ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 90 Expository Class: 45 Interactive Classroom: 15 Total: 150
Use languages Spanish, Galician, English
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Soil Science and Agricultural Chemistry, Agroforestry Engineering
Areas: Soil Science and Agricultural Chemistry, Agroforestry Engineering
Center Higher Polytechnic Engineering School
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable
(common for the different possible scenarios in the current pandemic situation)
The matter integrates knowledge of the bases and foundations of geology, soil science and hydrology for its application in the field of landscape:
-Know and identify the main types of rocks.
-Environmental risks associated with lithology.
-Know the factors and processes of soil formation.
-Know the components and the physical, chemical and biological properties of the soil.
-Basic ability to carry out the description and classification of soils.
-Know the functions and ecosystem services of the soil.
-Know the factors that determine the quality and health of the soil and have the capacity to propose measures for its conservation and improvement.
-Know the processes of soil degradation and have the capacity to propose measures for its recovery.
Identifications of the landscapes associated with lithology, soils and climate.
-Laying the foundations for specialization at a technical, teaching and research level in Hydrology
and Soil Science.
-Know the data sources, the methods of measurement and calculation of the main components of the water cycle. Hydrological planning and legislation in Spain.
-Relate the morphometric characteristics of the drainage basin, the flow regime and the fluvial processes and forms. Introduce the -study of free flow of water.
-Assess the importance of groundwater resources and interpret the characteristics hydraulics of geological materials and the laws that govern the flow of groundwater.
(common for the different possible scenarios in the current pandemic situation)
BLOCK I. Study of the main types of rocks. Forms of relief associated to the lithology and its contribution to the landscape. Lithologic landscapes, structural landscapes, anthropic landscapes (miners). Risks associated with lithology.
Exposition hours block I: 10
Interactive hours block I: 4
Work hours student block I: 20
BLOCK II. Soil study: Morphology, formation and evolution; Composition and properties, taxonomy and distribution; Degradation and recovery. Soil and landscape.
Exposition hours block II: 20
Interactive hours block II: 6
Student work hours block II: 45
BLOCK III. Study of water resources and their management. Exploitation and economic use. Superficial, subsurface and groundwater hydrology. Fundamentals of Channel Hydraulics. Water resources management at various intervention scales.
Exposition hours block III: 15
Interactive hours block III: 5
Student work hours block III: 25
These contents will be developed according to the following program:
EXPOSITION CLASS PROGRAM:
BLOCK I: GEOLOGY: 10 hours
ITEM 1. -Landscape Modeling
Modeling lithological. Fluvial modeling. Periglacial and Glacier modeling. Coastal modeling. Wind modeling. Climatic modeling.
ITEM 2. -Petrology.
Cycle of rocks. Igneous rocks: Plutonism and volcanism. Sedimentary rocks. Metamorphic rocks.
THEME 3.-MODIFICATION OF THE LANDSCAPE BY GEOLOGICAL RISKS.
Collapses and subsidences. Gravitational processes: Landslides, landslides and flows.
BLOCK II: EDAPHOLOGY: 20 hours
ITEM 1. – THE SOIL: MORPHOLOGY, FORMATION AND EVOLUTION
Vertical organization of soils: profile and horizons. Study of the factors of soil formation: climate, starting material relief, organisms and time.
ITEM 2. – SOIL COMPONENTS
2.1. Solid phase of the soil. Soil texture. Coarse and fine mineral fraction. Organic fraction. Soil Exchange Capacity. 2.2. Liquid phase of the soil. Forms of water on the soil. Field capacity and wilting point. Soil solution. 2.3. Gaseous phase. Atmosphere of the soil.
ITEM 3. -SOIL PHYSICAL PROPERTIES
Soil structure. Mechanisms of formation of aggregates. Structural stability. Real and apparent density. Porosity and pore types. Aeration capacity. Soil Color.
ITEM 4. -SOIL CHEMICAL PROPERTIES
Acid-base conditions of the soil. Natural and induced acidity. Damping power of the ground. Acidity correction. Salinity and alkalinity. Redox state of the soil.
ITEM 5. -SOIL AND PLANT NUTRITION
Main nutrients. Forms and dynamics of nutrients in the soil. Relative importance of mineral and organic reserves.
THEME 6.-SOIL DEGRADATION AND ITS IMPACT ON THE LANDSCAPE. Recovery
Degradation of physical, chemical and biological properties. Erosion degradation. Pollution degradation. Soil recovery and landscape integration.
ITEM 7. TYPES OF SOIL AND ITS RELATION TO THE LANDSCAPE
Importance of soil classification. Classification of soils by THE FAO-UNESCO system: main soil units. Classification of soils according to climate, rock and topography.
ITEM 8. -SOIL AND LANDSCAPE.
Relation of the factors of formation of the ground with the landscape. Distribution of soils in the landscape. Soil Catena. Soil points of interest.
BLOCK III: HYDROLOGY: 15 hours
ITEM 1. -INTRODUCTION TO HYDROLOGY
Hydrological cycle. Legal framework of water in Spain: Law and regulation. Hydrological systems and subsystems. Hydrological models.
ITEM 5. WATER IN THE ATMOSPHERE (I): PRECIPITATION
Precipitation formation. Types of precipitation. Measurement of humidity in the atmosphere. Precipitation measure. Missing data. Determination of precipitation over an area. Density of pluviometric stations.
ITEM 6. WATER IN THE ATMOSPHERE (II): EVAPORATION
Solar radiation. Wind. Speed profiles. Potential evaporation and potential evapotranspiration of the reference crop. Methods for estimating evaporation and evapotranspiration: hydrological methods, micrometeorological methods and empirical methods.
ITEM 7. SUBSURFACE WATER. Infiltration
Water content and potential in the soil. Instantaneous infiltration and accumulated infiltration. Factors affecting infiltration. Saturated flow: Darcy's law. Unsaturated flow: Richards’ law. Measurement of infiltration. Infiltration models. Measurement of hydraulic conductivity: laboratory and field methods.
ITEM 8. HYDROLOGICAL MEASUREMENTS
Types of Hydrograms. Interpretation of Flow records: units. Flow measures. Level measurements. Water velocity measurements. Gauging curves.
ITEM 9. HYDROLOGICAL STATISTICS
Probabilistic treatment of hydrological information. Statistical distributions used in hydrology. Adjustment of a statistical distribution. Return period. Statistical distributions of extreme values: maximum and minimum. Frequency analysis.
ITEM 10. SURFACE WATER. RUNOFF
Types of runoff. Theories of generation of surface runoff. Effective precipitation. SCS curve number method. Hydrological models for calculating monthly runoff in non-gauged basins (calibration).
ITEM 11. HYDROGRAPHS
Base flow. Unit hydrograph: Time of concentration. Synthetic unit hydrograms. Rational method.
ITEM 12. GROUNDWATER HYDROLOGY
Concepts of groundwater hydrology. Flow in porous media. Darcy's Law generalized. Classification of aquifers. Permanent and variable regime. Springs.
ITEM 13. OPEN CHANNEL FLOW
Flow types. Manning equation. Energy conservation equation. Hydraulic jump.
LAB PRACTICE, FIELD AND PROBLEM SOLVING PROGRAM
Seminars
Seminar 1. Calculations related to soil physical and chemical properties (1h)
Seminar 2. Problems of estimation of evapotranspiration, infiltration, hydrological statistics, treatment of hydrological data (1 hour)
Seminar 3. Problems of estimation of the effective precipitation with the curve number method, Hydrograms, rational method (IC 5.2) (1 hour)
Seminar 4. Problems of groundwater hydrology and water flow in free regime (1 hour)
LABORATORY PRACTICES
Practice 1.- Visual identification of rocks – I (2h)
Practice 2.- Visual identification of rocks – II (1h)
Practice 3. -PH determination and cation exchange capacity. 2h
Practice 4. Characterization of a hydrological basin using a Geographic information system (1 hour)
Practice 5. Estimation of maximum flows in a hydrological basin. (1 hour)
FIELD PRACTICE
Field trip: Geological and soil route for the recognition of materials, geologic structures, modeling and soil types. 4h
In scenario 1 (with the total opening of the USC buildings), it will be as follows:
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.
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.
TARBUCK E.J., LUTGENS, F.K. (2005). Ciencias de la Tierra. Una introducción a la Geología Física. 6ª Ed. Prentice Hall, Madrid.
CEDEX. 2011. Mapa de caudales máximos Memoria Técnica. CEDEX. Madrid. 73 pp. http://hercules.cedex.es/caumax/caumax_v2.rar
CHOW, V. T.; MAIDMENT, D. R. y MAYS, L.W. 1994. Hidrología aplicada. McGraw-Hill Interamericana. Santa fe de Bogotá. 584 pp.
FRANZINI, JB., y FINNEMORE, E. 1999. Mecánica de fluidos con aplicaciones en ingeniería. McGraw Hill
HEC. 1998. HEC-HMS Hydrologic Modeling System. User’s manual. Hydrologic Engineering Center. US Army Corps of Engineers. Davis.
MUÑOZ CARPENA, R., RITTER RODRÍGUEZ, A.. 2005. Hidrología Agroforestal. Mundi-Prensa Libros, SA. Madrid: 360 pp.
COMPLEMENTARY BIBLIOGRAPHY
BRADY N. C., WEIL R. R. 1999. The Nature and properties of Soils. Ed. Prentice Hall. New Jersey.
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.
MONROE J.S., WICANDER, R., POZO, M. (2008). Geología. Dinámica y evolución de la Tierra. Ed. Paraninfo. Madrid.
MUNSELL COLOR COMPANY. 1998. Munsell Soil Colour Charts. Macbeth Division of Kollomorgen Corporation. MaryLand, USA.
PORTA CASANELLAS J., LOPEZ-ACEVEDO, M., POCH, R.M. 2008. Introducción a la Edafología. Uso y Protección del suelo. Ed. Mundi-Prensa. Madrid. 451 pp.
POZO, M., GONZÁLEZ, J., GINER, J. (2003). Geología Práctica. Prentice Hall, Madrid.
WILD, A. 1992. Condiciones del suelo y desarrollo de las plantas según Russell. Ed. Mundi-Prensa. Madrid.
HEGGEN, R. J. (Ed.). 1996. Hydrology handbook. 2ª edición. ASCE Press. New York. 784 pp.
Maidment, D. R. 1989. Handbook of hydrology. McGraw-Hill Inc. New York. 1250 pp.
SÁNCHEZ MARTÍNEZ, F.J., LASTRA FERNÁNDEZ, J. (Coordinadores). 2011. Guía metodológica para el desarrollo del Sistema Nacional de Cartografía de Zonas Inundables. Ministerio de Medio Ambiente y Medio Rural y Marino Madrid 349 pp.
COLLISCHONN, W.; TASSI, R. 2008. Introduzindo a hidrologia. IPH UFRGS- Brasil. Disponible en: http://www.ctec.ufal.br/professor/crfj/Pos/Hidrologia/apostila_Completa…
Web pages: http://edafologia.ugr.eshttp://www.unex.es/edafo/http://hidrologia.usal…
In scenarios 2 and 3 (physical presence is prohibited in all USC facilities that are accessible in scenario 1), the alternative of using the materials that each teacher uploads in the virtual classroom of the subject is proposed to complement the resources habitual bibliographic, as well as the use of the appropriate resources that the USC makes available to the university community online
The following web pages are especially recommended:
http://edafologia.ugr.es
http://www.unex.es/edafo/
http://hidrologia.usal.es/
(common for the different possible scenarios in the current pandemic situation)
BASIC AND GENERAL
CG5-Knowledge in basic, scientific and technological subjects that allow a continuous learning, as well as a capacity to adapt to new situations.
CG6-to know the physical and environmental problems; hydrological and climatic factors; The edaphology and the vegetal quality that determine the landscape.
CB1-that students have proven to possess and understand knowledge in a study area that is part of the basis of general secondary education, and is often found at a level that, while supported by advanced textbooks, also includes some aspects that They involve knowledge from the forefront of their field of study
CB2-that students know how to apply their knowledge to their work or vocation in a professional way and possess the competencies that are often demonstrated by means of the elaboration and defense of arguments and the resolution of problems within their area of study
CB3-that students have the ability to collect and interpret relevant data (usually within their area of study) to make judgments that include reflection on relevant social, scientific or ethical issues
CB4-that students can transmit information, ideas, problems and solutions to a specialized and non-specialized public
CB5-that students have developed those learning skills necessary to undertake subsequent studies with a high degree of autonomy
Transverse
CT1-Express oneself correctly, both orally and in written form, in the official languages of the Autonomous community. Analytical and synthesis capacity. Ability for reasoning and argumentation. Ability to elaborate and present an organized and comprehensible text. Ability to make public exposure in a clear, concise and coherent way.
CT2-To use the basic tools of the information and Communication technologies (ICT) necessary for the exercise of his profession and for the learning throughout his life. Skill in the management of information and communication technologies (ICT). Ability to obtain adequate, diverse and up-to-date information. Use of bibliographic and Internet information.
CT3-Develop for the exercise of a citizenship respectful with the democratic culture, the human rights and the perspective of gender. Ability to work as a group and to cover problematic situations collectively.
CT4-Acquiring life skills. And healthy habits, routines and lifestyles.
CT5-to stimulate the capacity to work in interdisciplinary or transdisciplinary teams, to offer proposals that contribute to an environmental, economic, political and social sustainable development.
CT6-Ability to manage time and resources: develop plans, prioritize, activities. Identify criticisms, set deadlines and meet them. Individual working capacity, with self-critical attitude.
CT7-Assess the importance of research, innovation and technological development in the socio-economic advancement and culture of society.
CT8-Understand the importance of the entrepreneurial culture and know the means available to the enterprising people.
Specific
CE08-Scientific and technical knowledge about the landscape: geology, edaphology, climatology, geomorphology.
CE10-knowledge of hydrology and its methods for calculating and representing watersheds, floods, flood zones, runoffs, groundwater conditions
CE15-knowledge of the principles of landscape engineering, Edaphology and botany: treatment of soils and sowing, etc.
In Scenario 1:
The classroom activities will be structured in exposition classes and interactive classes (laboratory practices, seminars and field trips). In support of these activities the students will be provided with adequate teaching material, either printed or through the Virtual classroom.
Exposition classes:
Participatory master lessons. The teacher will present the theoretical concepts that allow the student to approach the study and compression of the subject. Audiovisual media will be used as support. The student's critical participation will be promoted.
Competencies worked: CG5, CG6, CB5, CT7, CE08, CE10, CE15
Interactive classes:
The interactive classes are compulsory and are a complement to the contents presented in the theory classes. Will be carried out:
1. Laboratory and field trip: In the laboratory, the methodology will be taught to visually identify different specimens of minerals and rocks and determine some physical and chemical parameters of the soil. In the field trip will describe soil profiles developed on different starting materials and discuss their properties, skills, limitations and classification; Landscapes associated with rocks and soils will be identified.
2. Troubleshooting: calculations related to physical and chemical Properties Will be carried out, as well as exercises relating to soil classification.
3. Elaboration of field work: The student will carry out, a group work of 2 people, of obligatory character, consisting of a geological, soil and hydrologic study of a certain zone.
Competencies worked: CG6, CB1, CB2, CB3, CB4, CB5, CT1-CT6, CT8, CE08, CE10, CE15
Scenario 2:
-Theoretical classes and seminars can be taught using videoconferencing systems, when possible and appropriate. If there are cases of inability to connect for some students, or there are reasons to recommend other more appropriate alternatives (for example, poor quality of internet connection that does not allow adequate communication by videoconferencing systems or lack of virtual teaching equipment), the Teaching can be based on materials published in the virtual classroom and these students will receive recorded classes by email or by the virtual campus.
-Practical classes: they will be held in the corresponding laboratories, under the conditions and with the measures provided by the competent authorities.
-Field trip: If circumstances allow, the field trip contemplated in scenario 1 will be carried out. If it cannot be done due to health requirements, it can be replaced by seminars taught by videoconference systems where images of the routes or enclaves will be shown selected, with the explanations and timely comments from the teachers. In cases where students cannot establish communication correctly through videoconferencing systems, virtual itineraries, based on images and texts, and / or operational resources that are truly accessible to all affected 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 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 can be carried out using videoconference systems, when possible and appropriate. Again, if there are cases of inability to connect for some students, or there are reasons to recommend other more appropriate alternatives (for example, poor quality of internet connection, which does not allow adequate communication by videoconferencing systems or lack of access to these media), teaching can be based on materials that are published in the virtual classroom (including recordings of virtual classes).
-Practical classes: the so-called "practical cases" taught by videoconference will be used. Again, it will be necessary to consider the possibility that all students communicate through videoconferencing systems, and if necessary, remedy any deficiencies by posting the appropriate materials in the virtual classroom and making use of group or individual communication channels. In any case, through videoconference (and uploading the recorded class) in the practices corresponding to rocks, images illustrating these materials will be shown, and texts will be given with the appropriate complementary information. The laboratory practices will be replaced by seminars where the basis of the practice will be explained, how the laboratory analyzes would be carried out and the exercises for interpreting the possible results.
-Field trip: in scenario 3 it can be replaced by seminars taught by videoconference systems where images of the selected routes or sites are posted, transmitting the corresponding comments and explanations. Again, in the cases in which the students cannot establish the communication correctly by means of the videoconference system, virtual itineraries will be posted in the virtual classroom, based on images and texts, and / or operational resources that are truly accessible to all. 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.
In all scenarios:
Following the recommendations of the authorities, and with the specific means indicated to us, we will promote avoiding plagiarism or reducing it as much as possible.
In scenario 1:
The evaluation of the learning will be made taking into account theoretical tests, practical tests, group work and assistance and implication in the different programmed activities, of which the percentage of each part on the qualification is indicated below. terminante:
1. Theoretical tests (includes all the contents explained in the theoretical classes and seminars): 60%. This test will evaluate the following competencies: NG5, NG6, CB5, CE08, CE10, CE15
2. Practical Tests:
2.1. Visual Identification Rocks (10%).
2.2. Laboratory practices, field trip and seminars (15%). A review will be made of laboratory practices, field trip contents and seminars given in the Edaphology block. In hydrology an evaluation of the delivered reports will be made.
3. Field work (15%). The work approved during an academic year will be retained.
With the practical tests and field work the following competencies will be assessed: NG6 CB2, CB3, CB5, CT1, CT5, CT6, CE08, CE10, CE15
During the course a partial test will be made of the blocks I and II that will be eliminated, provided that a minimum qualification of 5 is reached in each block. In order to present this partial test, it will be necessary to attend the theoretical and practical classes of 75%. For the students repeaters this percentage will be of 50%.
At the first opportunity all students (repeaters and non-repeaters) will examine all the matter (if not to pass the first partial) or only of block III (case of having passed blocks I and II). The three blocks (GEOLOGY, EDAPHOLOGY and HYDROLOGY) can be compensated if a minimum rating of 4 is obtained in the theoretical examination.
In the second opportunity all students (repeaters and non-repeaters) be presented to unpassed blocks. In order to calculate the final qualification, the same criteria will be maintained at the first opportunity, i.e. to achieve a minimum score of 4 in each one in the theoretical examination.
Students with class attendance waiver will be assessed by examining each of the parts (theory, practices and seminars) and field work. They may perform partial exams.
Scenario 2:
In this scenario, if the circumstances allow it, the theoretical tests, the practical tests for the identification of visual rocks and the tests related to laboratory practices and seminars will be carried out in person, as in Scenario 1.
In case you are not allowed to do face-to-face exams, the instructions indicated for scenario 3 will be followed.
The weight of the different tests and the competences evaluated with them will be those indicated for scenario 1.
Scenario 3:
1. Theoretical tests (includes all the contents explained in the theoretical classes):
The face-to-face tests, which consist of exams, will be replaced by online tests, through the Moodle platform or another indicated by the competent authorities.
2. Practical tests:
2.1. Visual rock identification:
The face-to-face test, which consists of identifying visual rock specimens, will be replaced by online tests that consist of identifying images of different rocks. These tests will be carried out through the Moodle platform or another indicated by the competent authorities.
2.2. Laboratory practices and seminars. In this scenario, a memory of the laboratory practices, a memory of the Edaphology seminars and a memory of the Hydrology seminars will be delivered. The face-to-face exams will be replaced by an evaluation of the reports presented.
3. Field work. If the circumstances do not allow going out to the field to carry out this work, it will be replaced by another one in which students are provided with various soil profiles to classify and comment on the characteristics, properties, aptitudes, main limitations and possible amendments that they would be applied to correct fertility problems.
The weight of the different tests and the competences evaluated with them will be those indicated for scenario 1.
Reading and preparing topics: 40h
Pre-preparation of practices and subsequent work on them: 15 h
Elaboration of field work: 20 h (group or individual)
Preparation and execution of evaluation exams: 3 h
TOTAL: 90h
-Follow-up of the matter on a continuous basis and read the recommended bibliography.
CONTINGENCY PLAN
The sections where modifications were made to adapt them to scenarios 2 and 3 are shown below.
Bibliography
In scenarios 2 and 3 (physical presence is prohibited in all USC facilities that are accessible in scenario 1), the alternative of using the materials that each teacher uploads in the virtual classroom of the subject is proposed to complement the resources habitual bibliographic, as well as the use of the appropriate resources that the USC makes available to the university community online
The following web pages are especially recommended:
http://edafologia.ugr.es
http://www.unex.es/edafo/
http://hidrologia.usal.es/
Teaching Methodology
Scenario 2:
-Theoretical classes and seminars can be taught using videoconferencing systems, when possible and appropriate. If there are cases of inability to connect for some students, or there are reasons to recommend other more appropriate alternatives (for example, poor quality of internet connection that does not allow adequate communication by videoconferencing systems or lack of virtual teaching equipment), the Teaching can be based on materials published in the virtual classroom and these students will receive recorded classes by email or by the virtual campus.
-Practical classes: they will be held in the corresponding laboratories, under the conditions and with the measures provided by the competent authorities.
-Field trip: If circumstances allow, the field trip contemplated in scenario 1 will be carried out. If it cannot be done due to health requirements, it can be replaced by seminars taught by videoconference systems where images of the routes or enclaves will be shown selected, with the explanations and timely comments from the teachers. In cases where students cannot establish communication correctly through videoconferencing systems, virtual itineraries, based on images and texts, and / or operational resources that are truly accessible to all affected 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 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 can be carried out using videoconference systems, when possible and appropriate. Again, if there are cases of inability to connect for some students, or there are reasons to recommend other more appropriate alternatives (for example, poor quality of internet connection, which does not allow adequate communication by videoconferencing systems or lack of access to these media), teaching can be based on materials that are published in the virtual classroom (including recordings of virtual classes).
-Practical classes: the so-called "practical cases" taught by videoconference will be used. Again, it will be necessary to consider the possibility that all students communicate through videoconferencing systems, and if necessary, remedy any deficiencies by posting the appropriate materials in the virtual classroom and making use of group or individual communication channels. In any case, through videoconference (and uploading the recorded class) in the practices corresponding to rocks, images illustrating these materials will be shown, and texts will be given with the appropriate complementary information. The laboratory practices will be replaced by seminars where the basis of the practice will be explained, how the laboratory analyzes would be carried out and the exercises for interpreting the possible results.
-Field trip: in scenario 3 it can be replaced by seminars taught by videoconference systems where images of the selected routes or sites are posted, transmitting the corresponding comments and explanations. Again, in the cases in which the students cannot establish the communication correctly by means of the videoconference system, virtual itineraries will be posted in the virtual classroom, based on images and texts, and / or operational resources that are truly accessible to all. 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:
In this scenario, if the circumstances allow it, the theoretical tests, the practical tests for the identification of visual rocks and the tests related to laboratory practices and seminars will be carried out in person, as in Scenario 1.
In case you are not allowed to do face-to-face exams, the instructions indicated for scenario 3 will be followed.
The weight of the different tests and the competences evaluated with them will be those indicated for scenario 1.
Scenario 3:
1. Theoretical tests (includes all the contents explained in the theoretical classes):
The face-to-face tests, which consist of exams, will be replaced by online tests, through the Moodle platform or another indicated by the competent authorities.
2. Practical tests:
2.1. Visual rock identification:
The face-to-face test, which consists of identifying visual rock specimens, will be replaced by online tests that consist of identifying images of different rocks. These tests will be carried out through the Moodle platform or another indicated by the competent authorities.
2.2. Laboratory practices and seminars. In this scenario, a memory of the laboratory practices, a memory of the Edaphology seminars and a memory of the Hydrology seminars will be delivered. The face-to-face exams will be replaced by an evaluation of the reports presented.
3. Field work. If the circumstances do not allow going out to the field to carry out this work, it will be replaced by another one in which students are provided with various soil profiles to classify and comment on the characteristics, properties, aptitudes, main limitations and possible amendments that they would be applied to correct fertility problems.
The weight of the different tests and the competences evaluated with them will be those indicated for scenario 1.
Maria Josefa Fernandez Sanjurjo
- Department
- Soil Science and Agricultural Chemistry
- Area
- Soil Science and Agricultural Chemistry
- Phone
- 982823141
- mf.sanjurjo [at] usc.es
- Category
- Professor: University Lecturer
Rogelio Pérez Moreira
- Department
- Soil Science and Agricultural Chemistry
- Area
- Soil Science and Agricultural Chemistry
- roxelio.perez.moreira [at] usc.es
- Category
- Professor: Temporary professor appointed due to Vacancy - T3
Jorge Dafonte Dafonte
- Department
- Agroforestry Engineering
- Area
- Agroforestry Engineering
- jorge.dafonte [at] usc.es
- Category
- Professor: University Lecturer
Esperanza Alvarez Rodriguez
Coordinador/a- Department
- Soil Science and Agricultural Chemistry
- Area
- Soil Science and Agricultural Chemistry
- esperanza.alvarez [at] usc.es
- Category
- Professor: University Professor
| Monday | |||
|---|---|---|---|
| 16:00-18:00 | Grupo /CLE_01 | Galician | Classroom 9 (Lecture room 3) |
| Wednesday | |||
| 15:00-17:00 | Grupo /CLE_01 | Galician | Classroom 9 (Lecture room 3) |
| 17:00-18:00 | Grupo /CLIL_01 | Galician | Classroom 9 (Lecture room 3) |
| 06.18.2021 10:00-14:00 | Grupo /CLE_01 | Classroom 6 (Lecture room 2) |