The main learning objective is to provide the theoretical bases of environmental chemistry. In particular, students will acquire knowledge of the causes and impacts of changes in atmospheric composition from the global to the local scale. 

Introduction to environmental chemistry; research fields in environmental chemistry;  atmospheric composition changes and their impacts on climate and air quality; biogeochemical cycles: carbon, sulfur, nitrogen; Aerosol life cycle ed effects on climate and air quality; the chemistry of the stratosphere.

Knowledge and understanding: the student must demonstrate knowledge and understanding of the issues proposed in the course, based on what they have learned in their school career and on the specific information provided in the course.

Ability to apply knowledge and understanding: the student will have to demonstrate the ability to apply the acquired knowledge to case studies specifically referring to the problems of environmental management

Autonomy of judgment: the student must be able to carry out independent investigations on the proposed topics

Communication skills: the student must be able to present their knowledge clearly and comprehensively during a final dissertation

Learning ability: the student must be able to process the information acquired during the course independently, also with appropriate in-depth analysis

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

The teaching material prepared by the lecturer (such as for instance slides, lecture notes, exercises) and specific communications from the lecturer can be found, together with other supporting activities, inside the Moodle platform › blended.uniurb.it

Teaching

frontal lessons

Attendance

no

Course books

Environmental Chemistry, Colin Baird and Michael Cann, WH Freeman Publisher

Climate Change 2021 - The Physical Science Basis, WG 1 Contribution to the Fifth Assessment Report of the IPCC (AR5-WG I),  Cambridge University Press.

Atmospheric Chemistry and Physics: From Air Pollution to Climate Change. John H. Seinfeld, Spyros N. Pandis, Wiley, 2016.

Assessment

Oral exams

Evaluation criteria and parameters:
1. Knowledge of concepts. a) Insufficient. Roughly describes conceptual constructs; poor understanding b) Sufficient. Describes the constructs with some inaccuracy. Absence of references to authors; good understanding. c) Good. Describes conceptual constructs in a precise manner; good understanding. d) excellent. Describes constructs systematically; full understanding.
2. Knowledge of techniques and procedures. a) Insufficient. Cannot use basic mathematical tools to understand physical laws or chemical formulas. b) Sufficient. Can discuss laws or formulas. c) Good. Can use basic mathematical tools for understanding laws or formulas. d) Excellent. Discuss laws or formulas using adequate physical-mathematical bases.
3. Mastery of language. a) Insufficient. It is expressed in a non-specific common language. b) sufficient. Demonstrates limited ability to express; use some specific terms. c) Demonstrates good ability to express and use some specific terms. d) excellent. Demonstrates full command of specific language
4. Critical exercise. a) insufficient. Cannot identify the reasons for what is claimed; Cannot identify positive/negative aspects; Can't find examples. b) sufficient. It does not identify different aspects of the problems except in a general way; Provides examples from the book/lesson. c) Good. Provides relevant examples; Differentiates different aspects. d) Argues coherently; Provide relevant examples; Identify negative/positive aspects

Students who have registered their disability certification or DSA certification at the Inclusion and Diritto allo Studio Office can ask to use concept maps (for keywords) during the exam. To this end, it is necessary to send the maps two weeks before the exam session to the teacher of the course, who will verify their consistency with the indications of the University guidelines and will be able to request modifications.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Teaching material provided by the lecturer

Attendance

no

Course books

Environmental Chemistry, Colin Baird and Michael Cann, WH Freeman Publisher

Climate Change 2021 - The Physical Science Basis, WG 1 Contribution to the Fifth Assessment Report of the IPCC (AR5-WG I),  Cambridge University Press.

Atmospheric Chemistry and Physics: From Air Pollution to Climate Change. John H. Seinfeld, Spyros N. Pandis, Wiley, 2016.

Assessment

Oral exams

Evaluation criteria and parameters:
1. Knowledge of concepts. a) Insufficient. Roughly describes conceptual constructs; poor understanding b) Sufficient. Describes the constructs with some inaccuracy. Absence of references to authors; good understanding. c) Good. Describes conceptual constructs in a precise manner; good understanding. d) excellent. Describes constructs systematically; full understanding.
2. Knowledge of techniques and procedures. a) Insufficient. Cannot use basic mathematical tools to understand physical laws or chemical formulas. b) Sufficient. Can discuss laws or formulas. c) Good. Can use basic mathematical tools for understanding laws or formulas. d) Excellent. Discuss laws or formulas using adequate physical-mathematical bases.
3. Mastery of language. a) Insufficient. It is expressed in a non-specific common language. b) sufficient. Demonstrates limited ability to express; use some specific terms. c) Demonstrates good ability to express and use some specific terms. d) excellent. Demonstrates full command of specific language
4. Critical exercise. a) insufficient. Cannot identify the reasons for what is claimed; Cannot identify positive/negative aspects; Can't find examples. b) sufficient. It does not identify different aspects of the problems except in a general way; Provides examples from the book/lesson. c) Good. Provides relevant examples; Differentiates different aspects. d) Argues coherently; Provide relevant examples; Identify negative/positive aspects

Students who have registered their disability certification or DSA certification at the Inclusion and Diritto allo Studio Office can ask to use concept maps (for keywords) during the exam. To this end, it is necessary to send the maps two weeks before the exam session to the teacher of the course, who will verify their consistency with the indications of the University guidelines and will be able to request modifications.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.