Environmental Chemistry

At the end of the subject Environmental Chemistry, students are expected to be able to:
- Demonstrate knowledge and understanding of the chemical phenomena related to the Environment.
- Apply the knowledge acquired to solve environmental problems.
- Acquire experience for a commitment to environmental quality.

Study of the most important environmental pollutants: properties, origin, reactivity, control. Contamination in the air. Water contamination. Soil pollution. Green chemistry.

PROGRAM:
1. Introduction:
1.1. Chemistry and environment.
1.2. Environmental degradation.

2. Air pollution:
2.1. Introduction to the study of the atmosphere.
2.2. Air composition and main pollutants
2.3. Study of some atmospheric pollution processes: Greenhouse effect, ozone layer depletion and climate change. Acid rain. Urban pollution.

3. Water pollution:
3.1. Introduction. Abundance, cycle and uses of water. Natural waters. General parameters indicating contamination: BOD and COD.
3.2. Study of inorganic water pollutants. Bionutrient contamination: eutrophication.
3.3. Wastewater problems.

4. Soil Pollution:
4.1. Introduction to the soil as a component of the global ecosystem. Components and processes in the soil.
4.2. Soil pollution. Risk assessment. Classification of pollutants.
4.3. Inorganic contaminants and their behavior in the soil.
4.4. Organic contaminants and their behavior in the soil.
4.5. Diagnosis of soil contamination. Recovery of contaminated soils.

5. Most important organic pollutants:
5.1 Contamination by oil and oil derivatives
5.2. Polynuclear aromatic hydrocarbons (PAHs).
5.3. Pesticides
5.4. Dioxins, furans and polychlorinated biphenyls (PCBs).
5.5. Solvents. VOCs. Chlorofluorocarbon compounds (CFCs).
5.6. Other organic compounds that are toxic and/or harmful to the environment.

6. Green chemistry:
6.1. Sustainable development. Sustainable development objectives (SDG).
6.2. Green chemistry: basic principles.
6.3. Green chemistry: some examples from the real world.
6.4. New approaches in green chemistry.

Basic
1. C. Baird, M. Cann. Química ambiental, 2ª ed. (5ª ed. original); Editorial Reverté, 2014. A EMA 37 D.
2. D. W. Connell. Basic concepts of environmental chemistry, 2ª Ed.; Taylor & Francis Group, CRC Press, 2005. EMA 283.
3. D.L. Sparks. Environmental soil chemistry, Academic Press, San Diego, 1995. A EMA 102 (digitally accessible at BUSC).
4. Domènech Antúnez, Xavier. Fundamentps de Química Ambiental. Vol. I. Química de los sistemas atmosférico, edáfico e hidrosférico. Ed. Síntesis. Madrid. 2014. (84-9077-595-8) (digitally accessible at BUSC).
5. Domènech Antúnez, Xavier. Fundamentps de Química Ambiental. Vol. II. Química de la contaminación, técnicas de remediación y evaluación del riesgo ambiental (84-9077-595-6). Ed. Síntesis. Madrid. 2014 (digitally accessible at BUSC).

Complementary
6. C. Orozco, A. Pérez, M. N. González, F. J. Rodríguez y J. M. Alfayate. Contaminación ambiental. Una visión desde la química, Thomson Editores/Paraninfo, Madrid, 2003. A EMA 49 1.
7. R.E. White. Principles and practice of soil science. Ed. Blackwell Science, Oxford, 1997. TS 290
8. M. Lancaster. Green Chemistry: An introductory text. The Royal Society of Chemistry 2002. EMA 562.
9. A. H. Neilson, A.-S. Allard. Environmental degradation and transformation of organic chemicals. Taylor & Francis Group, CRC Press, 2008. EMA 551
10. P.T. Anastas and J. C. Warner. Green Chemistry: Theory and Practice. Oxford University Press 1998. EMA 446
11. S.E. Manahan. Introducción a la Química Ambiental. Editorial Reverté, Barcelona 2007. EMA 547
12. S.E. Manahan. Environmental Chemistry, 7ª Ed.; Lewis Publishers, INC., 2000.
13. I.A. Mirsal. Soil Pollution. Origin, Monitoring & Remediation, 2ª Ed.; Springer, 2008.

BASIC AND GENERAL
• CB1 - That students have demonstrated to possess and understand knowledge in an area of study that starts from the base of general secondary education, and is usually found at a level that, although supported by advanced textbooks, also includes some aspects that imply knowledge coming from the vanguard of its field of study.
• CG1 - That the graduates possess and understand the most important concepts, methods and results of the different branches of Chemistry, with a historical perspective of their development.
• CG2 - That they are able to gather and interpret data, information and relevant results, obtain conclusions and issue reasoned reports on scientific, technological or other problems that require the use of knowledge of Chemistry.
• CG3 - That they can apply both the theoretical and practical knowledge acquired as well as the capacity for analysis and abstraction in the definition and approach of problems and in the search for their solutions both in academic and professional contexts.
• CG4 - That they have the ability to communicate, both in writing and orally, knowledge, procedures, results and ideas in chemistry to both a specialized and non-specialized public.
• CG5 - That they are able to study and learn autonomously, with organization of time and resources, new knowledge and techniques in any scientific or technological discipline.

TRANSVERSALS
• CT6 - Carry out team work
• CT7 - Carry out interdisciplinary team work.
• CT8 - Being able to work in an international context.
• CT9 - Develop skills in interpersonal relationships.
• CT10 - Acquire critical reasoning.
• CT11 - Log ethical commitment.

SPECIFIC COMPETENCES (knowing, knowing how to do or being able to)
• CE15 - Be able to recognize and analyze new problems and plan strategies to solve them.

• Expositive classes: In these classes, the teacher will develop the contents of the subject that can have two different formats: master classes taught by the teacher, and active learning based on problems and practical examples. The explanations will be accompanied with the projection of slides with text, figures, tables and diagrams to help the students to follow these explanations. These classes may also include tests for continuous evaluation.

• Interactive classes in small group (seminars): Theoretical/practical classes in which the students will reflect and discuss the acquired knowledge and try to apply what they have learned to concrete situations. In these classes are proposed and solved applications of theory, problems, exercises, etc. The student participates actively in these classes in different ways: delivery of exercises to the teacher OR resolution of practical cases in the classroom. Evaluation tests may also be included in these classes.

• Blackboard tutorials in a very small group: Tutorials programmed by the teacher and coordinated by the Center. In general, they will mean 2 hours for each student. Activities will be proposed such as supervision of directed works, clarification of doubts about theory, problems, exercises, readings or other tasks, depending on the number of students. We can also use these hours for the presentation, exhibition, debate or comment of individual works or work done in small groups. The teacher may require students to deliver exercises prior to the tutorial class.

• The student can find support material in the Virtual Campus of the USC.
• The student will have personalized guidance during tutorial hours.

a) The evaluation of this subject will be done through continuous assessment and a final exam.
b) Written controls, exercises carried out in the active learning classes and seminars, and the work done in the tutorials will be taken into account for the continuous assessment. It will count in the student's final mark with a percentage of 25%.
c) The final exam will include all aspects of the subject.
d) The exam will consist of three parts. Students who having failed the subject in the first ordinary edition (January), had any part of the exam passed, will keep the note of the same/s for the examination of the second ordinary edition (July).
e) To take into account the grade corresponding to the continuous assessment, the student must reach a minimum of four (out of ten) in the final exam.
f) The final mark of each student in the subject will be the maximum mark: N1 (numerical mark of the exam) (scale 0-10); or the weighted average mark taking into account the numerical mark corresponding to the continuous evaluation (N2) (scale 0-10), according to the formula (N1 x 0.75) + (N2 x 0.25), with the exception indicated in section "e".

Final mark= Maximun: N1 or [(N1 x 0,75) + (N2 x 0,25)] (the latter only when N1 is equal to or greater than 4.0)

In the cases of fraudulent performance of exercises or exams, the provisions of the Regulations for the evaluation of the academic performance of students and the review of grades will apply.

In the exam and in the works carried out throughout the course, the following competences are evaluated:

Interactive classes: CB1, CG1, CG2, CG3, CG4, CG5, CT6, CT7, CT8, CT9, CT10, CT11, CE15.

Exam: CB1, CG1, CG2, CG3, CG4, CT10, CT11, CE15.

PRESENTIAL WORK IN THE CLASSROOM (HOURS):
Group lectures: 30
Interactive classes in small group (seminars): 4
Blackboard tutorials in a very small group: 2
Examination: 3

Total hours classroom work: 39

PERSONAL WORK OF THE STUDENT (HOURS):
Autonomous study, individual or in group: 42
Resolution of exercises, or other works in seminars: 16
Preparation of oral or written presentations, resolution of proposed exercises. Activities in library or similar: 8

Total hours personal work of the student: 66

• It is very important to attend the lectures to understand the contents of the subject.

• Active participation in the classes is recommended, raising questions related to the topic.

• It is important to keep studying the subject "up to date".

• Once the reading of a topic in the reference manual is complete, it is useful to summarize the most important points, identifying the basic aspects that must be remembered and making sure to know both their meaning and the conditions in which they can be applied.

• Consult the recommended bibliography, as well as any other suggested throughout the course.

• Use of tutorial hours to solve doubts that arise during the course.

Situation, meaning and importance of the subject in the field of the degree.

• Module to which the subject belongs in the Curriculum and Matters with which it is related:
Belongs to Module 9. Advanced Chemistry.
This subject is fundamentally related to the subjects General Chemistry, Physical Chemistry, Inorganic Chemistry, Organic Chemistry, Analytical Chemistry and Biochemistry.

• Role played by this course in this training block and in the whole curriculum:
Subject of general character within the block. With this course is intended, essentially, that the student applies the knowledge of chemistry that has been acquiring in previous levels, to the most important current environmental problems. In addition, throughout the course is used to apply many of the chemical concepts learned in previous courses to explain environmental chemical issues and to solve proposed problems related to those. It is intended that the student acquires an overview of all environmental problems.

• Previous knowledge (recommended): have a basic knowledge of the environment, especially in the field of geology, soil science, hydrology and atmosphere.