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Presentation
Presentation
The Curricular Unit of Introduction to Environmental Problems has as main objective to establish the first contact of students with environmental engineering subjects on a prospective basis for development of subsequent courses of degree in Environmental Engineering.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Bachelor | Semestral | 5
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Year | Nature | Language
Year | Nature | Language
1 | Mandatory | Português
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Code
Code
ULHT39-10487
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
Framing and specificity of the course unit within the Environmental Engineering degree program Theory, problem, solution – Water Theory, problem, solution – Soils Theory, problem, solution – Climate Theory, problem, solution – Waste
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Objectives
Objectives
The curricular unit main goal is introducing current subjects related to the environment, intended to stimulate students' motivation and critical opinion, helping on clarifying key aspects of future professional activity, as well as introduce the way of an Engineer "thinks and acts" in daily situations. In this Curricular Unit (UC) it is intended that students: Know the areas of performance of an environmental engineer; Acquire knowledge regarding environmental concerns, international milestones and a comprehensive view of European and national policies; Develop interpersonal skills: group work and communication in heterogeneous training teams.
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Teaching methodologies and assessment
Teaching methodologies and assessment
In the course unit of Introduction to Environmental Engineering, innovative methodologies will be adopted to promote active learning, interdisciplinarity, and the practical application of knowledge. The following approaches will be highlighted: Analysis of real case studies, based on existing projects, allowing students to identify environmental issues and potential solutions or measures. Project-based learning, where students, working in groups, develop a simplified proposal for an environmental engineering project, integrating the knowledge acquired in class. Virtual learning environment (e.g., Moodle) with interactive quizzes, discussion forums, and continuous feedback, facilitating autonomous and collaborative learning.
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References
References
Chiras, D.D. (2006). Environmental Science. Creating a Sustainable Future. 7th edition. Jones and Bartlett Publishers, Sudburry. Kutz, M. (2018). Handbook of Environmental Engineering. John Wiley & Sons, Inc.. ISBN:9781119304418, DOI:10.1002/9781119304418. McKinney, M.L e Schoch, R.M., (2003). Environment Science. Systems and Solutions, 3th ed. Jones and Bartlett Publishers, Sudbury. Vesilind, P.A. & Morgan, S.M. (2004). Introduction to Environmenal Engineering, 2nd ed. Brooks/Cole Thomson Learning, Belmont. Wagner, T. &Sanford, R. (2005). Environmental Science: Active Learning Laboratories and Applied Problem Sets. John Wiley & Sons, New York. FCT GE105.WAG Wright, R.T. (2005). Environmental Science, 9th edition. Pearson Education, Upper Saddle River. FCT GE105.WRI Peavy, H. S., Rowe, D. R, Tchobanoglous, G., (1984). Environmental Engineering. McGraw-Hill. ISBN: 0-07-049134-8 Rich, L. G., (1973). Environmental Systems Engineering. McGraw-Hill. ISBN: 0-07-052250-2
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Office Hours
Office Hours
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Mobility
Mobility
No
