| Competences |
| Type A | Code | Competences Specific |
| Professional | ||
| AP1 | A1.1. Formulate strategies to collate data for the design and application of conceptual and calculation models aimed at improving understanding of complex systems of engineering and environmental management. | |
| AP2 | A1.2. Analyze the dynamic interactions in complex systems in the environment and general surroundings. | |
| AP3 | A1.3. Provide scientific evaluations for developing policies and taking decisions that are sustainable and environmentally friendly. | |
| Type B | Code | Competences Transversal |
| Professional | ||
| BP1 | B1.1. Communicate and discuss proposals and conclusions in a clear and unambiguous manner in specialized and non-specialized multilingual forums. | |
| BP2 | B1.2. Adapt to a changing environment. | |
| BP3 | B2.1. Influence and guide others to improve performance. | |
| BP4 | B2.2. Provide guidelines to define and achieve objectives. | |
| BP6 | B3.1. Work in a team with responsibilities shared among multidisciplinary, multilingual and multicultural teams. | |
| BP7 | B4.1. Show commitments to an attitude of continuous learning | |
| BP8 | B4.2. Learn autonomously and with initiative. | |
| BP9 | B5.1. Work autonomously, responsibly and with initiative in a research and innovation context. | |
| Type C | Code | Competences Nuclear |
| Common | ||
| CC1 | Have an intermediate mastery of a foreign language, preferably English | |
| CC3 | Be able to manage information and knowledge | |
| CC4 | Be able to express themselves correctly both orally and in writing in one of the two official languages of the URV | |
| CC5 | Be committed to ethics and social responsibility as citizens and professionals | |
| CC6 | Be able to define and develop their academic and professional project | |
| Learning aims |
| Objectives | Competences | ||
| To learn and apply the transport models in the different media for solving environment problems. | AP1 AP2 AP3 |
BP1 BP2 BP3 BP4 BP6 BP7 BP8 BP9 |
CC1 CC3 CC4 CC5 CC6 |
| Contents |
| Topic | Sub-topic |
| Fundamental equations governing the transport of pollutants. | Fundamental equations governing the transport of pollutants. - Transport of pollutants: surface water, groundwater, soil |
| multicompartmental models | - Multicompartimental Models -Variability and uncertainty in environmental studies - Models for integrated environmental assessment and decision making |
| Planning |
| Methodologies :: Tests | |||||||||
| Competences | (*) Class hours | Hours outside the classroom | (**) Total hours | ||||||
| Introductory activities |
|
1 | 0 | 1 | |||||
| Problem solving, classroom exercises |
|
15 | 22.5 | 37.5 | |||||
| Practicals using information and communication technologies (ICTs) in computer rooms |
|
20 | 30 | 50 | |||||
| Practicums/Case studies |
|
20 | 30 | 50 | |||||
| Personal tuition |
|
0.5 | 0 | 0.5 | |||||
| Mixed tests |
|
6 | 7.2 | 13.2 | |||||
| (*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | |||||||||
| Methodologies |
| Description | |
| Introductory activities | Activities to make contact and gather information and present students of the subject. |
| Problem solving, classroom exercises | Formulation, analysis, discussion and resolution of a problem or exercise related to the theme of the coursea. |
| Practicals using information and communication technologies (ICTs) in computer rooms | Applied in practice, the theory of a field of knowledge in a particular context. Exercises through ICT. |
| Practicums/Case studies | Approach a situation (real or simulated) in which the student has to work to give a reasoned solution to the issue, resolve a series of specific questions or to make a comprehensive reflection. |
| Personal tuition |
| Personalized attention |
|
|
| Assessment |
| Description | Weight | ||
| Practicals using information and communication technologies (ICTs) in computer rooms | Aplicar, a nivell pràctic, la teoria d'un àmbit de coneixement en un context determinat. Exercicis pràctics a través de les TIC. | 20 | |
| Practicums/Case studies | Plantejament d’una situació (real o simulada) en la que ha de treballar l’estudiant per donar una solució argumentada al tema, resoldre una sèrie de preguntes concretes o realitzar una reflexió global. | 20 | |
| Mixed tests | Proves que combinen preguntes de desenvolupament, preguntes objectives de preguntes curtes i/o proves objectives tipus test. | 20 | |
| Others | Treballs que realitza l'alumne. Examen final |
40 | |
| Other comments and second exam session | |||
| Sources of information |
| Basic |
Donald Mackay, Wan Ying Shiu, Kuo Ching Ma. , Illustrated Handbook of Physical-Chemical Properties and Environmental fate for organic chemicals. , Lewis Publishers , 1991
P.Melli and P. Zannetti, Environmental modelling. , Elsevier Applied Science, cop., 1992 |
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| Complementary | |||||||||
| Recommendations |
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.