Learning Objectives

The main objective of this course is to provide students with a thorough understanding of geochemical concepts essential for environmental monitoring. The lecturer aims to develop students' skills in applying physico-chemical parameters and understanding the mobility of elements within ecosystems.

The programme focuses on the detailed study of the carbon cycle, the nitrogen cycle and the role of arsenic as a critical indicator in environmental assessment. Students will acquire an in-depth knowledge of soil geochemical dynamics and soil gases as well as associated sampling methodologies.

The water section, which includes surface, ground and marine waters, will provide students with a broad perspective on the geochemistry of these environments. Special attention will be paid to the challenges of sampling these water resources for accurate assessment.

The course will also delve into the geochemical analysis of sediments and associated sampling techniques, with the aim of understanding the environmental implications associated with these elements.

Students will gain detailed knowledge of specific elements such as tin, lead and strontium, as well as explore the use of carbon isotopes as diagnostic tools in environmental processes.

Finally, the course will address significant issues, including salinisation and the interaction between geochemistry and agriculture. The aim is to develop students' ability to apply their knowledge to address real-world challenges related to the sustainable management of the environment.

In summary, the lecturer's training objectives focus on deepening students' geochemical skills, providing them with the tools necessary to contribute meaningfully to environmental monitoring and management in complex and changing contexts.

Programme information: Geochemical Indicators for Environmental Monitoring

The course unfolds in several stages during the first semester, providing students with a comprehensive overview of geochemical indicators for environmental monitoring. In the following, the topics and their phases are outlined, indicating the time order:

1.  Chemical-Physical Parameters and Element Mobility (September):

·  Introduction to the basic concepts of chemical-physical parameters.

·  Study of element mobility in ecosystems.

·  Theoretical fundamentals of environmental assessment.

2.  Carbon Cycle, Nitrogen, Arsenic (September-October):

·  In-depth study of the carbon cycle and its environmental impact.

·  Detailed analysis of the nitrogen cycle and the role of arsenic as a critical indicator.

·  Connections between biogeochemical cycles and environmental monitoring.

3.  Soil and Soil Gas, Sampling Techniques (October):

·  Study of soil geochemistry and associated processes.

·  Analysis of soil gases and their environmental implications.

·  Practice of sampling techniques in the geochemical context.

4.  Surface, Sub-surface and Marine Waters and Sampling (October-November):

·  Exploration of the geochemical characteristics of surface, ground and marine waters.

·  Insight into sampling methodologies for accurate assessment.

·  Connections between water quality and geochemical dynamics.

5.  Sediments and Sampling Techniques (November):

·  Geochemical analysis of sediments and their role in the environment.

·  Insight into sampling methodologies and associated challenges.

·  Interaction between sediments and key elements in environmental monitoring.

6.  Specific Elements, Carbon Isotopes (November-December):

·  Study of specific elements such as tin, lead, strontium.

·  Application of carbon isotopes as diagnostic tools.

·  Connection between the presence of specific elements and environmental dynamics.

7.  Problems: Salinisation, Interaction with Agriculture (December):

·  Analysis of issues related to salinisation.

·  Insight into the interaction between geochemistry and agriculture.

·  Synthesis of acquired knowledge and discussion of sustainable solutions.

The course concludes with an integrated view, enabling students to apply the acquired geochemical skills to address complex environmental challenges

There are no bridging courses

Learning achievements: Geochemical Indicators for Environmental Monitoring

At the end of the course, students will demonstrate a range of skills that reflect their mastery of the topics and the ability to apply the knowledge in professional contexts. The learning outcomes will be formulated following the Dublin Descriptors:

1.  Knowledge and Ability to Understand:

·  Possess an in-depth knowledge of the chemical and physical parameters and mobility of elements in environmental dynamics.

·  Demonstrate an advanced understanding of the biogeochemical cycles of carbon, nitrogen and the role of arsenic in the ecosystem.

2.  Applied Knowledge and Understanding:

·  Apply advanced acquired geochemical knowledge in the context of environmental monitoring.

·  Solve complex problems and novel situations, integrating geochemical theory into pragmatic solutions.

3.  Autonomy of Judgement:

·  Acquire relevant information in the field of geochemistry, useful for reflection, hypothesis formulation and determination of autonomous judgements.

·  Develop the ability to make informed decisions based on acquired geochemical knowledge.

4.  Communication Skills:

·  Communicate complex geochemical knowledge clearly and persuasively to both specialists and non-specialists.

·  Support arguments clearly, using technical language appropriate to the context.

5.  Ability to Learn:

·  Demonstrate an aptitude for independent study and learning, integrating new geochemical knowledge with flexibility.

·  Adopt innovative approaches to continuous learning, keeping abreast of new geochemical discoveries and methodologies.

Students will be assessed through modes of assessment that reflect distinct levels of mastery, ensuring accurate assessment of skills acquired. The learning outcomes indicate an advanced level of understanding, application and integration of geochemical knowledge in the context of environmental monitoring, preparing students for a successful professional career in this field

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

Exercises and multiple-choice tests will be given throughout the lecture period. These will NOT give rise to ongoing assessments but will aim to memorise the key concepts of each subject.

Teaching

Lectures and exercises

Innovative teaching methods

Problem-based learning

An example is the following:

Problem-Based Learning Scenario: Hydrocarbon Contaminants in Soil and Aeriform Monitoring Planning

Context:

Imagine you are a geochemical expert tasked with addressing the presence of hydrocarbon contaminants in the soil of an industrial area. The local community has expressed concern about the possible spread of related aeriform pollutants. There are buildings and open areas, potential exposure of both workers and residents. What steps should be taken to develop a monitoring plan to assess the extent of pollution and mitigate associated risks?

Attendance

There are no obligations

Course books

Slides provided by the lecturer

Assessment

Methods of Assessment: Geochemical Indicators for Environmental Monitoring

The assessment of learning outcomes will be through a structured oral examination based on 4 questions covering the key topics of the course. The choice of an oral assessment is motivated by the need to thoroughly evaluate students' understanding and application of geochemical knowledge, as well as their ability to link theoretical concepts to practical situations. The oral approach allows for a direct dialogue, enabling students to demonstrate their competence in a contextual manner. Not only their theoretical knowledge will be assessed, but also their critical reasoning and problem-solving skills, ensuring a valid assessment of the skills acquired in the course. No in-progress tests are planned in order to facilitate a comprehensive assessment at the end of the course.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

Teaching

Studying the material provided

Attendance

There are no obligations

Course books

Slides provided by the lecturer

Assessment

Methods of Assessment: Geochemical Indicators for Environmental Monitoring

The assessment of learning outcomes will be through a structured oral examination based on 4 questions covering the key topics of the course. The choice of an oral assessment is motivated by the need to thoroughly evaluate students' understanding and application of geochemical knowledge, as well as their ability to link theoretical concepts to practical situations. The oral approach allows for a direct dialogue, enabling students to demonstrate their competence in a contextual manner. Not only their theoretical knowledge will be assessed, but also their critical reasoning and problem-solving skills, ensuring a valid assessment of the skills acquired in the course. No in-progress tests are planned in order to facilitate a comprehensive assessment at the end of the course.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.