ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
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: With teaching
Enrolment: Enrollable | 1st year (Yes)
(For all three possible scenarios
The main objective is that the students acquire basic knowledge and fundamentals regarding the geological and climatological bases in the field of Civil Engineering.
(For all three possible scenarios)
Internal structure of the Earth. Theory of plates.
Mineralogy and Petrology.
Igneous, sedimentary and metamorphic processes.
Landforms.
Stratigraphy and structural geology.
Geological mapping.
Historical and regional geology.
Climatology.
Geology and Civil Engineering
These overall contents will be presented as follows:
Block I. GEOLOGY
1. INTRODUCTION. 1.1 Geology. Geological time. 1.2 Internal Structure of the Earth. 1.3.- Basics on tectonic plates. Orogens and continental accretion. Isostasy. Seismicity. 1.4.- Petrogenic cycle.
Lectures Part I: 3h
Study time Part I: 6h
2. MINERALOGY. 2.1. Definition and composition of minerals. 2.2. Mineral classification. 2.3. Physical properties and identification of minerals. 2.4. The most important silicates and non-silicate minerals. 2.5. Crystallography: Basic concepts.
Lectures Part I: 3h
Study time Part I: 10h
3. PETROLOGY. 3.1. Magmatism and igneous rocks. Plutonism and vulcanism. 3.2. Sediments and sedimentary rocks: weathering, erosion, transport and deposition. Alterites. Edaphogenesis. Lithification. Mineral deposits and geological resources. 3.3.
Metamorphism and metamorphic rocks. 3.4. Mechanical behavior of soils.
Lectures Part I: 6h
Study time Part I: 20h
4. STRATIGRAPHY. Sedimentary environments and structures. Relative dating. Fossils, chronology and geological record.
Numerical dating. Stratigraphic series. Discrepancies.
Lectures Part I: 1,5h
Study time Part I: 4,5h
5. CRUSTAL DEFORMATIONS. Stress and strain. Folds: Geometry and classification. Association of folds. Fractures. Joints and faults. Association of fractures. Large tectonic structures.
Lectures Part I: 1,5
Study time Part I: 4,5
6. SURFACE FORMATIONS. Lithological modeling. Fluvial modeling. Periglacial and glacial modeling. Coast modeling. Wind modeling. Climate modeling.
Lectures Part I: 4h
Study time Part I: 10h
Block II. CLIMATE
7. ATMOSPHERE AND CLIMATIC PARAMETERS. The atmosphere: composition and structure. Solar radiation. Air temperature. Atmospheric pressure. Wind. Humidity and precipitation.
Lectures Part I: 2h
Study time Part I: 3h
8. EVAPORATION AND WATER BALANCE. Evaporation and evapotranspiration. Water Balance.
Lectures Part I: 1h
Study time Part I: 1h
9. ATMOSPHERIC CIRCULATION. WEATHER FORECASTING AND ANALYSIS. Air masses and fronts. Synoptic situations. Network of weather stations. Weather forecasting.
Lectures Part I: 1h
Study time Part I: 1h
10. CLIMATE CLASSIFICATIONS. Classification of climates. Climatic indices.
Lectures Part I: 1h
Study time Part I: 1h
SEMINARS AND PRACTICAL CLASSES
SEMINARS:
Seminar 1: Interpreting topographic maps.
Interactive hours: 2h
Student work hours: 9h
Seminar 2: The Earth (I).
Interactive hours: 0,5h
Student work hours: 0,5h
Seminar 3: Earth (II).
Interactive hours: 0,5h
Student work hours: 0,5h
Seminar 4: Geological history of Galicia and of the NW of the Iberian Peninsula.
Interactive hours: 2h
Student work hours: 2h
Seminar 5: Interpretation of geological maps I.
Interactive hours: 2h
Student work hours: 9h
Seminar 6: Interpretation of geological maps II.
Interactive hours: 2h
Student work hours: 9h
Seminar 7: Geology and Landscape.
Interactive hours: 2h
Student work hours. 2h
PRACTICAL CLASSES:
Practice 1. Identification of minerals (visu).
Laboratory practical classes: 2h
Student work hours: 6,5h
Practice 2. Identification of rocks (visu) -I.
Laboratory practical classes: 2h
Student work hours: 6,5h
Practice 3. Identification of rocks (visu) -II.
Laboratory practical classes: 1 h
Student work hours: 6,5 h
Practice 4. Climatology-1: Sources of climatic data and adjustment. Evapotranspiration and water balance calculation using specific software.
Laboratory practical classes: 2 h
Student work hours: 3h
Practice 5.Climatology-2: Climate classification and climate indices obtained by means of specific software and other tools.
Laboratory practical classes: 2 h
Student work hours: 3h
Practice 6. Field trip: Geological trip focusing on the recognition of geological materials, geological structures and surface
modeling.
Laboratory practical classes: 4 h
Student work hours: 1h
In scenario 1 (with entry to USC facilities possibly allowed), it will be the following:
BASIC BIBLIOGRAPHY
Geology Bibliography
De Pedraza Gilsanz, J. (1996). Geomorfología. Principios, Métodos y Aplicaciones. Ed. Rueda. Madrid.
Monroe J.S., Wicander, R., Pozo, M. (2008). Geología. Dinámica y evolución de la Tierra. Ed. Paraninfo. Madrid.
Okrusch, M., Frimmel, HE. (2020) Mineralogy: An Introduction to Minerals, Rocks, and Mineral Deposits. Springer, 1st ed. 981pp.
Parriaux, A.(2009). Geology basics for engenieers. CRC Press/Balkema. The Netherlands
Parriaux, A.(2009). Geology basics for engenieers. CRC Press/Balkema. The Netherlands
Pozo, M., González, J., Giner, J. (2003). Geología Práctica. Prentice Hall, Madrid.
Tarbuck E.J., Lutgens, F.K. (2005). Ciencias de la Tierra. Una introducción a la Geología Física. 6ª Ed. Prentice Hall, Madrid.
Climatology Bibliography
Elías F., Castellví F. (2001). Agrometeorología. MundiPrensa. Madrid.
Hartmann D.L. (2016). Global Physical Climatology..Elservier 2ª Edition. WA, USA 472pp.
COMPLEMENTARY BIBLIOGRAPHY
Geology Bibliography
González de Vallejo, L.I., Ferrer, M., Ortuño, L., Oteo, C. (2002). Ingeniería Geológica. Pearson Education. Madrid.
Gutiérrez Elorza. M. (2008). Geomorfología. Prentice Hall, Madrid.
I.T.G.E. (1987). Riesgos Geológicos.
I.T.G.E./I.G.M.E. Mapas xeolóxicos, xeotécnicos e de riscos xeolóxicos.
Klein, C., Hurlbut, C.S.Jr (1996). Manual de Mineralogía. 4ª Ed Reverté. Barcelona.
Lambe T.W., Whitman R.V. (1993). Mecánica de Suelos. Ed. Limusa. México, D.F.
Maltaman. (1990). Geological Maps: An introduction.Open University Press.
Plaza Díez, O. Geología Aplicada. Universidade Politécnica de Madrid (Manual on line)
López Marinas, J.M.(2013). Geología Aplicada a la Ingeniería Civil. 4ª Edición CIe Inversiones Editoriales Dossat, 4ª Edición- Madrid . (2ª Edición-2002, on line).
Climatology Bibliography
Carballeira A. et al. (1983). Bioclimatología de Galicia. Fundación Pedro Barrié de la Maza.
Martínez Cortizas A., Pérez Alberti et al. (1999). Atlas Climático de Galicia. Xunta de Galicia (On line)
Scenarios 2 and 3 are described in the coments section
(For all three possible scenarios
Basic, general and generic competence:
CG1 - Scientific-technical capacitation for the exercise of the profession of Engineer of Public Works, as well as knowledge of the functions of advice, analysis, design, calculation, design, construction, maintenance, conservation and operation.
This competence is partly acquired in this subject, particularly with regard to "scientific and technical capacitation for the exercise of the profession of Engineer of Public Works and knowledge of the functions of advice, analysis, design, calculation, design, construction, maintenance, conservation and operation in the fields of Geology and Climatology". The rest is acquired in other subjects.
CG2 - Understanding the multiple constraints of technical and legal nature arising in the construction of public works, and ability to use proven methods and proven technologies with the aim of achieving the greatest efficiency in construction, while respecting the environment and the protection of the health and safety of workers and users of public works.
This competence is partly acquired in this subject, particularly with regard to: "Understanding the multiple constraints of technical nature arising in the construction of public works affecting the geological and climatic fields, in order to achieve the greatest building efficiency while respecting the environment". The rest is acquired in other subjects.
-CG6 - Ability to carry out studies on territorial planning and on environmental issues related to infrastructure in its scope.
This competence is partly acquired in this subject, particularly with regard to: "Ability to carry out studies on territorial planning and on environmental issues related to infrastructure, geological and climatic environment”. The rest is acquired in other subjects.
Specific competence
-FB5 - Basic knowledge of geology and surface land morphology, and its application to engineering problems. Climatology.
For all scenarios:
For certain activities, it will be promoted the voluntary use (without impact on the qualification) of resources in languages other than Galician and Spanish, such as English and French. As specific examples, access to websites with interesting resources on Geology in those languages will be recommended, as well as the use of the English (or French) version of the Cropwat software used in practices of Climatology, and also access to websites with weather and climate information in English, French or other languages. These activities are related to the CT11 competence.
In scenario 1:
Class activities will be structured in lectures and interactive classes (practices, seminars, preparation of course work and tutorials). In support of these activities, students will be provided with printed material, or it will be available through the Virtual Classroom.
Lectures: The teacher will present the theoretical concepts facilitating the study and understanding of the subject. Audiovisual media and specific software will be used as a complement to support the teaching/learning activities.
Competencies worked: CG2, CB1, CB3, CB4, CT1, CT2, CEFB5
Interactive classes: Interactive classes are a complement to the contents presented in the lectures. They will take place in the classroom, in the lab and in the field. They will be held as:
In the lab: teaching methodology to identify (visu) different minerals and rocks. The students will work on the relationship between the characteristics of the rocks and their tendency to weathering. In the field, the petrological study will be completed using the knowledge acquired in the laboratory, and different geological models will be visited for recognition.
Competencies worked: CG1, CG2, CG6, CB2, CB3, CEFB5
In the computer classroom: computer programs are used to carry out climate studies.
Competencies worked:CT5, CT10
In seminars: There will be two types of seminars with different objectives: a) interpretation of topographic and geological maps of different zones. The students will work and familiarize themselves with the topographic (slope calculation, orientation etc) and cartography information in the geological field, with the representation of structural elements (folds, faults, dip ...), they will elaborate a topographic profile and a geological section, as well as a chronological ordering of the strata. b) Reinforcement of certain theoretical aspects that are more relevant in Galicia.
Competencies worked: CG1, CG2, CG6, CT1, CT2, CEFB5
Students will carry out an individual coursework consisting in a climate study of a particular area.The student will use weather databases, check the indoneity of these data and make the most usual adjustments. Using computer tools, the student will calculate the evapotranspriración, a water balance and, then, elaborate and handle different classifications and climatic indices.
Competencies worked:CB2, CB3, CT2, CT1, CT3, CT5, CT6, CT10, CT11
Tutorials will be performed in very small groups, to track the knowledge gained by the students and, where appropriate, to resolve the issues formulated.
Competencies worked: CT1, CT2, CT12, CEFB5
Scenarios 2 and 3 are described in the coments section
In all scenarios:
Following the recommendations of the authorities, and with the specific means indicated for it, if applicable, it will be promoted to avoid plagiarism, or to reduce it as much as possible.
In scenario 1:
Learning assessment will take into account theoretical tests, practical tests, individual work and assistance and involvement in the different activities planned. The percentage of each part on the final grade will be as follows:
1. Theoretical tests (includes all contents explained in lectures and seminars): 55%. With these test the following skills are assessed: CG1, CG2, CG6 and CEFB5.
2. Practical tests:
2.1. Identification of minerals and rocks (visu) (15%).
2.2. Interpretation of topographic and geological maps (15%).
3. Work corresponding to Climatology (15%)
With the practical tests and the practical coursework corresponding to Climatology, the following skills will be assessed: CG1, CG2, CG6 and CEFB5.
During the course, quizzes (partial tests) will be carried out, liberating the contents scored a minimum of 5 in each of them. Only those students that have assisted to a minimum of 75% of theoretical classes and practices in the period could be admitted to the partial quizzes. For repeaters, this percentage is 50%.
At the first opportunity (June session) different parties could be compensated when a minimum score of 4.5 is reached in each test (1, 2.1, 2.2) and course work (3).
The second time, students must carry out examination of each of the unsurpassed parts. To calculate the final score, the same criteria used in the first opportunity will be maintained.
Students with dispensation from class attendance will be evaluated through an examination of each of the different parts (theory, practices and seminars). They will be allowed to perform the partial tests
The repeating students of the level of studies v02 of the extincion grade of Enxeñaría Xeomática e Topografía, only with right to examination during the course 19/20, they will have to pass the final exams to endorse the subject
In the cases of fraudulent performance of exercises or tests, the provisions of the "Regulations for evaluating the academic performance of students and reviewing grades" will be apply.
Scenarios 2 and 3 are described in the coments section
(For all three possible scenarios)
Reading and preparation of items: 36 h
Realization of exercices: 12 h
Preparation of course works: 24 h
Preparation of evaluation tests 23 h
TOTAL NON- PRESENTIAL HOURS: 95h
TOTAL PRESENTIAL HOURS: 55 h
(For all three possible scenarios)
Studying steadily and progressively the subject materials. Also, reading of the recommended bibliography.
CONTINGENCY PLAN
The sections that would be modified in scenarios 2 and 3 are indicated below.
BASIC AND COMPLEMENTARY BIBLOGRAPHY
In scenarios 2 and 3 (without physical access allowed to all the facilities of the USC that are accessible in scenario 1), it is proposed, as an alternative, to use those materials upload by teachers in the Virtual Classroom, in order to replace or complement the usual bibliographic resources, as well as the use of other appropriate resources that the USC makes available online to the university community. In fact, some of the bibliographic references indicated above have open access versions on the Internet, as is the case of the last referenced manual, while others may be accessible in repositories of the USC or other public bodies, but access may vary according to the location of the computer with which users are working, to be verified when needed.
TEACHING METHODOLOGY
Scenario 2:
-Theoretical classes and seminars may be conducted through videoconference systems, when possible and appropriate. If there are cases of inability to connect (for some students or teachers), or there are reasons to recommend other alternatives as more appropriate (for example, poor connection quality or poor coverage, which do not allow adequate communication by videoconferencing systems, or lack of access to these means), teaching may be based on materials published in the virtual classroom (including online class recordings, provided they have the specific authorization and legal support of the USC and / or the competent authorities), and establish group or individualized contacts, through the channels that are really operational for those involved.
-Practical classes: in laboratories or computer rooms, under the conditions and with the measures provided by the competent authorities.
-Field trip: if the conditions allow, the trip will be carried out on a regular basis, following the measures provided by the competent authorities. If the conditions do not allow the trip, or it is not advisable, it can be replaced by seminars given by videoconference systems, using images of the selected routes or sites, with the teachers transmitting the corresponding comments and explanations. In the cases in which the students or the teachers cannot establish communication correctly through videoconferencing systems, virtual itineraries can be published in the virtual classroom, based on images and texts, and / or operational resources that are truly accessible to all those affected. In addition to the specific materials developed by teachers, there are complementary resources on the Internet, such as interactive geological 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 may be conducted through videoconference systems, when possible and appropriate. Again, if there are cases of inability to connect for some students or teachers, or there are reasons to recommend other alternatives as more appropriate (for example, poor quality of connection or coverage, which does not allow adequate communication by videoconference, or lack of access to these means), teaching could be based on materials published in the virtual classroom (including recordings of online classes, provided the specific authorization and legal support of the USC and / or the competent authorities), and establish group or individualized contacts, through the channels that are actually operational for those involved.
-Practical classes: works of the type called "practical cases" will be used. Again, it will be necessary to consider the possibility that all students and teachers have truly operational access to videoconferencing systems or not, and, if necessary, the eventual deficiencies can be solved by uploading the appropriate materials in the virtual classroom, and making use of the truly functional and accessible group or individualized communication channels. It is considered that, in any case, with or without the support of communication through videoconference systems: In the practices corresponding to minerals and rocks, it will be possible to have images illustrating both types of materials and texts with the appropriate complementary information. In the practices that refer to topographic and geological maps, there will be online tools, which are also used in face-to-face practices, complemented by explanatory texts. In climatology practices, there are also the same online tools used in face-to-face practices, and explanatory texts.
-Field trip: it could be replaced by seminars taught by means of videoconferencing systems, presenting images of the selected routes or sites, transmitting the corresponding comments and explanations by the teachers. Once again, it must be taken into account that, in cases where students or teachers cannot establish communication correctly through videoconferencing systems, virtual itineraries, based on images and texts, may be posted in the virtual classroom, and / or operational resources and really accessible to all affected. In addition to the specific materials developed by teachers, there are complementary resources on the Internet, such as interactive geological itineraries, which could be a training complement.
ASSESSMENT SYSTEM
Scenario 2:
If circumstances allow, the evaluation system would be carried out as in scenario 1, following the measures that the authorities consider appropriate. If the conditions are not favorable, the evaluation will be carried out according to the instructions indicated for scenario 3In the event that the above is not allowed, the evaluation will be carried out following what is indicated below for scenario 3.
Scenario 3:
The face-to-face tests that consist of exams will be replaced by online tests, through the Moodle platform or another indicated by the competent authorities. In cases where teachers consider that the system of assessment through tasks is more appropriate, and as long as it does not contradict the instructions of the authorities, this means can be used to replace all or part of the exams. In the cases in which the evaluation through works is already carried out in the face-to-face mode, this system will be maintained.
Maria Josefa Fernandez Sanjurjo
Coordinador/a- Department
- Soil Science and Agricultural Chemistry
- Area
- Soil Science and Agricultural Chemistry
- Phone
- 982823141
- mf.sanjurjo [at] usc.es
- Category
- Professor: University Lecturer
Avelino Nuñez Delgado
- Department
- Soil Science and Agricultural Chemistry
- Area
- Soil Science and Agricultural Chemistry
- avelino.nunez [at] usc.es
- Category
- Professor: University Professor
Maria Luisa Fernandez Marcos
- Department
- Soil Science and Agricultural Chemistry
- Area
- Soil Science and Agricultural Chemistry
- Phone
- 982823119
- mluisa.fernandez [at] usc.es
- Category
- Professor: University Lecturer
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
| Wednesday | |||
|---|---|---|---|
| 10:00-11:00 | Grupo /CLE_01 | Galician, Spanish | Classroom 13 (Lecture room 4) |
| Thursday | |||
| 10:00-11:00 | Grupo /CLE_01 | Galician, Spanish | Classroom 13 (Lecture room 4) |
| 12.20.2021 10:00-12:00 | Grupo /CLE_01 | Classroom 13 (Lecture room 4) |
| 06.14.2022 10:00-12:00 | Grupo /CLE_01 | Classroom 13 (Lecture room 4) |