ECTS credits ECTS credits: 3
ECTS Hours Rules/Memories Student's work ECTS: 51 Hours of tutorials: 3 Expository Class: 9 Interactive Classroom: 12 Total: 75
Use languages Spanish, Galician
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Departments: Soil Science and Agricultural Chemistry
Areas: Soil Science and Agricultural Chemistry
Center Faculty of Biology
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
To establish the relevance of the interaction of living beings with the geological and edaphic environment and its importance as a factor of biodiversity, as well as the implications in terms of understanding, conservation and management, through the acquisition of skills and abilities to: differentiate the main types of rocks, morphogenetic environments and soils; identify the factors of the physical environment that condition biodiversity; integrate geological, geomorphological and soil information in studies of the natural environment.
Program of theoretical classes
Item 1. Concept of geodiversity. Implications for the development of different habitat types. (1 hour).
Item 2. Geological materials: composition, structure and properties. (2 hours)
Item 3. External geological processes in the main morpho-climatic environments. Lithological and structural reliefs. (3 hours)
Item 4. Soil ecosystem functions (1 hour)
Item 5. Soil diversity: formation factors, soil genetic processes and soil distribution (3 hours)
Item 6. Soil as a biodiversity factor (2 hours)
Program of interactive classes
Seminars
Two one-hour seminars, each dealing with specific examples of the analysis of the influence of geodiversity and soil-diversity on the emergence and development of different habitat types. (2 hour)
Field trip
A tour will be made in which the relationships between geology, soils and habitats will be analysed in the field, using the landscape as a unit of integration. (5 hours).
Tutorials
Monitoring student learning. The doubts raised by the students will be clarified and those issues that present the greatest difficulties will be studied in depth.
Basic bibliography
- Tarbuck, E.J. y Lutgens, F.K., 2013. Ciencias de la Tierra: una introducción a la Geología Física. 10ª ed. Madrid: Pearson.
- Porta, J., López-Acevedo, M., Poch, R.M. 2008. Introducción a la Edafología. Uso y protección del suelo. Mundi-Prensa.
- Driessen PM., Deckers, JA., Spaargaren, OC., Nachtergaele, FO. 2001. Lecture Notes on the Major Soils of the World. World Soil Resources Reports 94. Food and Agriculture Organization of the United Nations, Rome. http://www.isric.org/Isric/Webdocs/Docs/Major_Soils_of_the_World/start… ftp://ftp.fao.org/agl/agll/docs/wsrr94e.pdf
Complementary bibliography
- Breemen, N. Van., Buurman, P. 2002. Soil formation. Dordrecht ; Boston : Kluwer Academic.
- Buol S.W., Southard R.J., Graham R.C., McDaniel P.A. 2003. Soil Genesis and Classification. Ames (Iowa) : Iowa State University Press
- European Bureau Network. 2005. Soil Atlas of Europe. European Comission, Office for Official Publications of the European Communities, Louxemburg. http://eusoils.jrc.ec.europa.eu/projects/soil_atlas/Download.cfm
- Gallardo J.F. 2016. The soils of Spain. Springer
- Gutiérrez Elorza, M. 2008. Geomorfología. Pearson Educación. Madrid.
- IUSS Grupo de trabajo WRB. 2014. Base Referencial Mundial del Recurso Suelo. Un marco conceptual para la clasificación, correlación y comunicación internacional. Actualización 2015. Informes sobre Recursos Mundiales de Suelos 106. FAO, Roma. http://www.fao.org/3/i3794es/I3794es.pdf
- Juma, N.G. 1999. The Pedosphere and its Dynamics. A Systemes Approach to Soil Science. Vol1. Salman Productions, Edmonton.
- Pipkin, B.; Trent, D.D.; Hazlett, R. y Bierman, P. 2011. Geology and the environment. Brooks/Cole, Cengage Learning. USA.
Basic and general competences
Those specified in Degree memory.
Specific skills
CE1 - Know how to identify geological and geomorphological aspects relevant to understanding biodiversity.
CE2 - To know the environmental factors that condition edafodiversity.
CE3 - To know the soil conditioning factors of biodiversity.
Transversal skills
CT4 - Ability to obtain adequate, diverse and updated information.
CT9 - Use of bibliographic and Internet information.
CT10- Use of information in foreign languages.
CT11- Ability to solve problems through the integrated application of knowledge.
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.
Interactive sessions
Tutorials and Seminars: debates and questions, promoting student participation under the guidance and direction of the teaching staff to study in detail important aspects of the subject that cannot be dealt with in depth in the theoretical classes.
Field trips and work: tutored field trip to observe and learn to identify in the environment the interactions between the biotope and biocenosis, and the consequences for biodiversity. In the personal work, the activity will be oriented to the practical application of the knowledge acquired.
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, it will be moved to scenario 2: synchronous, face-to-face teaching with alternate classroom shifts.
If the number of students enrolled in the subject and the availability of transport allows it, the field trips will be entirely face-to-face and, otherwise, it will move on to virtual teaching.
Tutorials will be done entirely in a virtual way using the virtual platforms that the USC makes available ( MS Teams, Moodle, etc).
Scenario 2 (partial restrictions on physical attendance)
If the rules of distance cannot be guaranteed, 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.
If the number of students enrolled in the subject and the availability of transport allows it, the field trips will be entirely face-to-face and, otherwise, it will move on to virtual teaching.
Tutorials will be done entirely in a virtual way using the virtual platforms that the USC makes available ( MS Teams, Moodle, etc).
Scenario 3 (facility closure)
The lecture and seminar activities will be carried out in a completely virtual, synchronous and face-to-face way using the virtual platforms made available by the USC (MS Teams, Moodle, etc).
The field work will be carried out in a virtual and synchronous space, using the virtual platforms made available to USC (MS Teams, Moodle, etc).
Tutorials will be done entirely in a virtual way using the virtual platforms that makes available to USC (MS Teams, Moodle, etc).
Scenario 1 (no restrictions on physical attendance)
The knowledge, skills and abilities acquired shall be fully assessed by continuous evaluation on the basis of:
- A case study carried out at the conclusion of the subject and in which there is a period of not less than 2 months for completion,
- Asynchronous works that can be submitted up to one month after the conclusion of the subject,
- Activities and tests (e.g. multi-response test) proposed in the classroom or through the virtual classroom,
- Active participation (pre-preparation, elaboration of issues, provision of information) in field activities,
- Attendance at each of the proposed activities in this area will be valued.
The details of the evaluation (weight of each section, obligatory, rules for repeaters, etc.) are:
Mandatory attendance or performance:
Lectures and seminars: NO
Interactive Field activities: YES
Tutorials: NO
Synchronous and/or asynchronous testing: NO
Case Study: YES
Minimum percentage of attendance required:
Lectures and seminars: -.-
Interactive Field activities: 100
Tutorials: -.-
Synchronous and/or asynchronous tests: -.-
Possibility of passing the subject without fulfilling the requirements of attendance or completion:
Lectures and seminars: YES
Interactive Field activities: NO
Tutorials: YES
Synchronous and/or asynchronous testing: YES
Case study: NO
Instrument for monitoring attendance or completion:
Exhibition classes and seminars: LIST
Interactive Field activities: LIST AND CONTRIBUTIONS
Synchronous and/or asynchronous testing: TESTS
Case Study: CONTRIBUTIONS
Evaluation Criteria:
Lectures and Seminars: ATTENDANCE PERCENTAGE
Interactive Field activities: QUALITY OF TESTS AND CONTRIBUTIONS
Synchronous and/or asynchronous tests: KNOWLEDGE DOMAIN AND QUALITY OF THE CONTRIBUTIONS
Case Study: KNOWLEDGE DOMAIN AND QUALITY OF CONTRIBUTIONS
Mechanisms to compensate for non-attendance or non-completion:
Lectures and seminars: NO
Interactive Field activities: NO
Tutorials: NO
Synchronous and/or asynchronous testing: NO
Case study: NO
Attendance or completion gives a numerical grade that contributes to the final score:
Lectures and seminars: YES
Interactive Field activities: YES
Tutorials: NO
Synchronous and/or asynchronous testing: YES
Case Study: YES
Weighting in the final score (%)
Lectures and seminars: 5
Interactive Field activities: 30
nous and/or asynchronous testing: 20
Case study: 45 (a minimum score of 4 (out of 10) is required for this activity so that the remaining activities of the continuous evaluation can be added)
The grades of the different activities of the continuous evaluation will be kept during the next two calls, provided that they have been equal or higher than 50% of the maximum grade of each one of them.
In the case of fraudulent exercises or tests, the provisions of the Regulations for the Evaluation of Students' Academic Performance and for the Review of Grades shall apply.
The competencies evaluation will be carried out as follows:
- With the case study the competences are evaluated: CT4, CT9, CT11, CE1, CE2, CE3
- With the classroom synchronous and asynchronous virtual work, the following competencies are evaluated: CT4, CT10, CE1, CE2, CE3
- With the field work the competencies are evaluated: CT4, CT9, CT10, CT11, CE1, CE2, CE3
Scenario 2 (partial restrictions on physical attendance)
For the resolution and delivery of tests and reports associated with all continuous assessment activities, virtual tools will be used, taking advantage of the capabilities of the Moodle platform's virtual classroom and/or the institutional e-mail of teachers and students.
Scenario 3 (facility closure)
For the resolution and delivery of tests and reports associated with all continuous assessment activities, virtual tools will be used, taking advantage of the capabilities of the Moodle platform's virtual classroom and/or the institutional e-mail of teachers and students.
Presencial time in classes:
Lecture and seminars sessions: 15 hours
Interactive sessions:
Laboratory/Field work: 5 hours
Tutorials classes: 1 hours
Examination time: 2 hours
Total presencial hours: 23 hours
Student individual work
Individual study: 22 hours
Preparation of the case study report: 18 horas
Other activities (tutorials, tests, preparation for field trips, recommended readings): 10 hours
Total hours of student´s personal work: 50 hours
Total hours of dedication to the subject: 23 + 50 = 73 hours
Attendance and active participation in all activities
Consult the recommended bibliography
Use of virtual work and communication channels
Contingency Plan
Following the "Guidelines for the development of safe classroom teaching, academic year 2020-2021", all the teaching activities to be developed in this area 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, it will be moved to scenario 2: synchronous, face-to-face teaching with alternate classroom shifts.
If the number of students enrolled in the subject and the availability of transport allows it, the field trips will be entirely face-to-face and, otherwise, it will move on to virtual teaching.
Tutorials will be done entirely in a virtual way using the virtual platforms that the USC makes available ( MS Teams, Moodle, etc).
Scenario 2 (partial restrictions on physical attendance)
If the rules of distance cannot be guaranteed, the lecture and seminar activities will be carried out synchronously and in person, but in alternate shifts in the classroom.
If the number of students enrolled in the subject and the availability of transport allows it, the field trips will be entirely face-to-face and, otherwise, it will move on to virtual teaching.
Tutorials will be done entirely in a virtual way using the virtual platforms that the USC makes available ( MS Teams, Moodle, etc).
Scenario 3 (facility closure)
The lecture and seminar activities will be carried out in a completely virtual, synchronous and face-to-face way using the virtual platforms made available by the USC (MS Teams, Moodle, etc).
The field work will be carried out in a virtual and synchronous space, using the virtual platforms made available to USC (MS Teams, Moodle, etc).
Tutorials will be done entirely in a virtual way using the virtual platforms that makes available to USC (MS Teams, Moodle, etc).
Assessment system
Scenario 1 (no restrictions on physical attendance)
The knowledge, skills and abilities acquired shall be fully assessed by continuous evaluation on the basis of:
- A case study carried out at the conclusion of the subject and in which there is a period of not less than 2 months for completion,
- Asynchronous works that can be submitted up to one month after the conclusion of the subject,
- Activities and tests (e.g. multi-response test) proposed in the classroom or through the virtual classroom,
- Active participation (pre-preparation, elaboration of issues, provision of information) in field activities,
- Attendance at each of the proposed activities in this area will be valued.
Scenario 2 (partial restrictions on physical attendance)
For the resolution and delivery of tests and reports associated with all continuous assessment activities, virtual tools will be used, taking advantage of the capabilities of the Moodle platform's virtual classroom and/or the institutional e-mail of teachers and students.
Scenario 3 (facility closure)
For the resolution and delivery of tests and reports associated with all continuous assessment activities, virtual tools will be used, taking advantage of the capabilities of the Moodle platform's virtual classroom and/or the institutional e-mail of teachers and students.
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
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
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
| Tuesday | |||
|---|---|---|---|
| 09:30-14:00 | Grupo /CLE_01 | Galician, Spanish | Seminar Room 4 Jacques Ives Cousteau |
| Wednesday | |||
| 09:30-14:00 | Grupo /CLE_01 | Spanish, Galician | Seminar Room 4 Jacques Ives Cousteau |