICAL CLASSES
Practice 1 .- Detailed description of soil profiles in a catena over schist near the Campus of Lugo. 2 h
Practice 2 .- Field work describing soil profiles developed over different parent materials (granite, schist, slate, serpentinites, amphibolites, sedimentary materials). 4 h
Field practical classes:6 h
Study time field practical classes:2 h
PROBLEM RESOLUTION SESSIONS (SEMINARS)
Practice 1. Calculations related to soil physical properties. 2 h
Practice 2. Calculations related to soil chemical properties. 2 h
Practice 3. Classification of soil profiles. 4 h
Seminars:85 h
Study time Seminars: 11 h
BASIC BIBLIOGRAPHY
BASE REFERENCIAL MUNDIAL DEL RECURSO SUELO 2014. Sistema internacional de clasificación de suelos para la nomenclatura de suelos y la creación de leyendas de mapas de suelos. Informes sobre recursos mundiales de suelos nº 106. Roma 2016.
BOHN, H. L., MCNEAL, B.L.,. O'CONNOR G.A. 1993. Química del suelo. 2nd ed., 1ª ed. en español. Limusa, México. 370 pp.
CHESWORTH, W. 2008. Encyclopedia of soil Science. Springer, Dordrecht (The Netherlands). 902 pp.
DRIESSEN, P. 2001. Lecture notes on the major soils of the world. Organización de LAS NACIONES UNIDAS PARA LA AGRICULTURA Y LA ALIMENTACIÓN. ROMA, 334 pp.
FITZPATRICK, E.A., 1984. Suelos: su formación, clasificación y distribución. CECSA, México. 430 pp.
GUITIÁN, F., CARBALLAS, T., 1976. Técnicas de análisis de suelos. Editorial Pico Sacro, Santiago de Compostela.
PORTA CASANELLAS J., LOPEZ-ACEVEDO REGUERÍN M., ROQUERO DE LABURU C. 2003. Edafología para la agricultura y el medio ambiente. Ed. Mundi Prensa, Madrid.
VARGAS ROJAS, R. 2009. Guía para la descripción de suelos / traducido y adaptado al castellano por Ronald Vargas Rojas. 4ª ed. Organización de las Naciones Unidas para la Agricultura y la Alimentación. Roma, 99 pp.
COMPLEMENTARY BIBLIOGRAPHY
BRADY N. C., WEIL R. R. 1999. The Nature and properties of Soils. Ed. Prentice Hall. New Yersey.
BREEMEN, N. van. 1991. Soil Acidification and Alkalinization. In Ulrico, B., M.E. Sumner (eds): Soil Acidity. Springer-Verlag.
DOMINGUEZ VIVANCOS, A. 1997. Tratado de Fertilización. Editorial Mundi –Prensa. Madrid.
DUCHAUFOUR Ph., SOUCHIER B. 1987. Edafología.2. Constituyentes y Propiedades del Suelo. Ed. Masson SA. Barcelona.
HUANG, P.M., LI, Y., SUMNER M.E. 2012.Handbook of soil sciences [Recurso electrónico]. Boca Raton : CRC Press
KATIE, P. 2017. Pedology : formation, morphology and classification of soil. Callisto Reference. New York . 249 pp.
MUNSELL COLOR COMPANY. 1998. Munsell Soil Colour Charts. Macbeth Division of Kollomorgen Corporation. MaryLand, USA.
WHITE, R. E. 2006. Principles and practice of soil science: the soil as a natural resource. Blackwell Publishing, 4th ed. Malden (Massachusetts) 363 pp.
WILD, A. 1992. Condiciones del suelo y desarrollo de las plantas según Russell. Ed. Mundi-Prensa. Madrid.
PORTA CASANELLAS J., LOPEZ-ACEVEDO, M., POCH, R.M. 2008. Introducción a la Edafologia. Uso y Protección del suelo. Ed. Mundi-Prensa. Madrid. 451 pp.
Páginas web:
http://edafologia.ugr.es
http://www.unex.es/edafo/
AGRICULTURAL AND AGRI-FOOD ENGINEERING
GENERAL COMPETENCES:
CG1 - Knowledge in basic subjects in relation to science and technology to enable continuous learning, as well as adaptability to new situations or changing environments.
This competence is partly acquired in this subject, specifically in matters relating to soil.
CG2 - Ability to solve problems with creativity, initiative, methodology and critical thinking.This competence is partly acquired in this subject, specifically in matters relating to soil.
CG5 - Ability to develop their activities, assuming a social, ethical and environmental commitment, taking into account the reality of human and natural environments.This competence is partly acquired in this subject, specifically in matters relating to soil.
TRANSVERSAL COMPETENCES:
CT2 - Capacity for reasoning and argumentation
CT1 - Capacity for analysis and synthesis.
CT3 - Ability to work individually with self-criticism.
CT5 - Ability to obtain appropriate, diverse and updated information
CT8 - Commitment to accuracy regarding the information provided to other people.
CT9 - Ability to use information and communication technologies (ICT).
CT10- Ability to use of bibliographic information and the Internet.
CT11: Use of information in a foreign language.
CT12- Ability to solve problems by means of the integrated application of their knowledge.
SPECIFIC COMPETENCES:
CR2 - Ability to recognize, understand and use the principles of plant production bases, as well as of the production, protection and exploitation systems.
This competence is partly acquired this subject, specifically in matters relating to soil as base and fundamental of plant production.
FORESTRY AND ENVIRONMENTAL ENGINEERING
GENERAL COMPETENCES:
CG1 - Ability to understand the biological, chemical, physical, mathematical basis and systems of representation necessary for the development of professional activity as well as to identify the different biotic and physical elements of the forest environment and renewable natural resources susceptible to protection, conservation and forest use.
This competence is partly acquired in this subject, specifically in matters relating to soil.
-CG14- Ability to understand, interpret and adopt scientific advances in forestry, to develop and transfer technology and to work in a multilingual and multidisciplinary environment.
This competence is partly acquired in this subject, specifically in matters relating to soil.
TRANSVERSAL COMPETENCE:
CT1 - Capacity for analysis and synthesis.
CT2 - Capacity for reasoning and argumentation
CT3 - Ability to work individually with self-criticism.
CT5 - Ability to obtain appropriate, diverse and updated information
CT6: Ability to develop and present an organized and understandable text.
CT8 - Commitment to accuracy regarding the information provided to other people.
CT11- Use information in a foreign language.
CT12- Ability to solve problems by means of the integrated application of their knowledge.
SPECIFIC COMPETENCE:
CECF3 - Sciences of Physical Environment : Geology, Climatology and Soil Science.
This competence is partly acquired in this subject, specifically in matters relating to soil. The rest is acquired in Geology and Climatology.
AGRICULTURAL AND AGRI-FOOD ENGINEERING
The classroom activities will be structured in theoretical lectures, interactive classes (practices, problem resolution sessions –seminars-, elaboration of coursework, and tutorials). In support of the theoretical and practical activities, the students will be provided with appropriate educational material, either printed or through the Virtual Campus.
LECTURES:
The teacher will present the theoretical concepts that allow students to approach the study and understanding of the subject. Audiovisual media will be used as support. Reflective and critical participation will be promoted.
Competence: CG1, CR2
INTERACTIVE CLASSES:
The interactive classes are a complement to the contents presented in the lectures. It will be as follows:
1. Lab and field practices: Determination of some physical and chemical parameters of soils in the labs. In the field, description of soil profiles developed over different parent materials, discussing their properties, capabilities, limitations and classification.
Competence: CG2, CG5, CT2, CT8, CT12, CR2
2. Problem resolution sessions (seminars): calculations related to physical and chemical properties will be conducted, as well as exercises related to soil classification.
Competence: CT2, CT3, CT8, CT12, CR2
3. The tutorials in small groups will be used to track the knowledge gained by the students and, if necessary, to resolve questions that are formulated. Also, each student could solve any dub in relation to the subject by means of individualized tutorials.
Competence: CG1, CT2, CT12, CR2
4. Preparation of field work: The students will carry out an individual coursework consistent in performing a soil survey corresponding to a particular area. For the discussion, the student will use the recommended basic and complementary bibliography, both in Spanish and English.
Competence: CT1, CT3, CT5, CT8, CT9, CT10, CT11
FORESTRY AND ENVIRONMENTAL ENGINEERING
The classroom activities will be structured in theoretical lectures, interactive classes (practices, problem resolution sessions –seminars-, elaboration of coursework, and tutorials). In support of the theoretical and practical activities, the students will be provided with appropriate educational material, either printed or through the Virtual Campus.
Lectures:
The teacher will present the theoretical concepts that allow students to approach the study and understanding of the subject. Audiovisual media will be used as support. Reflective and critical participation will be promoted.
Competences: CG1, CG14, CECF3
Interactive classes:
The interactive classes are a complement to the contents presented in the lectures. It will be as follows:
1.Lab and field practices: Determination of some physical and chemical parameters of soils in the labs. In the field, description of soil profiles developed over different parent materials, discussing their properties, capabilities, limitations and classification.
Competences: CG1, CG14, CT2, CT8, CT12, CECF3
2. Problem resolution sessions (seminars): calculations related to physical and chemical properties will be conducted, as well as exercises related to soil classification.
Competences traballadas: CT1, CT2, CT3, CT8, CT12, CECF3
3. The tutorials in small groups will be used to track the knowledge gained by the students and, if necessary, to resolve questions that are formulated. Also, each student could solve any dub in relation to the subject by means of individualized tutorials.
Competences: CG14, CT2, CT12, CECF3
4. Preparation of field work: The students will carry out an individual fieldwork consistent in performing a soil survey corresponding to a particular area. For the discussion, the student will use the recommended basic and complementary bibliography, both in Spanish and English.
Competences: CT1, CT3, CT5, CT8, CT11, CT12
AGRICULTURAL AND AGRI-FOOD ENGINEERING
The evaluation of learning will be performed by means of theoretical tests, practical tests, individual work, practical reports and assistance and involvement in different activities planned, with percentage values that follows:
1. Theoretical tests (including all contents explained in lectures and interactive classes): 65%. These tests will assess competence CG1, CG2, CG5, CT1, CT2 and CR2.
2. Laboratory practices: 10%. This activity will be used to assess the following competences: CG2, CG5, CT1, CT2, CT12 y CR2.
3. Field work: 25%. This work will be used to assess competence CG2, CG5, CT2, CT1, CT3, CT5, CT8, CT9, CT12 and CR2.
During the course, one midterm test will be carried out. The midterm exam will consist of two parts and those in which a minimum mark of 5 is reached will be eliminated. Only those students that have assisted to a minimum of 75% of theoretical classes and practices could be admitted to this partial test. For repeaters, this percentage would 50%.
At the first opportunity (January call), the student will take a test corresponding to the second part of the subject and the parts not passed in the midterm test. Not successfully passed parties of the whole subject could be compensated only when a minimum score of 4.5 is reached in each test (theory, laboratory practices and field work).
Regarding the second opportunity tests, students must carry out examination of each of the unsurpassed parts (theory, laboratory practices and/or field work). To calculate the final score, the same criteria used in the first opportunity will be maintained (i.e., reaching a minimum score of 4.5 in each part is needed). The realization of the practices will also be kept for two years; but it will be necessary to take a practical exam if they have been done in a previous year.
Students with exemption from class attendance will be evaluated by examining each of the parts (theory, practices and seminars) in addition to the field work. They can do partial tests.
In cases of fraudulent performance of exercises or tests, the provisions of the "Regulations for the validation of academic performance of students and revision of qualifications" will apply.
FORESTRY AND ENVIRONMENTAL ENGINEERING
The evaluation of learning will be performed by means of theoretical tests, practical tests, individual work, practical reports and assistance and involvement in different activities planned, with percentage values that follows:
1.Theoretical tests (including all contents explained in lectures and interactive classes): 65%. These tests will assess competence: CG1, CG14, CECF3, CT1, CT2.
2. Laboratory practices: 10%. This activity will be used to assess the following competences:CG1, CG14, CECF3, CT1, CT2, CT12.
3. Field work: 25%. This work will be used to assess competence: CG1, CG14, CECF3, CT1, CT2, CT3, CT5, CT6, CT8, CT11 y CT12.
During the course, one midterm test will be carried out. The midterm exam will consist of two parts and those in which a minimum mark of 5 is reached will be eliminated. Only those students that have assisted to a minimum of 75% of theoretical classes and practices could be admitted to this partial test. For repeaters, this percentage would 50%.
At the first opportunity (January call), the student will take a test corresponding to the second part of the subject and the parts not passed in the midterm test. Not successfully passed parties of the whole subject could be compensated only when a minimum score of 4.5 is reached in each test (theory, laboratory practices and field work).
Regarding the second opportunity tests, students must carry out examination of each of the unsurpassed parts (theory, laboratory practices and/or field work). To calculate the final score, the same criteria used in the first opportunity will be maintained (i.e., reaching a minimum score of 4.5 in each part is needed). The realization of the practices will also be kept for two years; but it will be necessary to take a practical exam if they have been done in a previous year.
Students with exemption from class attendance will be evaluated by examining each of the parts (theory, practices and seminars) in addition to the field work. They can do partial tests.
In cases of fraudulent performance of exercises or tests, the provisions of the "Regulations for the validation of academic performance of students and revision of qualifications" will apply.
AGRICULTURAL AND AGRI-FOOD ENGINEERING
FORESTRY AND ENVIRONMENTAL ENGINEERING
Field work: 15 h
Study time to prepare lectures and practices: 57 h
TOTAL: 72 h
Studying steadily and progressively the subject materials. Also, reading of the recommended bibliography.
CONTINGENCY PLAN
Bibliography
In scenarios 2 and 3 (without free physical access to all the USC facilities that are accessible in scenario 1), the alternative is using the materials made available in the Virtual Classroom to supply or complement the usual bibliographic resources, as well as the internet resources that the USC makes available to the university community. The following web pages are especially recommended:
http://edafologia.ugr.es
http://www.unex.es/edafo/
Teaching methodology
Scenario 2:
-Theoretical classes and seminars can be carried out through videoconferencing systems, when possible and appropriate. If there are cases of inability to connect for some students, or there are reasons to recommend other alternatives as more appropriate (for example, poor connection quality or coverage, not allowing adequate communication through videoconferencing systems, or lack of access to these means), teaching can be based on materials posted in the virtual classroom and when necessary students will receive recorded lectures via email or through the virtual campus.
-Practical classes: they will be carried out in the corresponding laboratories, under the conditions and with the measures provided by the competent authorities.
-Study trip: If circumstances allow it, the field trip contemplated in scenario 1 will be made. If this cannot be done due to health requirements, it may be replaced by seminars given by videoconference systems where images of the selected routes or enclaves will be placed, the professors transmitting the appropriate comments and explanations. In cases where students cannot establish communication correctly through videoconferencing systems, virtual itineraries, based on images and texts, and/or resources accessible to all students, can be posted in the virtual classroom. In addition to the specific materials developed by teachers, there are complementary resources on the Internet, such as interactive soil itineraries, which could be a training complement.
Scenario 3:
-Theoretical classes and seminars: as in the case of scenario 2, in scenario 3 the theoretical classes and seminars can be carried out through videoconference systems, when possible and appropriate. Again, if there are cases of impossibility to connect for some students, or there are reasons to recommend other alternatives as more appropriate (for example, poor connection quality or coverage, which does not allow adequate communication by videoconferencing systems, or lack of access to these media), teaching can be based on materials published in the virtual classroom (including recordings of online classes).
-Practical classes: a methodology based on "practical cases" will be used, taught by videoconference, where the basis of the practice is explained, how the analyses would be carried out in the laboratory, and exercises of interpretation of possible results. Again, it will be necessary to consider the possibility that all students are able to communicate through videoconferencing systems or not, and if necessary, supply any deficiencies by posting the appropriate materials in the virtual classroom and making use of group or individual communication channels.
-Field trip: It can be replaced by seminars given by videoconference systems where images of the selected routes or enclaves are posted, with the teachers transmitting the corresponding comments and explanations. Again, in cases where students cannot establish communication correctly through videoconferencing systems, virtual itineraries, based on images and texts, and/or resources accessible to all students, will be posted in the virtual classroom. In addition to the specific materials developed by the professors, there are complementary resources on the Internet, such as interactive itineraries, which could be a training complement.
-Student field work.- If circumstances do not allow going out to the field to carry out this work, it will be replaced by another in which students are provided with data from various soil profiles to classify and comment on the characteristics, properties, capabilities, main limitations and possible amendments that would be applied to correct fertility problems.
Assessment systems
Scenario 2:
In this scenario, if the circumstances allow it, the theoretical tests and the tests related to the laboratory practices and seminars will be carried out in person.
In case it is impossible to do it in person, the instructions for scenario 3 will be followed.
The weight of the different tests and the competencies evaluated with them will be those indicated for scenario 1.
Scenario 3:
1. Theoretical tests (including all the contents explained in the theoretical classes and seminars):
The face-to-face tests will be replaced by online tests, through the Moodle or another platform indicated by the competent authorities.
2. Practical tests:
In this scenario, a report of the lab practicess will be delivered and the face-to-face exams will be replaced by an evaluation of the report presented.
3. Field work. If circumstances do not allow students to go out into the field to carry out this work, it will be replaced by another in which students are provided with data from various soil profiles to classify and discuss the characteristics, properties, capabilities, main limitations and possible amendments to be applied to correct fertility problems. The memory delivered will be evaluated.
The weight of the different tests and the competencies evaluated with them will be those indicated for scenario 1.
Xose Lois Otero Perez
- Department
- Soil Science and Agricultural Chemistry
- Area
- Soil Science and Agricultural Chemistry
- Phone
- 881813300
- xl.otero [at] usc.es
- Category
- Professor: University Lecturer
Maria Luisa Fernandez Marcos
Coordinador/a- Department
- Soil Science and Agricultural Chemistry
- Area
- Soil Science and Agricultural Chemistry
- Phone
- 982823119
- mluisa.fernandez [at] usc.es
- Category
- Professor: University Lecturer
Agustín Merino García
- Department
- Soil Science and Agricultural Chemistry
- Area
- Soil Science and Agricultural Chemistry
- agustin.merino [at] usc.es
- Category
- Professor: University Professor
Ana Isabel Barreiro Buján
- Department
- Soil Science and Agricultural Chemistry
- Area
- Soil Science and Agricultural Chemistry
- Phone
- 982823138
- ana.barreiro.bujan [at] usc.es
- Category
- Researcher: Juan de la Cierva Programme
| Monday | |||
|---|---|---|---|
| 12:00-13:00 | Grupo /CLE_01 | Galician | Classroom 11 (Lecture room 3) |
| Tuesday | |||
| 12:00-13:00 | Grupo /CLE_01 | Galician | Classroom 11 (Lecture room 3) |
| 01.14.2022 16:00-20:00 | Grupo /CLE_01 | Classroom 11 (Lecture room 3) |
| 01.14.2022 16:00-20:00 | Grupo /CLE_01 | Classroom 12 (Lecture room 3) |
| 06.23.2022 10:00-14:00 | Grupo /CLE_01 | Classroom 11 (Lecture room 3) |
| 06.23.2022 10:00-14:00 | Grupo /CLE_01 | Classroom 12 (Lecture room 3) |