Name: GEOLOGY, SOIL SCIENCE AND CLIMATOLOGY
Code: 518201003
Type: Basic
ECTS: 6
Length of subject: Per term
Semester and course: 1st Year - First term
Speciality:
Language: English
Mode of study: On-site class
Lecturer data: GARCÍA FERNÁNDEZ, GREGORIO
Knowledge area: Edafología y Química Agrícola
Department: Ingeniería Agronómica
Telephone: 968325755
Email: gregorio.garcia@upct.es
Office hours and location:
martes - 10:00 / 13:00
EDIFICIO DE ETSI AGRONÓMICA, planta 1, Despacho 1.29
Se podrá atender al alumnado en cualquier otro horario, previa petición mediante correo electrónico.
jueves - 10:00 / 12:00
EDIFICIO DE ETSI AGRONÓMICA, planta 1, Despacho 1.29
Se podrá atender al alumnado en cualquier otro horario, previa petición mediante correo electrónico.
Qualifications/Degrees:
PhD in Biology, specialised in soil biology from University of Murcia (SPAIN) - 1998
Licensed in Biological Sciences, specialised in Botany from University of Murcia (SPAIN) - 1992
Academic rank in UPCT: Profesor Titular de Universidad
Number of five-year periods: 6
Number of six-year periods: 4 de investigación y 1 de transferencia
Curriculum Vitae: Full Profile
Responsible for the groups: G1, G2
Lecturer data: GARCÍA HERNÁNDEZ, CRISTINA
Knowledge area: Ingeniería Agroforestal
Department: Ingeniería Agronómica
Telephone:
Email: cristina.garcia@upct.es
Office hours and location:
Qualifications/Degrees:
Academic rank in UPCT: Investigadora Fpi Ministerio
Number of five-year periods: Not applicable due to the type of teaching figure
Number of six-year periods: No procede por el tipo de figura docente
Curriculum Vitae: Full Profile
Lecturer data: ZORNOZA BELMONTE, RAÚL
Knowledge area: Edafología y Química Agrícola
Department: Ingeniería Agronómica
Telephone: 868071130
Email: raul.zornoza@upct.es
Office hours and location:
lunes - 11:00 / 12:00
EDIFICIO DE ETSI AGRONÓMICA, planta 0, Despacho 0.10
Consultar disponibilidad previamente por correo electrónico o mediante mensaje en el Aula Virtual
Qualifications/Degrees:
PhD in Soil Science from Polytechnic university of Valencia (SPAIN) - 2007
Academic rank in UPCT: Catedrático de Universidad
Number of five-year periods: 3
Number of six-year periods: 3 de investigación
Curriculum Vitae: Full Profile
The student must be able to integrate knowledge, skills and resources from different disciplines to achieve certain objectives in common situations and following instructions.
They must also acquire basic knowledge of the characteristics of the minerals and rocks of the earth's crust (formation, composition and properties) and the geomorphology and modelling of the relief, as well as all the basic notions related to soils and climatological factors. All of this is approached from an agronomic and environmental point of view.
The learning outcomes proposed for students to acquire are the following, within categories such as knowledge, understanding, application, analysis, synthesis and evaluation:
1. identify the different types of minerals and soils present in agricultural land in the Region of Murcia, in particular, and in Spain, in general, as well as the different types of climate present in this geographical area.
2. Explain the geological, pedological and climatological processes present in the Spanish agricultural areas.
3. Apply the knowledge acquired to the interpretation of geological, pedological and climatic analyses of agricultural exploitations in order to be able to improve their management.
4. Deduce the agronomic implications of the different geological, pedological and climatological characteristics.
5. Explain agronomic suitability in terms of all the above, as a preliminary step to farm planning.
6. Determine the degree of knowledge of the subject dealt with in the course from a multidisciplinary perspective.
7. Establish specific objectives appropriate to the situation in question; identify and evaluate the information necessary to achieve these objectives.
1. Characteristics of minerals and main types of rocks in the Earth's crust (formation, composition and properties). 2. Geomorphology and relief modelling. 3. Constituents, properties and processes of soil formation. Basic notions of soil typology. Basic notions of soil degradation processes in relation to management. 4. Composition of the atmosphere. Basic elements that cause weather and climate. Impact of climate on agricultural systems. Fundamentals of climate classification.
UNIT 1.- SOIL SCIENCE
Lesson 1: Soil Science: concepts and uses. Soil formation. Forming factors and processes. The soil profile.
Lesson 2: Soil constituents. Solid phase.
Lesson 3: Soil constituents. Liquid and gas phases.
Lesson 4: Physical Properties
Lesson 5. Physicochemical properties.
Lesson 6. Soil classification.
Lesson 7. FAO soil classification.
Lesson 8. Soil cartography.
UNIT 2.- CLIMATOLOGY
Lesson 1. Weather and Climate.
Lesson 2. The solar radiation, the temperature and the atmospheric pressure.
Lesson 3. Wind, humidity, cloudiness, and precipitation and air masses and fronts.
Lesson 4. Agricultural Climatology: Climatic zonation and climate indices. Climate of Spain.
UNIT 3.- GEOLOGY
Lesson 1. Study methods and basic principles of geology: interest and applications. Soil Science. Evolution of the Science and the concept of the object of study. Relationship of Soil Science with other sciences. Climatology and its relationship with the agronomy.
Lesson 2. Classification of minerals. Petrogenetic minerals. General characteristics of the main silicate minerals. Silicates: general characteristics and structural classification.
Lesson 3. Concept and genetic classification of rocks. Magmatic processes. Chemical and mineralogical composition of igneous rocks. Main families of igneous rocks.
Lesson 4. Sedimentary rocks: origin and sedimentary environments. Diagenesis. Classification of sedimentary rocks. Major sedimentary rocks.
Lesson 5. Metamorphic processes. Types of metamorphism. Metamorphic facies. Top metamorphic rocks.
Lesson 6. Geodynamics. Hydrosphere. The hydrological cycle. Groundwater. Geological action of rivers. Fluvial cycle.
Lesson 7. Modeling of the relief. Influence of lithology on modeling the relief. Influence of tectonics.
Lesson 8. Influence of climate modeling in relief. Climatic zonation. Morphoclimatic major systems.
Laboratory, computer classroom and field practices, plus assessment tests (GLOBAL: 30 hours). The course will consist of laboratory practices, cabinet practices and field practices, to which must be added the time spent on the evaluation of the knowledge acquired.
Laboratory, computer classroom and field practices, plus assessment tests (GLOBAL: 30 hours). The course will consist of laboratory practices, cabinet practices and field practices, to which must be added the time spent on the evaluation of the knowledge acquired. 1.-Laboratory practices (TOTAL: 12 hours) 1.1-Physical determinations (1 hr) 1.1.1.- Soil colour (dry and humid). 1.1.2.- Consistency (dry, humid and wet). 1.1.3.- Granulometric analysis: texture and textural class. 1.2. 1.2.-Chemical and physicochemical determinations (1 hr) 1.2.1.- Soil pH (Water and ClK 1 N). 1.2.2.- Salts in the soil. Measurement of the electrical conductivity of the saturation extract. Optionally, these chemical and physicochemical determinations may be supplemented with: 1.2.3.- Equivalent and total calcium carbonate. 1.2.4.- Organic carbon. 1.2.5.-Total nitrogen. 1.3-Study of geological cartography and identification of minerals and rocks, including elaboration of geological report: geological cartography (5 hrs) and visu of minerals and rocks (5 hrs). 2.-Practical sessions in a computer room (TOTAL: 12 hours) 2.1-Interpretation of analytical data in relation to the classification and characterisation of soils, as well as climatic aspects. Preparation of a pedological report (10 hrs). 2.2-Management and synthesis of information (seminar) (2 hrs). 3.-Field practices. Recognition and description of the most important macromorphological characteristics of representative soils of the environment (TOTAL: 3 hours). 4.-Evaluation tests (partial and final) (TOTAL: 3 hours).
Promoting the continuous improvement of working and study conditions of the entire university community is one the basic principles and goals of the Universidad Politécnica de Cartagena. Such commitment to prevention and the responsibilities arising from it concern all realms of the university: governing bodies, management team, teaching and research staff, administrative and service staff and students. The UPCT Service of Occupational Hazards (Servicio de Prevención de Riesgos Laborales de la UPCT) has published a "Risk Prevention Manual for new students" (Manual de acogida al estudiante en materia de prevención de riesgos), which may be downloaded from the e-learning platform ("Aula Virtual") under the "Act in an Emergency" section, "Technical Guides" tab, with instructions and recommendations on how to act properly, from the point of view of prevention (safety, ergonomics, etc.), when developing any type of activity at the University. You will also find, in the "Act in an Emergency", sectionrecommendations on how to proceed in an emergency or if an incident occurs. Particularly when carrying out training practices in laboratories, workshops or field work, you must follow all your teacher's instructions, because he/she is the person responsible for your safety and health during practice performance. Feel free to ask any questions you may have and do not put your safety or that of your classmates at risk.
These assignments, once completed and successfully passed, will be retained for subsequent examination periods or future courses.
Class in conventional classroom: theory, problems, case studies, seminars, etc
Expository sessions on the contents of the subject. This activity can be carried out in distance learning mode if the situation requires it.
30
100
Class in laboratory: practical classes / internships
Laboratory practices, as well as practical sessions on the contents of the course. This includes the use of sampling tools in the field or at the University's facilities. This activity may be substituted by other non-face-to-face activities, if the situation requires it.
12
100
Class in the field or open classroom (technical visits, lectures, etc.).
Field trip to visit different sites previously studied and characterised pedologically and geologically by the students. This activity may be substituted by other non-face-to-face activities, if the situation requires it.
3
100
Class in a computer classroom: practical classes / internships
Practical classes in a computer classroom on the contents of the subject. It includes tasks such as:
-Solving practical exercises related to the subject. This activity can be carried out in distance learning mode if the situation requires it.
- Preparation and presentation of a seminar, consisting of information search and information management.
-Preparation of a soil and geological report on a specific site. This activity may be substituted by other non face-to-face activities, if the situation requires it.
12
100
Continuous assessment activities during class hours.
Performance of the mid-term exams, or block evaluation tests, of the subject.
It will consist of two mid-term exams, one per block (Soil science and climatology; Geology). This activity can be carried out in distance learning mode if the situation requires it.
3
100
Final and ongoing assessment activities outside class hours.
Taking the final exam or test for the evaluation of the subject. It will consist of an exam divided into two blocks. This activity can be be carried out in distance learning mode if the situation requires it.
3
100
Tutorials
Individual or group tutorials on doubts related to the syllabus of the subject. scheduled for student support and monitoring of the activity. This activity can be carried out in distance mode if the situation requires it.
10
50
Student work: study or individual or group work
Individual study work and preparation of the syllabus by the student. This activity will be carried out by the student individually.
Preparation of individual assignments, such as seminars on a research article. This activity will be carried out by the student individually or in coordination with other students.
Preparation of individual and group assignments, such as preparation of soil and geological reports. This activity will be carried out by the student in coordination with other students. Preparation of individual tasks, such as the preparation of topics to be presented by the student. This activity will be carried out by the student individually.
Cooperative work activities related to the preparation of the syllabus, of the technical reports of the subject and, eventually, of a debate topic to be dealt with in class. This activity will be carried out by the student in coordination with other students.
107
0
Individual test (oral or written)
Individual assessment (oral or written): this will consist of a compulsory written examination divided into two consecutive parts, each comprising a maximum of 40 multiple-choice questions (which may include theoretical concepts and results derived from the working of an exercise): Test 1 (Soil Science and Climatology) and Test 2 (Geology Unit).
This theoretical assessment of the knowledge acquired in the course will be conducted through an official individual examination, accounting for 60.34% of the overall mark (6.034 out of 10).
To pass the course, students must obtain at least 4 out of 10 in each of the two examinations that make up this individual assessment, so that, when combined with the remaining course components, the overall mark exceeds 5 out of 10. The two component examinations are:
Theoretical examination in Soil Science and Climatology, accounting for 40.32% of the overall mark (4.032 out of 10).
Theoretical examination in Geology, accounting for 20.02% of the overall mark (2.002 out of 10).
Continuous assessment will be carried out through mid-term tests during the teaching period. In both the ordinary and resit examination sessions, this will correspond to an equivalent final examination.
Marks obtained in the mid-term tests, or in official ordinary or resit examination sessions, will be carried forward to subsequent ordinary or resit sessions.
This component is compulsory.
60.34 %
Solving of cases, theoretical questions, practical exercises or problems given by the teaching staff
The resolution of case studies and practical exercises will be assessed within the Soil Science and Climatology theoretical examination, accounting for 3% of the overall course mark (0.3 points out of 10).
Continuous assessment will be carried out through a mid-term examination during the teaching period. In both the ordinary and resit examination sessions, this will correspond to an equivalent final examination.
Marks obtained in the mid-term tests, or in official ordinary or resit examination sessions, will be carried forward to subsequent ordinary or resit sessions.
This component is compulsory.
3 %
Evaluation of practical sessions, visits and seminars based on reports and corresponding documents
Assessment of practicals, field visits and seminars will be based on the corresponding reports and written work produced. To pass the course, it will be necessary to have completed or submitted, as appropriate, each and every one of the assessments that make up these practical components, as well as to obtain an overall mark of at least 4 out of 10 in this block, such that, when combined with the marks from the other components of the course, the overall result exceeds 5 out of 10.
This block accounts for 30.00% of the overall course mark (3 points out of 10) and includes the following components, each contributing a specific percentage to the final mark for this block (each component represents 22.2% of this section, except for the soil report, which accounts for 33.4%):
Seminar: management, retrieval and synthesis of information. This component contributes up to 0.66 points out of 10 to the overall final mark.
Soil report on a specific site, including a description of the soil type and its agronomic capacity. This component contributes up to 1.002 points out of 10 to the overall final mark.
Geological report on a specific site, including the characterisation of the original geological material. This component contributes up to 0.66 points out of 10 to the overall final mark.
Geology practicals, including the identification (visu) of minerals and rocks. This component contributes up to 0.66 points out of 10 to the overall final mark.
Continuous assessment will be conducted through mid-term testing during the teaching period. In both the ordinary and resit examination sessions, this will correspond to an equivalent final examination.
Marks obtained in reports, practicals, seminars or presentations carried out during the course will be carried forward to subsequent ordinary or resit examination sessions.
This block is compulsory in its entirety, as are each of the individual assessments that comprise it.
30 %
Presentation and defence of individual or group assignments
Presentation and defence of individual and group work. This block includes the individual presentation of sections of the syllabus (50% of this block) and the group presentation of the soil report (50% of this block).
Continuous assessment will take place throughout the teaching period. In both the ordinary and resit examination sessions, this will correspond to an equivalent recovery activity.
Marks obtained in reports, practicals, seminars or presentations carried out during the course will be carried forward to subsequent ordinary or resit examination sessions.
This block is optional (not compulsory).
6.66 %
At the end of each unit, the degree of assimilation of the content may be assessed through a self-evaluation test and/or by setting questions or problem-based tasks. To support this process, use may be made of a dedicated chatbot created specifically for the course, together with the gamified activities available in the course Virtual Learning Environment for use by participants.
All assessment activities will have an equivalent resit activity available in both the ordinary and extraordinary examination sittings, maintaining the same weighting as in continuous assessment. Students may retake any components not passed through equivalent tests or tasks that demonstrate attainment of the same learning outcomes.
In the ordinary and extraordinary examination sittings, all assessment activities will have an equivalent resit activity, maintaining the same weighting as in continuous assessment.
The theoretical examinations in Soil Science and Climatology (40.32%) and in Geology (20.02%) may be resat through equivalent written tests.
The Seminar (6.66%), Soil Report (10.02%), Geological Report (6.66%) and Geology Practicals (6.66%) may be resat through the preparation and defence before the teaching staff of an integrative assignment enabling assessment of the same learning outcomes.
The Presentation and Defence of Work (6.66%) may be resat through an equivalent activity involving presentation and defence before the teaching staff.
The assessment system will allow full attainment of 100% of the course mark in any of the official examination sittings.
In the event of resits, the mark corresponding to the most recent attempt will be considered valid.
Note: positive consideration will be given to the level of interest and effort demonstrated by students, based on criteria such as class attendance, questions raised during lectures, and participation during tutorial sessions.
Note: two mid-term tests with eliminatory status will be held, one for the Soil Science and Climatology block and another for the Geology block.
Note: in accordance with Article 19 of the UPCT Assessment Regulations for undergraduate degrees, students meeting the specific conditions set out in the regulations, and following a justified request submitted to the management of the corresponding school, may be entitled to a curriculum-based assessment test.
Assessment strategies in the subjects of Geology, Soil Science and Climatology will not incorporate artificial intelligence (AI) in the final process of evaluating the level of knowledge acquired, insofar as it presents challenges in verifying authorship and the genuine development of competences, particularly in assignments and submissions completed outside the classroom. For this reason, such outputs do not, in themselves, constitute sufficient evidence of learning. Consequently, the role of in-person assessment is reinforced as an essential mechanism for ensuring authenticity of performance and verifying the effective acquisition of knowledge and skills, particularly in relation to practical work or reports, whether completed individually or in groups.
However, AI-based tools will be incorporated into the prior learning process through quizzes and exercises, including gamified activities, enabling ongoing self-assessment. This approach establishes continuous self-assessment structured by thematic units, aligned with defined learning outcomes, and may become a key resource for improving learning quality, ensuring the acquisition of competences, and reinforcing academic rigour.
In all cases, it should be noted that theoretical, in-person and individual assessments will include questions related to syllabus content, as well as problems and practical cases previously addressed through guided chatbot-based activities, AI-generated and AI-corrected exercises, and gamification dynamics (INDIe and Kahoot). Completion of such examinations enables more precise assessment of competences such as identification, understanding, analysis and application of geological, soil science and climatology knowledge.
In this context, AI is intended to play a relevant role in formative assessment, providing immediate and personalised feedback on practical exercises completed by students. This may allow identification of errors, reinforcement of key concepts and autonomous progress in the learning process. Likewise, intelligent quizzes and gamified activities act as continuous indicators of progress, promoting self-assessment and supporting monitoring by teaching staff.
This balance between AI-assisted assessment for self-directed learning and in-person assessment conducted by teaching staff responds to the need to maintain a high level of academic demand while preventing inappropriate use of technological tools. At the same time, it allows effective use of the potential of AI as a catalyst for deep learning, promoting integration of knowledge and its application in real agronomic contexts.
These assessment strategies aim to combine methodological innovation with academic rigour, contributing to the development of a multidisciplinary, critical and applied perspective, in line with the educational objectives of the course and of the degree in Agricultural Engineering.
Author: Blum, Winfried E. H.
Title: Essentials of soil science soil formation, functions, use, and classification
Editorial: Borntraeger Science Publishers; Schweizerbart
Publication Date: 2018
ISBN: 9783443010904
Author:
Title: The Soils of Spain
Editorial: London: Springer
Publication Date: 2015
ISBN: 9783319205403
Author: Samuels, Myra L.
Title: Statistics for the life sciences: global edition
Editorial: Pearson
Publication Date: 2016
ISBN: 9781292101811
Author: Hastie, Trevor
Title: The elements of statistical learning: data mining, inference, and prediction
Editorial: Springer
Publication Date: 2003
ISBN: 0387952845
Author: Varmuza, Kurt
Title: Introduction to Multivariate Statistical Analysis in Chemometrics
Editorial: CRC Press
Publication Date: 2009
ISBN: 9781420059472
Author:
Title: Guidelines for soil description
Editorial: Food and Agriculture Organization of the United Nations,
Publication Date: 2006
ISBN: 9251055211
Author: IUSS Working Group WRB
Title: World Reference Base for Soil Resources 2014
Editorial: FAO
Publication Date: 2015
ISBN:
Author: Bott, G.H., Bruggenwert, M.G.M.
Title: Soil chemistry
Editorial: Elsevier
Publication Date: 1978
ISBN: 0444414355
Author: Adriano, D. C.
Title: Trace elements in the terrestrial environments biochemistry, bioaviability, and risks of metals
Editorial: Springer
Publication Date: 2001
ISBN: 0387986782
Author: Adriano, D.C.
Title: Biogeochemistry of Trace Metals: Advances In Trace Substances Research
Editorial: CRC Press
Publication Date: 2017
ISBN: 1138506664
Author: Alloway, B. J.
Title: Heavy metals in soils: trace metals and metalloids in soils and their bioavailability, 3rd edition
Editorial: Springer Science & Business Media
Publication Date: 2013
ISBN: 9789400744691
For coordinate transformation between different reference systems:
https://www.ign.es/wcts-app/
Cadastral information on farms or agricultural land
http://www.sedecatastro.gob.es/
https://sig.mapama.gob.es/dpmt/
http://sigpac.mapa.es/fega/visor/
To access scientific databases and download articles: access to scientific databases (ISI Web of Knowledge):
https://apps.webofknowledge.com/
http://www.accesowok.fecyt.es/login/
For access to scientific databases of the Elsevier publishing house (contracted by the UPCT):
http://www.sciencedirect.com/