ECTS credits ECTS credits: 3
ECTS Hours Rules/Memories Hours of tutorials: 2 Expository Class: 16 Interactive Classroom: 6 Total: 24
Use languages Spanish, Galician
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Departments: Analytical Chemistry, Nutrition and Bromatology
Areas: Analytical Chemistry
Center Faculty of Chemistry
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
Students must acquire knowledge about environmental monitoring to know how to design a sampling plan.
After completing this subject, students must be able of selecting the adequate analytical techniques for an environmental problem (for both analysis of discrete samples or continuous monitoring).
The following contents will be developed during the term:
Sampling: programs and environmental networks. Instrumentation for environmental analysis: spectroscopic and chromatographic techniques. Sensor for environmental control. Remote sensors. Environmental bioindicators.
Program
Unit 1.- Sampling: programs and environmental networks.
Sampling plans and protocols. Sampling strategies. Sampling different matrices (waters, soils and sediments, wastes, atmospheric sampling and stack sampling). Environmental networks for air quality control.
Unit 2.- Spectroscopic techniques used in environmental monitoring. Molecular absorption spectroscopy: UV-VIS, IR. Molecular emission spectroscopy: fluorescence, phophorescence and chemoluminiscence. Atomic spectroscopy: absorption, emission and fluorescence. Applications.
Unit 3.- Chromatographic techniques used for environmental monitoring. Liquid chromatography: types and environmental applications. Gas chromatography: applications. Hyphenated techniques.
Unit 4.- Sensors for environmental control. Introduction. Classification of sensors. Optical sensors. Electrochemical sensors. Biosensors. Applications.
Unit 5.- Remote sensors.
Principles. Classification and configurations of remote sensors. Integrated path remote-sensing. Range-resolved remote sensing. Applications.
Unit 6.- Environmental bioindicators. Characteristics. Sampling and treatment of the sample. Bioindicators of water and air quality. Examples
BASIC BIBLIOGRAPHY
- Zhang, C. Fundamentals of Environmental Sampling and Analysis. New Jersey: John Wiley & Sons, 2007. ISBN: 978-0-471-71097-4.
- Skoog, D.A., Holler, F.J. and Crouch, S.R. Principios de Análisis Instrumental (7ª Ed.) Cengage Learning, México (2018). ISBN: 978-6075266558. (the digital book has been requested)
The slides used in the lectures, some supplementary videos and more supporting materials will be uploaded to the Virtual Platform.
WEBGRAPHY
-LIBRETEXTS, Analytical chemistry, https://chem.libretexts.org/Core/Analytical_Chemistry, Last visit: 16/7/2020
-EPA, National Environmental Methods Index, https://www.nemi.gov/home/, Last visit: 16/7/2020
-Normas UNE, http://www.bugalicia.org.ezbusc.usc.gal/recursos/aenor/, Last visit: 16/7/2020
COMPLEMENTARY BIBLIOGRAPHY
- Keith, L.H. Environmental sampling and analysis. Michigan: Lewis Publishers, 1991. ISBN: 0-87371-381-8.
- C. Cámara, P. Fernández, A. Martín-Esteban, C. Pérez-Conde y M. Vidal. Toma y tratamiento de muestras. Madrid: Síntesis, 2004. ISBN: 84-7738-962-4.
- Popek, E.P. Sampling and analysis of environmental pollutants. Amsterdam: Academic Press, 2003. ISBN: 0-12-561540-X.
- Conklin, A.R. Field Sampling: principles and practices in environmental analysis. New York: Marcel Dekker, 2004. ISBN: 0-8247-5471-9.
- Banica, F.G. Chemical Sensors and Biosensors. Chichester: John Wiley, 2012. ISBN: 9780470710678.
- Alegret, S., del Vallem, M. y Merkoci., A. Sensores electroquímicos. Barcelona: Universitat Autónoma de Barcelona, 2004.
- Cattrall, RW. Chemical sensors. Oxford : Oxford University Press, 1997. ISBN: 0-19-850090-4.
- Townshed, A. Encyclopedia of Analytical Science. London: Academic Press, 1995. ISBN: 0-12-226700-1.
CG4. Show ability to analyze, describe, organize, plan and manage projects.
CG6. Apply new technologies to look and organize information to solve problems in a professional environment.
CG8. Consider the different aspects in the professional practice (human, economical, legal and technical aspects) and the impact of chemistry in the environment and sustainable development of the society.
CB7. Apply the acquired knowledge and problem solving abilities to new or interdisciplinary fields related to the area of study.
CB8. Integrate the knowledge and face the complexity of develop judgements using limited or incomplete information, understanding the responsibility and ethics related to the application of their decisions.
CB9. Communicate clearly and explain their knowledge and conclusions of their work to different audiences (specialized or non-specialized).
TRANSVERSAL COMPETENCES
CT1. Elaborate, write and defend in public scientific and technical reports
CT2. Work in a team and in interdisciplinary teams
CT4. Appreciate the importance of quality and continuous improvement, with a rigorous behavior, responsibility and professional ethic.
SPECIFIC COMPETENCES
CE2. Suggest different alternatives to solve complex chemical problems of different fields of chemistry
CE8. Analyze and use the data obtained in complex lab experiment and relate them with the different physical, chemical or biological techniques, using appropriate primary bibliographic sources.
CE7. Use advanced instrumentation for chemical analysis and structural determination
The subject is equivalent to 3 ECTS credits. Each ECTS credits equals 25 work hours. Thus:
Activity _______Hours__________ Student hours ______ ECTS
Lectures________16 ______________34_________________ 2
Seminars _______6_______________13_________________0,7
Group tutorials_____2_______________4__________________0,3
Total____________24_______________51 _________________3
The following teaching methodologies will be used depending on the scenario:
SCENARIO 1 (Face-to-face learning, 24 h)
SCENARIO 1 (Face-to-face learning, 24 h)
Students must use face masks during face-to-face learning
• Lectures and interactive lessons: During the lessons, the lecturer will explain the theoretical contents of the program combined with examples. Seminars will be used to discuss practical cases, prepare group projects, solve exercises or
answer tests for assessment (use of Moddle, Kahoot or similar applications).
• Group tutorials: Students will prepare brief projects related to analysis and environmental monitoring. These projects will be presented and discussed during the group tutorials.
• Individual tutorials: Individual face-to-face or Team tutorials will be used to support students´ learning.
The Virtual Platform (Moodle) will be used in this subject to provide the material (presentation, videos, etc) the students need to follow the theoretical and the interactive lessons. The projects and presentations prepared by the
students during the course will be also uploaded to the Virtual Platform.
SCENARIO 2 (Restrictions to face-to-face learning)
Face-to-face and on-line learning (22 h)
• Lectures and interactive lessons: If the group has a number of students larger
than the capacity of the classroom, the group will be divided in two parts. These two parts will alternate face to- face learning and on-line learning (using Teams and the camera available in the room).
On-line learning (2 h)
• Group tutorial. Students will use Teams to present their group projects, following the approved school calendar.
• Individual tutorials: MS Teams will be used for meetings with the students.
SCENARIO 3 (Lockdown of university buildings)
On line learning (24 h)
• Lectures and interactive lessons: The approved school calendar will be used to schedule Team lessons to be contact with the students. The explanations will be combined with video watching, discussions about the topics of the
subject, different internet resources…).
• Group tutorial: Students will use Teams to present their group projects, following the approved school calendar.
• Individual tutorials: MS Teams will be used for meetings with the students..
The assessment system will consist of:
- a final exam: 55 % of the final mark
- assessment of the group projects about different topics: 20 %
- assessment of tests and/or exercises: 20 %
- class attendance to face-to-face and on-line lessons, and participation: 5%
These percentages will be the same in the first and second attempt to pass the course. The teacher could ask for new materials for assessment for the second attempt. The students repeating the course must attend the lectures, prepare and present the projects again.
The following competences will be evaluated:
- Exam: CG4, CG8, CB7, CB8, CE2, CE8, CE7
- Project assessment: CG4, CG6, CG8, CB7, CB8, CB9, CT1, CT2, CT4, CE2, CE8, CE7
- Tests and/or other exercises: CG4, CG6, CG8, CB7, CB8, CB9, CT1, CT2, CT4, CE2, CE8, CE7
- Class attendance and participation: CG6, CG8, CB7, CB8, CB9, CT1, CT2, CT4, CE8
The following types of assessments will be used for the different scenarios:
SCENARIO 1 (Face-to-face learning)
Type of assessment: percentage of the final mark, learning type
Continuous assessment: 45%
- Project assessment: 20%, face-to-face learning
- Test and/or other exercises: 20%, face-to-face, use of Moodle or Kahoot
- Class attendance and participation: 5%, face-to-face
Final exam: 55%, face to face
SCENARIO 2 (Restrictions to face-to-face learning)
Type of assessment: percentage of the final mark, learning type
Continuous assessment: 45%
- Project assessment: 20%, on-line learning, synchronous
- Test and/or other exercises: 20%, face-to-face, use of Moodle or Kahoot
- Class attendance and participation: 5%, face-to-face, on-line learning (synchronous)
Final exam: 55%, preferentially on-line, synchronous
SCENARIO 3 (lockdown of university buildings)
Type of assessment: percentage of the final mark, learning type
Continuous assessment: 45%
- Project assessment: 20%, on-line learning, synchronous
- Tests and/or other exercises: 20%, on-line learning, use of Moodle
- Class attendance and participation: 5%, on-line learning, synchronous
Final exam: 55 %, on-line learning, synchronous
In case of cheating on exercises, tests or exams, the “Normativa de avaliación do rendemento académico dos estudantes e de revisión de cualificacións” will be applied.
Class attendance is highly recommended. Afterwards, students should study approximately two hours per each hour of lecture or seminar.
-Class attendance and participation
- Read the recommended bibliography
- Participation in the tutorials
- In case of restriction of face-to-face learning, students must follow the indications given by the teacher using the Virtual Platform or MS Teams.
Students should be able of reading scientific English and basic computer skills (also use of scientific databases).
CONTINGENCY PLAN
TEACHING METHODOLOGY
SCENARIO 2 (Restrictions to face-to-face learning)
Face-to-face and on-line learning (22 h)
• Lectures and interactive lessons: If the group has a number of students larger
than the capacity of the classroom, the group will be divided in two parts. These two parts will alternate face to- face learning and on-line learning (using Teams and the camera available in the room).
On-line learning (2 h)
• Group tutorial. Students will use Teams to present their group projects, following the approved school calendar.
• Individual tutorials: MS Teams will be used for meetings with the students.
SCENARIO 3 (Lockdown of university buildings)
On line learning (24 h)
• Lectures and interactive lessons: The approved school calendar will be used to schedule Team lessons to be contact with the students. The explanations will be combined with video watching, discussions about the topics of the
subject, different internet resources…).
• Group tutorial: Students will use Teams to present their group projects, following the approved school calendar.
• Individual tutorials: MS Teams will be used for meetings with the students..
ASSESSMENT SYSTEM
SCENARIO 2 (Restrictions to face-to-face learning)
Type of assessment: percentage of the final mark, learning type
Continuous assessment: 45%
- Project assessment: 20%, on-line learning, synchronous
- Test and/or other exercises: 20%, face-to-face, use of Moodle or Kahoot
- Class attendance and participation: 5%, face-to-face, on-line learning (synchronous)
Final exam: 55%, preferentially on-line, synchronous
SCENARIO 3 (lockdown of university buildings)
Type of assessment: percentage of the final mark, learning type
Continuous assessment: 45%
- Project assessment: 20%, on-line learning, synchronous
- Tests and/or other exercises: 20%, on-line learning, use of Moodle
- Class attendance and participation: 5%, on-line learning, synchronous
Final exam: 55 %, on-line learning, synchronous
Elena Maria Peña Vazquez
Coordinador/a- Department
- Analytical Chemistry, Nutrition and Bromatology
- Area
- Analytical Chemistry
- Phone
- 881814264
- elenamaria.pena [at] usc.es
- Category
- Professor: University Lecturer
| Tuesday | |||
|---|---|---|---|
| 16:00-18:00 | Grupo /CLE_01 | Spanish | Classroom 2.12 |
| Thursday | |||
| 16:00-18:00 | Grupo /CLE_01 | Spanish | Classroom 2.12 |
| 05.28.2021 10:00-14:00 | Grupo /CLE_01 | Organic Chemistry Classroom (1st floor) |