Class Soil Pollution

Acquire basic knowledge on the problem of chemical and physical soil degradation, on the processes of water and wind erosion in soil degradation / removal.

Understand the concepts of contamination and pollution. Type and dynamics (mobility) of the different pollutants (organic and inorganic) in the soil and their interaction with adjacent systems (atmosphere, hydrosphere and biosphere).

Understand the criteria for assessing and monitoring soil pollution.

Understand strategies and learn available technologies for soil remediation.

Sensitize the student to the international and national reality, regarding soil pollution, addressing whenever possible real practical examples.

Promote student contact, through practical exercises and field trips, with examples of pollution in Portuguese territory, promoting a closer relationship between the student and the national reality.

THEORETICAL (T)

1. The importance of soil study

2. Soils and sediments

3. Soil degradation (Introduction, Physical, Chemical and Biological Degradation, Erosion and consequences. Wind and water erosion. Water erosion mapping and quantification, slope movements, RAN, REN)

4. Soil pollutants (Pollution control; Soil pollution in Europe and Portugal (examples); Classification of pollutants - organic, inorganic, natural / anthropic and soil movement).

5. Assessment of contamination. National and international legislation.

6. Remediation techniques (in-situ and ex-situ) and monitoring.

PRACTICE (P)

Contamination exercises. Surface and depth distribution of contamination. Pollutant sources and movement.

Thematic work (pre-defined) on soil pollution with presentation (oral and / or written).

Work on case studies (technical output or other topic of choice) with final presentation (poster / oral / written presentation).

The methodology used consists of the active method, placing the student at the centre of the learning process. Classes use a combined expository/interrogative method, using active learning methodologies: brainstorming, role play, etc. Case study analyses are included in the topics covered, encouraging peer discussion and problem-solving. This process will allow students to develop critical thinking, increasing their problem-solving skills. The following methodologies can be used: inverted classes, peer teaching and peer feedback. A possible field trip to observe and collect samples (technical trip) will allow for non-formal learning.

Alloway, B.J. (1995) - Heavy metals in soils. Chapman & Hall, London, UK. 368p.

Cerqueira, J. (2001) - Solos e clima em Portugal. Clássica Editora, 2ª edição, 164 p.

Meuser, H. (2012) - Soil Remediation and Rehabilitation: Treatment of Contaminated and Disturbed Land. Springer Science & Business Media.

Suthersan, S.S; Payne, F.C. (2004) - In Situ Remediation Engineering. CRC Press, 536 p.

Legislação nacional e internacional.

Variados artigos (comunicação social e académicos).

Páginas da internet. Ex: APA, EEA, USEPA, ESDAC.JRC