The class  provides an introduction to:
 
- depositional environments
- the use of sedimentary deposits as archives of paleoenvironmental and paleoclimatic variations
- deformation processes and related geological structures
- to the geological map

- Sedimentary processes in relation to the rock cycle (2 h)

- Sediment classification: chemical, terrigenous and biogenic (2 h)

- Main depositional environments, processes and characteristic sediments. Interpretation from the geological record. (4 h)

- Concept of facies, references to the principles of stratigraphy and Walter's rule. (2 h)

- Deformations: the concept of force and pressure. Stress and strain concept. Types of deformations. Elastic and plastic behaviour, influence of temperature and pressure. Ductile deformations: classification and geometric elements of folds. Brittle deformations: faults and fractures. Classification and geometric aspects of faults and folds; Kinematic indicators. (5 hours)

- Introduction to the geological map and geological sections (6h)

Ability and Understanding: At the end of the class, the student must have assimilated the basic knowledge of sedimentary processes, the distribution of different types of sediments and their environmental significance, and geological structures and their geodynamic significance. Furthermore, they must have assimilated an introductory framework relating to the construction methods of a geological map. These skills will be verified through an oral test.

Ability to apply knowledge and understanding: The student must correctly use the specific basic terminology in sedimentary geology and structural geology. In particular, you must be able to apply the knowledge acquired relating to the paleoenvironmental significance of sedimentary archives, also through field exercises. These skills will be assessed through a oral test.

Autonomy of judgement: The student must have the basis to critically address arguments on the surface processes of Planet Earth in the sedimentary context and on geodynamic processes. This knowledge can be integrated and applied within other teachings by implementing a capacity for reflection on geological and environmental issues.

Communication skills: Using specific technical language, the student must be able to describe and argue the classification of depositional environments and the use of sedimentary archives in geological and paleoenvironmental reconstruction.

Learning ability: The student must be able to build their path of scientific growth in Earth Sciences and, in particular, in sedimentary geology and structural geology critically and autonomously, using the knowledge acquired. These skills, as far as possible, will be stimulated by the teacher by proposing in-depth studies.

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

Supporting teaching activities and ongoing assessment are not foreseen.

Teaching

The class includes:

- frontal lectures

- student-centred activities in which the topics presented will be discussed

Innovative teaching methods

Flipped classroom 

Attendance

The course does not require attendance.

Course books

• Capire la Terra. J.P. Grotzinger & T.H. Jordan. Zanichelli III, edizione italiana
• Powerpoint slide shows presented in class (available on the blended learning platform)

Assessment

The knowledge acquired will be assessed through an oral test during which the student will be asked to answer at least three questions on topics relating to the course program.

The evaluation will be based on the level of mastery of the knowledge acquired, the degree of articulation of the answer, the level of proficiency in the understanding of the different research methodologies.

The exam involves an evaluation that is expressed as a grade out of 30 as follows:
   • <18: insufficient level of competence
   • 18-20: sufficient level of competence
   • 21-23: moderate level of competence
   • 24-26: good level of competence
   • 27-29: outstanding level of competence
   • 30-30 cum laude: excellent level of competence

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

Non-attending students are invited to contact the lecturer for information about the program.

Course books

• Capire la Terra. J.P. Grotzinger & T.H. Jordan. Zanichelli III, edizione italiana
• Powerpoint slide shows presented in class (available on the blended learning platform)

Assessment

The knowledge acquired will be assessed through an oral test during which the student will be asked to answer at least three questions on topics relating to the course program.

The evaluation will be based on the level of mastery of the knowledge acquired, the degree of articulation of the answer, the level of proficiency in the understanding of the different research methodologies.

The exam involves an evaluation that is expressed as a grade out of 30 as follows:
   • <18: insufficient level of competence
   • 18-20: sufficient level of competence
   • 21-23: moderate level of competence
   • 24-26: good level of competence
   • 27-29: outstanding level of competence
   • 30-30 cum laude: excellent level of competence

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.