Learning outcomes of the curricular unit (knowledge, skills and competences to be developed by the students)
Provide understanding on nutrient cycles and on soil thermodynamic and biological balances. Obtain knowledge on the formation and properties of soil. Learn to collect and interpret data on soil fertility and infer their effects on plant growth. Learn to interpret soil maps. Give understanding of the practical application of biology, chemistry, physics and earth science principles to integrated land use and environmental protection. Develop the student¿s comprehension for the complexity and importance of soils in today's world.
Syllabus
Soil formation and constitution. Pedogenesis and Soil Forming Factors. Soil profile. Soil horizon designation. Characteristics and properties of soil mineral elements. Organic Matter. Origin, composition and characterization. General Properties. Ion Adsorption and exchange. Cation exchange capacity, total bases and exchange acidity. Degree of base saturation. Acidity and alkalinity. pH and Buffering. Soil structure. Particle and bulk density of mineral soils. Pore volume. Consistency, compactness and scalability. Soil color. Soil water. Soil water energy concepts. Field capacity. wilting coefficient, maximum retention capacity. water economy and drainage. Soil atmosphere. Soil Classification and Mapping. Soil Map of Portugal. Pedological and interpretative classifications. Diagnostic horizons. Soil erosion and conservation. Water and wind erosion. Types of erosion and defense methods.
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, enabling them to intervene in the evaluation of various types of soils and their agronomic characteristics and subsequent integration of this knowledge into other disciplines in the field of plant science. The contents are discussed based on a dynamic transmission of theoretical knowledge and its application in practical context. It is intended to make students able to search for sustainable solutions, suitable to each of the circumstances they will encounter in a professional context. 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:
Class attendance is optional
Continuous Assessment: two written tests and quizzes on the practical component.
FORMULA FOR CALCULATING: 0.8 x mean of the two written tests + 0.2 x average of 5 best quizzes
The results of the quizzes can be kept for up two consecutive academic years after their obtaining.
Admission to the final exam: Students enrolled in the course are admitted to the final exam
Waiver of examination: Students who have obtained the score of 10 or more points in the average of all the tests of continuous assessment
Final Exam: one written test
Demonstration of the coherence between the teaching methodologies and the learning outcomes
The teaching methodologies are consistent with the objectives of the curricular unit. The expository learning methodology associated with the work and exercises performed during practical classes, will allow students to autonomously acquire working methodologies and knowledge, which are oriented to solving real problems. The evaluation system is therefore organized to be fostered practical work, where learning and specific skills are enhanced with a view to the future resolution of real problems.
Bibliography (Mandatory resources)
Weil, R.R. and Brady, N. C. 2017. The Nature and Properties of Soils. 15th ed. Global edition. Pearson Education. Costa, J. B. 2011. Caracterização e Constituição do Solo. 8ª ed. Fundação Calouste Gulbenkian. Lisboa. Portugal. Lynch, J. M. 1983. Soil Biotechnology. Microbiological Factors. In: Crop Productivity. Blackwell Scientific Publications. London. UK. Morgan, R. P. C. 1995. Soil Erosion and Conservation. 2nd ed. Longman. London. UK.
