| Study programme competencies |
| Code | Study programme competences |
| A1 | Coñecemento das realidades interdisciplinares da Química e do Medio Ambiente, dos temas punteiros nestas disciplinas e das perspectivas de futuro. |
| A3 | Capacitar ao alumno para o desenvolvemento dun traballo de investigación nun campo da Química ou do Medio Ambiente, incluíndo os procesos de caracterización de materiais, o estudo das súas propiedades fisicoquímicas e biolóxicas e dos procesos que poden sufrir no medio natural. |
| A6 | Coñecemento do comportamento de diferentes especies químicas e dos procesos aos que poden estar sometidas unha vez liberadas no medio ambiente, incluíndo as súas relacións entre distintos compartimentos ambientais. |
| A15 | Coñecer os indicadores de calidade do chan e do aire, os procesos de distribución de contaminantes e as tecnoloxías de recuperación e aplicación en cada caso. |
| A19 | Coñecemento e interpretación da lexislación, normativa e procedementos administrativos básicos sobre medios acuosos, chans e atmosferas. Comprensión das bases científicas e económicas da sustentabilidade. |
| B2 | Que os estudantes saiban aplicar os coñecementos adquiridos e a súa capacidade de resolución de problemas en contornas novas ou pouco coñecidos dentro de contextos máis amplos (ou multidisciplinares) relacionados coa súa área de estudo. |
| B3 | Que os estudantes sexan capaces de integrar coñecementos e enfrontarse á complexidade de formular xuízos a partir dunha información que, sendo incompleta ou limitada, inclúa reflexións sobre as responsabilidades sociais e éticas vinculadas á aplicación dos seus coñecementos e suizos. |
| B4 | Que os estudantes saiban comunicar as súas conclusións e os coñecementos e razóns últimas que as sustentan a públicos especializados e non especializados dun modo claro e sen ambigüedades. |
| B5 | Que os estudantes posúan as habilidades de aprendizaxe que lles permitan continuar estudando dun modo que haberá de ser en gran medida autodirixido ou autónomo. |
| B6 | Ser capaz de analizar datos e situacións, xestionar a información dispoñible e sintetizala, todo iso a un nivel especializado. |
| C2 | Ser capaz de manter un pensamento crítico dentro dun compromiso ético e no marco da cultura da calidade. |
| C4 | Expresarse correctamente, tanto de forma oral coma escrita, nas linguas oficiais da comunidade autónoma. |
| C5 | Dominar a expresión e a comprensión de forma oral e escrita dun idioma estranxeiro. |
| C7 | 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. |
| C9 | Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
| C10 | Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| Sampling of pollutants in the atmosphere, approach to the assessment procedure air quality and interpretation of the results based on the applicable regulations. | AC1 AC3 AC6 AC15 AC19 |
BC2 BC3 BC5 BC6 |
CC2 CC7 CC9 CC10 |
| Calculations of diffusion of atmospheric pollutants in different situations. | AC1 AC3 AC6 AC15 |
BC3 BC4 BC6 |
CC2 CC4 CC9 |
| Be able to propose and develop strategies for treatment of gaseous effluents and polluted air in general. | AC1 AC3 AC15 |
BC2 BC3 |
CC2 CC5 CC7 CC9 |
| Contents |
| Topic | Sub-topic |
| UNIT 1.- Introduction to atmospheric pollution. | The atmospheric pollution problem. Specific rules. Monitoring and control networks. |
| UNIT 2.- Analytical methodology for the assessment of air quality. | Reference methodology for sampling and analysis of diverse pollutants in the air. Practical cases and interpretation of results. Conclusions on some studies and current research. |
| UNIT 3.-Atmospheric emissions | Main polluting activities of the air. Introduction to the PRTR regulation. Methodologies of sampling and analysis of major pollutants in emissions. |
| UNIT 4.- Introduction to meteorology. | Atmospheric pressure and temperature: variation with the height. Adiabatic equation. Adiabatic gradient. Potential temperature. Stability of air stratification: criteria and classes. Thermal inversion: types. |
| UNIT 5.- Diffusion of pollutants in the atmosphere. | General equation of Gaussian dispersion. Resolution of particular cases. Soil concentration. |
| UNIT 6.- Plumes: types. | Atmospheric conditions. Distribution of the concentration along the axis of the plume. Plume rise. Parameters. Briggs equations for calculations of plumes. |
| UNIT 7.- Technologies for the removal of particulate matter. | Fundamentals. Description of equipments. Design equations. Problems solving. |
| UNIT 8.- Technologies for the removal of gases/vapors. | Fundamentals. Description of equipments. Design equations. Problems solving. |
| UNIT 9.- Innovative technologies. | Fundamentals. Description of equipments. Design equations. Problems solving. |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Guest lecture / keynote speech | A6 A15 B2 B4 B6 C2 | 11 | 33 | 44 |
| Problem solving | A1 A6 A15 B2 B3 C4 C5 C7 C9 | 4 | 10 | 14 |
| Case study | A3 A15 A19 B2 B3 B5 B6 C4 C7 C9 C10 | 2 | 8 | 10 |
| Field trip | A15 B3 B6 | 2 | 0.5 | 2.5 |
| Objective test | A1 A6 A15 B2 B3 B6 C4 C9 | 2 | 0 | 2 |
| Personalized attention | 2.5 | 0 | 2.5 | |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||
| Methodologies |
| Methodologies | Description |
| Guest lecture / keynote speech | Imparted lessons by the teachers to present basic concepts and develop ideas. |
| Problem solving | The esencial aspects of the themes will be carefully shown, with the practice application of the knowledge. The teacher will propose different problems and exercises some of then will be solved by him on class and orders must be resolved by the students and given to the teacher at an specific date in order to be corrected. |
| Case study | The students must be able to develop and propose solutions to specific cases of air pollution and treatment of industrial effluents. Hipotetic situations will be the star point and the students will have to evaluate and elaborate a report about the medioambiental situation of a specific point. |
| Field trip | Also a trip to air quality inmision station where the students will see the sampling systems used on the air quality evaluation. |
| Objective test | It will consist in a evaluation about the knowledge acquired and the capacity to put it on practice. This will be measured through a written exam with 3 parts, test, short questions and problem cases. |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Case study | A3 A15 A19 B2 B3 B5 B6 C4 C7 C9 C10 | The student will face a real case about air quality. With the knowledge acquired during the subject they must develop a medioambiental report of the zone. Competences: A15, B2, B3, B6,C2, C7, C9 | 10 |
| Objective test | A1 A6 A15 B2 B3 B6 C4 C9 | The exam could have different types of questions : test, short answers, and the resolution numeric problems. Competences: A1, A6, A10, A15, B2, B3, B6, C4, C9 | 60 |
| Field trip | A15 B3 B6 | The student will elaborate a summary about the visit to air quality station. The teacher could ask for the sources os information or for the interpretation of different parameters that are obtained in the air quality station. Competences: A15, A22, B3 | 5 |
| Problem solving | A1 A6 A15 B2 B3 C4 C5 C7 C9 | There will problems presented by the teacher that will be resolved during clases. In a complimentary way, some of the problems will be given to the students it order to be solved in a individual and autonomous way and that must be given to the teacher within 20 natural days after the finish of the subject. Competences: A1, A6, A10, A15, B2, B3, C4, C6, C7, C9. | 25 |
| Assessment comments | |||
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The work of the student will be evaluated continuously through his active participation throughout the teaching of the subject. The overall rating will be obtained from the sum of the sums previously described. The grade of not presented will be granted to that student who is not presented to the objective test. STUDENTS WITH PARTIAL-TIME DEDICATION The evaluation criteria applied is the same indicated previously. STUDENTS EXEMPTED FROM REGULAR ATTENDANCE TO THE LESSONS Students exempted from regular attendance to the lessons, will be evaluated only according to their scores on the objective tests (80%) and problem solving (20%). This holds for both evaluation opportunities. |
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| Sources of information |
| Basic |
Kennes,C.; Veiga, M.C (2013). Air pollution prevention and control : bioreactors and bioenergy . ohn Wiley & Sons, New York, USA
Thad Godish (1997). Air Quality. New York, Lewis Publisher
(). Atmospheric Environment.
Kennes, C and Veiga, M.C (2005). Bioreactors for Waste Gas Treatment. Dordrecht, The Netherlands, Kluwer Academic Publishers
Milton, R. Beychock (2005). Fundamentals of Stack gas dispersion. Milton R. Beychock, New Port Beach, California, USA
Reeve, R.N (2002). Introduction to Environmental Analysis. Analytical Techniques in the Sciences. Chichester, UK. John Wiley & Sons
Baird, C (2001). Química Ambiental.. Reverté, Barcelona
Blackadar, A.K. (1997). Turbulence and diffusion in the atmosphere. . New York, Springer- Verlag |
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| Complementary |
(). http://www.aemet.es/es/portada .
(). http://www.cmati.xunta.es/.
(). http://www.magrama.gob.es/es/calidad-y-evaluacion-ambiental/temas/.
(). http://www.sogama.es/es.
McIntosh, D.H., (1983). Meteorología básica. . Madrid, Alhambra
Haltiner, G.J. and Martion, F.L. (1957). Meteorología dinámica y física. New York, McGraw-Hill |
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| 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 | |
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The student must have clear concepts of the different topics that have been studied in the courses leading to the Degree, Bachelor or Engineer. Have knowledge of computer tools (spreadsheets, word processor, internet browsing ...) and English. It is also advisable to keep the subject up to date to assimilate the concepts and that the student's participation is fruitful. Likewise, the resolution of the problems raised is fundamental, which implies the understanding of the different topics covered in the subject. |