| Study programme competencies |
| Code | Study programme competences |
| A1 | Recoñecer distintos niveis de organización nos sistemas vivos. |
| A6 | Catalogar, avaliar e xestionar recursos naturais. |
| A18 | Levar a cabo estudos de produción e mellora animal e vexetal. |
| A20 | Muestrear, caracterizar e manexar poboacións e comunidades. |
| A21 | Deseñar modelos de procesos biolóxicos. |
| A22 | Describir, analizar, avaliar e planificar o medio físico. |
| A23 | Avaliar o impacto ambiental. Diagnosticar e solucionar problemas ambientais. |
| A24 | Xestionar, conservar e restaurar poboacións e ecosistemas. |
| A26 | Deseñar experimentos, obter información e interpretar os resultados. |
| A27 | Dirixir, redactar e executar proxectos en Bioloxía. |
| A28 | Desenvolver e implantar sistemas de xestión relacionados coa Bioloxía. |
| A29 | Impartir coñecementos de Bioloxía. |
| A30 | Manexar adecuadamente instrumentación científica. |
| A31 | Desenvolverse con seguridade nun laboratorio. |
| A32 | Desenvolverse con seguridade no traballo de campo. |
| B1 | Aprender a aprender. |
| B2 | Resolver problemas de forma efectiva. |
| B3 | Aplicar un pensamento crítico, lóxico e creativo. |
| B4 | Traballar de forma autónoma con iniciativa. |
| B5 | Traballar en colaboración. |
| B6 | Organizar e planificar o traballo. |
| B7 | Comunicarse de maneira efectiva nunha contorna de traballo. |
| B8 | Sintetizar a información. |
| B9 | Formarse unha opinión propia. |
| B10 | Exercer a crítica científica. |
| B11 | Debater en público. |
| B12 | Adaptarse a novas situacións. |
| B13 | Comportarse con ética e responsabilidade social como cidadán e como profesional. |
| C1 | Expresarse correctamente, tanto de forma oral coma escrita, nas linguas oficiais da comunidade autónoma. |
| C2 | Dominar a expresión e a comprensión de forma oral e escrita dun idioma estranxeiro. |
| C3 | Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida. |
| C4 | Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común. |
| C5 | Entender a importancia da cultura emprendedora e coñecer os medios ao alcance das persoas emprendedoras. |
| C6 | Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
| C7 | Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida. |
| C8 | Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| The program includes environmental impact studies, taken into account soil diversity. Problems driven by soil contamination and soil restoration are also considered. | A1 A6 A20 A21 A28 A31 |
B5 B8 |
C3 C6 C7 |
| Because of the role of the soil for terrestrial ecosystems, Edaphology has a particular interest in Environmental Biology. The soil food chain describes a complex living system and how it interacts with the environment, plants, and animals. The nature of soil makes direct observation of food webs difficult. Soil microbial communities are characterized in many different ways. The activity of microbes can be measured by their respiration and carbon dioxide release. The cellular components of microbes can be extracted from soil and genetically profiled, or microbial biomass can be calculated by weighing the soil before and after fumigation. | A6 A20 A22 A26 A29 |
B3 B6 B10 B11 |
C1 C5 C6 |
| The course of Soil Science is designed to provide an overview of the fundamental: Physical processes, Chemical processes, Fertility, Biology, and Land Use. Both theoretical and practical contents in soil science should contribute to enhance the skills of Biology students at the UDC in the use of several instrumental techniques. | A1 A18 A21 A27 A31 A32 |
B1 B5 B7 B8 |
C2 C3 C7 |
| The scientific study of the soil is important for Biologists, mainly from an ecological perspective. Soil is essential in environmental studies and soil science contributes to understand important processes such as biogeochemical cycles, the structure ecosystems and factors from which primary production depends. | A6 A20 A23 A24 A28 A30 |
B2 B4 B6 B9 B12 |
C2 C5 |
| Soils act as substrates for vegetal communities and also as adsorbent and absorbent for nutritive, and allow life of many animal and vegetal organisms. Therefore our program pays particular attention to the “edaphosphere” as a complex dynamic and organised site, located in the interface between biosphere, lithosphere, hydrosphere and atmosphere. Soil is also the support of man-made spaces or sites influenced by man activity, such as urban-industrial areas and transport infrastructures. | A6 A23 A27 A31 |
B3 B5 B6 |
C2 C4 C8 |
| El suelo actúa como sustrato de las comunidades vegetales, y soporta la vida de numerosos organismos vegetales y animales. Por tanto, se presta particular atención al análisis de la edafosfera como un medio organizado, complejo y dinámico, en la zona de contacto entre la biosfera, la litosfera, la hidrosfera y la atmósfera. | A1 A18 A21 A23 A30 |
B2 B4 B6 B13 |
C2 C4 C7 |
| Contents |
| Topic | Sub-topic |
PRELIMINARY CONCEPTS Lesson 1.- History of Soil Science. Lesson 2.- Soil descripton in field conditions. Laboratory techniques for soil studies. |
Origin and development of Soils Science. Main topics in Soil Science. Profile and horizons. Physical, Chemical and Bioñogical methods of soil analysis. |
SOIL SYSTEMATICS AND CLASSIFICATION Lesson 13.- Soil Systematics. Lesson 14.- Introduction to Soil Taxonomy. Lesson 15.- World Reference Base for Soil Resources. Lesson 16.- Spanish and Galician Soils. |
Bulk density and solid density. Soil porosity. Pore-size distribution. Aggregate dynamics in soils. Structural stability. Soil moisture content and soil potential. Soil water measurement. Soil moisture characteristic curve. Soil water retention and soil water dynamics. Soil water and water requirements of vegetation. Soil thermal properties. Soil temperature management. Composition of the soil atmosphere. Soil and gases of greenhouse effect. Soil pH and soil acidity. Soil acidity effects. Acidity amendment. Exchange complex of soils. Cation exchange capacity. Soil organisms. Soil enzymatic activity. Nucleic acids in soil. Soil organism and soil properties as indicators of soil quality. Macronutrients and micronutrients. Nitrogen , phosphorus and potassium cycles. Calcium and magnesium. Iron, cupper, zinc, boron and molybdenum. Other oligoelements. Parent material. Climate. Topography. Times Vegetations and organisms. Anthropogenic factors. Soil profile differentiation. Clay accumulation. Podzolization. Salinization. Calcification. Hydromorphic processes. Ferralitic alteration. Genesic and diagnostic horizons. Soil profile. Horizon nomenclature. Modern Soil Classifications. Soil Taxonomy. World Reference Base for Soil Resources. Characteristics for soil diagnosis. Moisture and temperature regimes. Oreders, suborders, great groups, subgroups, families, and series. Organic soil. Soil with anthropic influences. Soils conditiones by topography and by time. Soils condiciones by cold, temperate, steppe, arid or semiarid and tropical or subtropical climates. Soil under Atlantic climate. Soils under Mediterranean climate. Galician soils: parent material, climate, topography and vegetation effects. |
APPLIED SOIL SCIENCE Lesson 17.- Applications of Soil Science. |
Soil cartography. Interactions soil-landscape. Soil functions and society. Soil and environment. Soil contamination. Recovery of contaminated soils. Soil Use and Management. |
PRACTICAL ACTIVITIES Laboratory Field studies |
Textural analysis Bulk density and solid density, Porosity. Aggregate stability Soil pH. Organic carbon and nitrogen Cation exchange capacity Soil extractable phosphorus Bological activity and dehydrogenase activity |
COMPULSORY TUTORIAL SUBJECTS |
Soil biological quality indicators Soil biodiversity Soil organisms Erosion as a source of diffuse contamination Effect of forest fires on soil degradation Contamination by mining activities Contamination by organic substances Physico-chemical indicators of soil quality Vineyiard soils in Galicia Compaction risks Soil water balance Heavy metals in soils Other |
FIELD TRIP |
Soil Observation Horizon description |
Presentation |
Presentation Discussion |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Supervised projects | A6 A18 A20 A21 A22 A26 A29 A30 A31 B2 B3 B10 B13 | 4 | 10 | 14 |
| Document analysis | B1 B4 B5 B6 B12 C1 C2 C7 | 2 | 6 | 8 |
| Oral presentation | A20 A22 B4 B7 C4 C8 | 2 | 8 | 10 |
| Guest lecture / keynote speech | A1 A20 A23 A24 A27 A28 B7 B8 B9 B11 C3 C4 C6 | 20 | 40 | 60 |
| Case study | A1 A18 A32 B2 B12 C3 C1 | 2 | 6 | 8 |
| Research (Research project) | A6 A22 B4 C5 C7 | 1 | 8 | 9 |
| Laboratory practice | A22 A32 B1 C3 C1 | 14 | 11 | 25 |
| Field trip | A1 A20 A22 A30 A32 B1 B4 B10 B11 | 4 | 2 | 6 |
| Personalized attention | 10 | 0 | 10 | |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||
| Methodologies |
| Methodologies | Description |
| Supervised projects | Mainly related to application of Soil Science as well as soil classification |
| Document analysis | Results should be summarized |
| Oral presentation | Quality and contetn of the presentation |
| Guest lecture / keynote speech | Public presentation. Here, the contens of soil science will be developed. The used audiovisual materials will be provided to students. |
| Case study | Activity related to to keynote speech |
| Research (Research project) | Developed in laboratory and in the field |
| Laboratory practice | Analysis of basic soil physical, chemical and biological properties. |
| Field trip | The main soil types in Galicia will be observed. |
| Personalized attention |
|
|
| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Oral presentation | A20 A22 B4 B7 C4 C8 | Quality of the reports and presentations. | 20 |
| Document analysis | B1 B4 B5 B6 B12 C1 C2 C7 | Quality of the documents | 30 |
| Supervised projects | A6 A18 A20 A21 A22 A26 A29 A30 A31 B2 B3 B10 B13 | Outcome of the projects | 50 |
| Assessment comments | |||
| Sources of information |
| Basic |
Armstrong M, (2004). Basic Linear Geostatistics,. Springer |
|
|
|
| Complementary | |
|
|
| Recommendations | ||
| Subjects that it is recommended to have taken before | ||
|
| Subjects that are recommended to be taken simultaneously | |
|
| Subjects that continue the syllabus |
| Other comments | |