Learning outcomes of the curricular unit (knowledge, skills and competences to be developed by the students)
Understand the importance of Climatology/Agrometeorology and geochemical cycles of elements in the interface soil-plant-atmosphere. Integrate their impacts in the natural resources management, prevention of geological risks and territory planning. Confront the student with the need to issue opinions grounded in scientific principles. They must have knowledge to discuss and integrate pedoclimatic constraints in order to ensure sustainable agriculture and rational utilization of resources.
Syllabus
Meteorology, Climatology and Agrometeorology. Earth atmosphere. Radiation. Effects, intensity and photoperiod. Air and soil temperature. Thermal constants. Hydrological cycle. Water balance: methods and importance to agricultural projects. Frost: plants frost protection. General circulation of the Atmosphere. Wind; protection measures. Climate classification systems. Portugal climate. Climate normals. Instruments. Agricultural weather forecasts.
Geology/Geochemistry of the Environment. Minerals. Internal Geodynamics: Classification, composition, and rock stability. External Geodynamics: weathering; resistant minerals, weathering products. Dynamic of the elements; clay mineral formation (inheritance, neoformation and transformation). Importance of secondary minerals and factors that influence their formation. Sedimentary rocks. Characterization of rocks by macroscopic examination. Introduction to pedogenesis study.
Demonstration of the syllabus coherence with the curricular unit's learning objectives
The program was structured to allow students to acquire the general knowledge of the 1st cycle level of studies in the fields of agricultural meteorology and biogeochemical cycles of elements, so that, afterwards, that information can be integrated in other curricular units such as plant protection, soil fertility and plant nutrition. Thus, all the major chapters of the program are concluded with its practical application to agricultural situations, which is in accordance with paragraph (a) of nº 2 of art. 61 of DL 74/2006, which states that the training process should no longer be centred on teaching (transmission of knowledge) to be focused on student learning (skills development) and with nº 3 of art. 8. of the same DL that states that it must be particularly assessed training that seeks to pursue a trade or professional nature, providing students with an application component of acquired knowledge to the activities of their professional profile.
Teaching methodologies (including evaluation)
Students will be encouraged to discuss and formulate hypotheses, test and validate ideas and to collect and interpret data/relevant information. Learning will be addressed by helping the student to use the information independently and to seek for technologically advanced communication ways.
Evaluation system
Conditions for admission to the final exam: Students enrolled in the course are admitted to the final exam.
Exam waiver requirements: have obtained the minimum score of 10 points in two written tests of knowledge assessment. Arrangements for dispensing:
- Total Exemption - Students who have obtained the minimum score of 10 points in each of the written tests;
- Partial Exemption - Students who have obtained the minimum score of 10 points, in only one of the written tests.
Final exam: Written test - 1
Demonstration of the coherence between the teaching methodologies and the learning outcomes
The semester, in which this curricular unit (CU) is included, corresponds to that in which the CU number in the area of basic sciences is higher and where the transmission of "knowledge" is the main objective. Therefore, the high number of hours of theoretical lessons is justified to enable students to develop and deep the knowledge of secondary education level through advanced learning materials. The percentage of hours of TP lessons, about 35%, aims to apply the acquired knowledge to practical activities of the CU. The "learn by doing" is now the aim, to encourage learning and to give a start to the journey that will enable students to use their knowledge in theoretical and practical applications in an autonomous way. It is considered that at this stage, the development of work group or individual work is still premature.
Bibliography (Mandatory resources)
Ahrens, C.D., Henson, R. 2019. Meteorology today: an introduction to weather, climate and environment. 12th ed.Boston:Cengage
Castillo, F.E. e Sentis, F.C. 2001. Agrometeorología. 2ed. Mundi-Prensa. España
Miranda, P.M.A. 2001. Meteorologia e Ambiente. Universidade Aberta.Lisboa
Ynoue, R.Y. 2017. Meteorologia: noções básicas. S. Paulo: Oficina de textos
Abreu, M.M. 1994. Caracterização, Origem e Comportamento dos Constituintes da Crusta de Meteorização. Textos de Apoio. AE, ISA
Carvalho, A.M. 1997. Geologia. Petrogénese e Orogénese. Universidade Aberta
Mason, B. e Moore, C.B. 1982. Principles of Geochemistry. 4ed. John Wiley & Sons, USA
Klein, C. e Hurlbut, C.S. 1993. Manual of Mineralogy. 21ed. John Wiley & Sons, Inc. USA
Schulze, D.G. 1989. An introduction to soil mineralogy. In F.E. Hurbult ed. Minerals in Soil Environment. pp 1-34. 2ed. SSSA Book Series, nº 1. Madison, Wi, USA
Weil, R. e Brady, C. 2017. The Nature and Properties of Soils.15th ed. Global edition. Pearson Education
