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 Faculty of Biology
Call: First Semester
Teaching: Sin Docencia (En Extinción)
Enrolment: No Matriculable (Sólo Planes en Extinción)
To provide training in the main aspects of Geology, with special emphasis on rock types and the rock cycle, as well as their influence on the environment.
These objectives aim to achieve the following learning outcomes:
- To know the most common minerals and rocks, their origin, composition and distribution.
- Knowing how to use thematic cartography.
- Know how to identify and diagnose geological aspects related to environmental problems.
- Recognizing geological resources and risks.
- To awaken sensitivity to environmental issues.
Minerals and rocks. Internal and external geological processes. Magmatism and igneous rocks Weathering and sedimentary rocks. Metamorphism and metamorphic rocks. Anatexis. Deformation of the Earth's crust. Geology of the Iberian Peninsula and Galicia
Lectures program
Lesson 1. Historic evolution. Basic concepts and principles. Structure, dynamics and evolution of the Earth. Plate tectonics and its implications for life (6 hours).
Lesson 2. Concept of mineral. Crystalline structure of solids (1 hour).
Lesson 3. Notions of crystallochemistry. Metallic, covalent and ionic structures (2 hours).
Lesson 4. Systematic mineralogy. Silicates (3 hours).
Lesson 5. Concept of rock. The rock cycle (0.5 hours).
Lesson 6. Igneous rocks: genesis, relationship with plate tectonics. Types of igneous rocks (6,5 hours).
Lesson 7. Sedimentary rocks. Weathering, erosion, transport, sedimentation, diagenesis. Types of sedimentary rock (5 hours).
Lesson 8: Metamorphic rocks. Factors of metamorphism. Relationship with plate tectonics. Anatexis. Classification of metamorphic rocks (3 hours).
Lesson 9. Deformations of the Earth's crust (2 hours).
Lesson 10. Geology of the Iberian Peninsula and Galicia (1 hour).
Interactive program
Laboratory sessions
Identification and classification of minerals (2 hours).
Identification and classification of rocks: igneous rocks (2 hours).
Identification and classification of rocks: metamorphic rocks (2 hours).
Identification and classification of rocks: sedimentary rocks (2 hours).
Seminars
Seminar 1: Application of the basic principles of geology to the interpretation of the geological history of an area (2 hours)
Seminar 2: Structure and evolution of the lithosphere (2 hours)
Seminar 3: Working with igneous rocks (2 hours)
Seminar 4: Weathering and Soils (2 hours)
Seminar 5: Working with sedimentary rocks (2 hours)
Seminar 6: Working with metamorphic rocks (2 hours)
Seminar 7: Geology of Spain and Galicia (2 hours)
Seminar 8: Application of geological knowledge to the interpretation of ecosystems (2 hours)
Tutorials
Monitoring of student learning. The doubts raised by the students are clarified and those issues that present more difficulties are deepened (1 hour)
Basic Bibliography
Tarbuck, E.J. et al., 2015; 2013; 2010. Ciencias de la Tierra: una introducción a la Geología Física. Madrid: Pearson
Library of the Faculty of Biology: A TG 197 M 1
A TG 197 M 2
A TG 197 N
A TG 197 O 1
A TG 197 P 1
A TG 197 Q 1
Monroe, J., Wicander, R. y Pozo, M., 2008. Geología: dinámica y evolución de la Tierra. 4ª ed. Madrid: Paraninfo
Library of the Faculty of Biology: A TG 264 1 (book)
A TG 264 2 (CD-ROM)
A TG 5 1 (book)
Complementary bibliography
Águeda, J., et al., 1983. Geología. 2ª ed. Madrid: Rueda
Anguita, F., 2002. Biografía de la Tierra: historia de un planeta singular. Madrid: Aguilar
Bastida, F., 2005. Geología. Una visión moderna de las Ciencias de la Tierra. Vol. I-II. Oviedo: Trea Ciencias.
Clark, S.P.Jr., 1981. La estructura de la Tierra. 2ª ed. Barcelona: Omega
Hochleitner, R., 1987. Minerales y rocas: una guía de identificación. Barcelona: Omega
Meléndez, B. y Fuster, J.M., 1984. Geología. 4ª ed. Madrid: Paraninfo
Strahler, A.N., 1992. Geología física. Barcelona: Omega
Basic and general competences
Those specified in Degree memory
Specific skills
CE3. Knowledge and ability to apply instrumental techniques, and design protocols for work in the laboratory and in the field, applying the appropriate regulations and techniques related to safety, hygiene, waste management and quality.
CE13. Knowing how to describe, analyse and interpret the physical environment and its relationship with living beings.
CE14. Knowing the flow of energy in ecosystems and biogeochemical cycles.
Transversal skills
CT1. Ability to search, process, analyze and synthesize information from various sources.
TC2. Ability to reason, argue and think critically.
Scenario 1 (no restrictions on physical attendance)
Lecture sessions:
Alternation of master classes, which offer the possibility of influencing the most important aspects of each topic, with debates and questions. These classes will focus on the understanding of the concepts of the subject and will offer a global vision of the subject, promoting participation. Activities supported by audiovisual and computer media, and different formats. This learning process will be reinforced by inserting evaluation tests at the end of each block. These tests are part of the continuous evaluation. The most recommendable resources for subsequent in-depth preparation of the subject will also be indicated.
Interactive sessions:
Seminars: work of the students, in small groups, under the supervision and direction of the teachers, in which they propose, for their resolution, activities (exercises, case studies, simulations, etc) of application of the theoretical knowledge in their resolution, deepening in the applicability of the knowledge acquired in the characterization of the environment and in the understanding of the environmental processes. These activities will require the active participation of the students.
Laboratory sessions: personal and group work aimed at the observation and identification of mineral and rock samples, interpretation of basic cartography in which, following the appropriate protocols and using the appropriate tools and equipment, practical issues associated with the analysis of the physical component of the environment will be resolved.
Both the seminars and the laboratory sessions seek to reinforce the learning of concepts, and to develop instrumental, systemic and interpersonal skills necessary for problem solving.
Tutorials: individual or in a very small group, to clarify doubts, provide information or guide students, as well as to learn about progress in the acquisition of skills.
To facilitate the preparation and monitoring of all activities by students, the virtual classroom will be used on the Moodle platform of the USC and MS Teams.
If the number of students enrolled in the subject and the available classrooms allow it, the lecture and seminar activities will be face-to-face, and if not, teaching will be moved to scenario 2: synchronous, face-to-face teaching with alternate classroom shifts.
The laboratory practices will be entirely presential but with a reduction of the presential duration of 50%. These activities will be complemented with asynchronous and virtual practical activities.
Tutorials will be done entirely in a virtual way using the virtual platforms made available by the USC (MS Teams, Moodle, etc).
Scenario 2 (partial restrictions on physical attendance)
The lecture and seminar activities will be carried out synchronously and in person but in alternate shifts in the classroom, provided that its organisation is compatible with the adoption of the measures established in the health protection protocols of the University of Santiago de Compostela in force at any given time.
The laboratory practices will be face to face activities but with a reduction of the presential duration of 50%. These activities will be complemented with asynchronous and virtual practical activities.
Tutorials will be done entirely in a virtual way using the virtual platforms made available by the USC (MS Teams, Moodle, etc).
Scenario 3 (closure of education centres)
The lecture and seminar activities will be developed in a completely virtual, synchronous and face-to-face way using the virtual platforms made available by the USC (MS Teams, Moodle, etc).
Laboratory practices will be entirely virtual, using the virtual platforms made available by the USC (MS Teams, Moodle, etc).
Tutorials will be done entirely in a virtual way using the virtual platforms made available by the USC (MS Teams, Moodle, etc).
Scenario 1 (no restrictions on physical attendance)
The knowledge, competencies and skills acquired will be assessed through a set of activities comprising a final exam and continuous assessment. The continuous evaluation will be carried out through periodic tests of the contents covered (approximately 1 test every two subjects taught) by means of multi-response tests, questions and/or short questions to be developed in the classroom or through the virtual classroom and papers delivered or presented, seminar activities, laboratory and tutorials. In the laboratory activities, attendance and completion of activities and a technical report will be assessed. In the seminars, the attendance, the realization of the activities and the associated contributions will be valued.
The final rating will take into account the continuous evaluation, including tests, laboratory practices and seminars, and the final exam.
Scenario 2 (partial restrictions on physical attendance)
For the resolution and delivery of the tests of the lecture and seminar activities and the report of laboratory practices, virtual tools will be used, taking advantage of the capacities of the virtual classroom of the Moodle platform and the institutional e-mail of teachers and students.
Scenario 3 (closure of education centres)
For the resolution and delivery of the tests of the lecture and seminar activities and the report of laboratory practices, virtual tools will be used, taking advantage of the capacities of the virtual classroom of the Moodle platform and the institutional e-mail of teachers and students.
The numerical qualification of each section it is shown in the link:
http://www.usc.es/gl/centros/bioloxia/criteriosavaliacion.html
The assessment of competencies will be carried out as follows:
The final exam will assess the conpetences: CE13, CE14, CT1
The periodic tests will assess the competencies: CE14, CT2
The seminars will assess the competencies: CE13, CE14, CT2
The laboratory practices will assess the competencies: CE3, CE13, CT1
In the event of fraudulent exercises or tests, the provisions of the regulations on the evaluation of students' academic performance and the reviwe of grades shall apply.
Presencial time in classes:
Lecture sessions: 30 hours
Interactive sessions:
Laboratory work: 8 hours
Seminars: 16 hours
Tutorial classes: 1 hours
Exam: 1 hours
Total presencial hours: 57 hours
Student individual work
Individual study: 70 hours
Laboratory report: 6 hours
Recommended readings, library activities or similar: 16 hours
Attendance to conferences or other recommended activities: 3 hours
Total hours of student´s personal work: 95 hours
Total hours of dedication to the subject: 55 + 95 = 150 hours
Attendance and active participation in all the activities
It is also important to look up the recommended bibliography
Use of the virtual classroom
Contingency Plan
Following the "Guidelines for the development of safe classroom teaching, course 2020-2021", all teaching activities to be developed in the subject have been adapted to the different probable scenarios.
Teaching methodology
Scenario 1 (no restrictions on physical attendance)
If the number of students enrolled in the subject and the available classrooms allow it, the lecture and seminar activities will be face-to-face, and if not, teaching will be moved to scenario 2: synchronous, face-to-face teaching with alternate classroom shifts.
The laboratory practices will be entirely presential but with a reduction of the presential duration of 50%. These activities will be complemented with asynchronous and virtual practical activities.
Tutorials will be done entirely in a virtual way using the virtual platforms made available by the USC (MS Teams, Moodle, etc).
Scenario 2 (partial restrictions on physical attendance)
The lecture and seminar activities will be carried out synchronously and in person but in alternate shifts in the classroom.
The laboratory practices will be face to face activities but with a reduction of the presential duration of 50%. These activities will be complemented with asynchronous and virtual practical activities.
Tutorials will be done entirely in a virtual way using the virtual platforms made available by the USC (MS Teams, Moodle, etc).
Scenario 3 (closure of education centres)
The lecture and seminar activities will be developed in a completely virtual, synchronous and face-to-face way using the virtual platforms made available by the USC (MS Teams, Moodle, etc).
Laboratory practices will be entirely virtual, using the virtual platforms made available by the USC (MS Teams, Moodle, etc).
Tutorials will be done entirely in a virtual way using the virtual platforms made available by the USC (MS Teams, Moodle, etc).
Assessment system
Scenario 1 (no restrictions on physical attendance)
The knowledge, competencies and skills acquired will be assessed through a set of activities comprising a final exam and continuous assessment. The continuous evaluation will be carried out through periodic tests of the contents covered (approximately 1 test every two subjects taught) by means of multi-response tests, questions and/or short questions to be developed in the classroom or through the virtual classroom and papers delivered or presented, seminar activities, laboratory and tutorials. In the laboratory activities, attendance and completion of activities and a technical report will be assessed. In the seminars, the attendance, the realization of the activities and the associated contributions will be valued.
The final rating will take into account the continuous evaluation, including tests, laboratory practices and seminars, and the final exam.
Scenario 2 (partial restrictions on physical attendance)
For the resolution and delivery of the tests of the lecture and seminar activities and the report of laboratory practices, virtual tools will be used, taking advantage of the capacities of the virtual classroom of the Moodle platform and the institutional e-mail of teachers and students.
Scenario 3 (closure of education centres)
For the resolution and delivery of the tests of the lecture and seminar activities and the report of laboratory practices, virtual tools will be used, taking advantage of the capacities of the virtual classroom of the Moodle platform and the institutional e-mail of teachers and students.
Teresa Maria Taboada Rodriguez
- Department
- Soil Science and Agricultural Chemistry
- Area
- Soil Science and Agricultural Chemistry
- Phone
- 881813289
- teresa.taboada [at] usc.es
- Category
- Professor: Temporary PhD professor
Beatriz Loreto Prieto Lamas
- Department
- Soil Science and Agricultural Chemistry
- Area
- Soil Science and Agricultural Chemistry
- Phone
- 881814594
- beatriz.prieto [at] usc.es
- Category
- Professor: University Lecturer
Maria Teresa Del Carmen Barral Silva
- Department
- Soil Science and Agricultural Chemistry
- Area
- Soil Science and Agricultural Chemistry
- Phone
- 881815041
- mteresa.barral [at] usc.es
- Category
- Professor: University Professor
Francisco Xabier Pontevedra Pombal
Coordinador/a- Department
- Soil Science and Agricultural Chemistry
- Area
- Soil Science and Agricultural Chemistry
- Phone
- 881813238
- xabier.pombal [at] usc.es
- Category
- Professor: University Lecturer
| Monday | |||
|---|---|---|---|
| 16:00-17:00 | Grupo /CLE_01 | Galician, Spanish | Virtual classroom |
| 17:00-18:00 | Grupo /CLE_02 | Galician, Spanish | Virtual classroom |
| Tuesday | |||
| 16:00-17:00 | Grupo /CLE_01 | Galician, Spanish | Virtual classroom |
| 17:00-18:00 | Grupo /CLE_02 | Galician, Spanish | Virtual classroom |
| Wednesday | |||
| 16:00-17:00 | Grupo /CLE_01 | Spanish, Galician | Virtual classroom |
| 17:00-18:00 | Grupo /CLE_02 | Spanish, Galician | Virtual classroom |
| 01.27.2021 16:00-20:00 | Grupo /CLE_02 | Classroom 01. Charles Darwin |
| 01.27.2021 16:00-20:00 | Grupo /CLE_01 | Classroom 01. Charles Darwin |
| 01.27.2021 16:00-20:00 | Grupo /CLE_02 | Classroom 02. Gregor Mendel |
| 01.27.2021 16:00-20:00 | Grupo /CLE_01 | Classroom 02. Gregor Mendel |
| 01.27.2021 16:00-20:00 | Grupo /CLE_02 | Classroom 03. Carl Linnaeus |
| 01.27.2021 16:00-20:00 | Grupo /CLE_01 | Classroom 03. Carl Linnaeus |
| 01.27.2021 16:00-20:00 | Grupo /CLE_02 | Classroom 04: James Watson and Francis Crick |
| 01.27.2021 16:00-20:00 | Grupo /CLE_01 | Classroom 04: James Watson and Francis Crick |
| 06.30.2021 16:00-20:00 | Grupo /CLE_02 | Classroom 04: James Watson and Francis Crick |
| 06.30.2021 16:00-20:00 | Grupo /CLE_01 | Classroom 04: James Watson and Francis Crick |
| 06.30.2021 16:00-20:00 | Grupo /CLE_02 | Main Hall Santiago Ramón y Cajal |
| 06.30.2021 16:00-20:00 | Grupo /CLE_01 | Main Hall Santiago Ramón y Cajal |