Class Characterization and Remediation of Soils and Aquifers

Review important concepts about soils, their constitution and properties relating to the different types of source rocks, emphasizing the importance of rock composition in soil composition. Review important concepts of hydrology, hydrodynamics and hydrochemistry of surface and groundwater. Understand the concepts of contamination and pollution. Type and dynamics (mobility) of the different pollutants (organic and inorganic) from soil and water, their interaction with adjacent systems (atmosphere, hydrosphere and biosphere). Understand the criteria for assessing and monitoring soil and water pollution. Understand strategies and learn available technologies for soil and groundwater remediation. Promote student contact, through practical exercises and field trips (on the ground), with examples of pollution in Portuguese territory, promoting a closer relationship between the student and the national reality.

Not applicable

THEORETICAL (T) 1. SOIL CHARACTERIZATION: Basic concepts, genesis, composition. Physical / chemical properties 2. SOIL CONTAMINATION: Soil Degradation. Pollution concept. Pollution Classification. Pollution in Europe and Portugal. Main contaminants 3. AQUIFER CHARACTERIZATION: Water Cycle. Underground hydrology. Hydraulic properties. Vulnerability Assessment. 4. CONTAMINATION OF AQUIFERS: Concept of pollution. Main pollutants of groundwater. Pollutant transport. Water Monitoring and Sampling. EU / Portugal legislation. 5. REMEDIATION OF CONTAMINATED SOILS AND AQUIFERS: Assessment of contaminated sites - Research phases. Sampling. Legislation (national and international). Remediation techniques (in-situ, on and off-site). Study cases   PRACTICE (P) Contamination exercises. Surface and depth distribution of contamination. Pollutant sources and movement. Work on soil/sediment/water pollution.

The methodology used is the active method, placing the student as the centre of the learning process. Classes use a combined expository/interrogative method using active learning methodologies: brainstorming, role play, etc. Case study analysis is included in the topics covered, encouraging peer discussion and problem solving. This process will allow students to develop critical thinking, increasing their problem-solving capacity. "Flipped classroom", "Peer teaching" and "Peer feedback" methodologies may be used. If the opportunity arises, a field trip (technical excursion) will be organised to enable non-formal learning.

Costa, J. B. (2004). Caracterização e Constituição do Solo. 7ª ed.Fund.CalousteGulbenkian. EEA and JRC (2010).The European Environment State and Outlook. Soil. Luxembourg: Publications Office ofthe EU. Fetter, C. W. (1994).Contaminant Hydrogeology. Prentice Hall. Hipólito, J.R.; Vaz, A.C.(2017).Hidrologia e recursos hídricos. 3ª Edição. Coleção Ensino da Ciência e Tecnologia. IST Press. Meuser, H. (2012).Soil Remediation and Rehabilitation: Treatment of Contaminated and Disturbed Land. Springer Science & Business Media. Vieira, J.M.P. (2018).Água e saúde pública. Silabo. Legislação nacional e internacional. Páginas ne:APA, EEA, USEPA, ESDAC.JRC Legislação nacional e internacional. Variados artigos (comunicação social e académicos). Páginas da internet. Ex: APA, EEA, USEPA, ESDAC.JRC