LEARNING METHODOLOGY

The learning methodology will include tasks carried out both in the natural environment, through fieldwork, and in the classroom or laboratory.

Nearby study areas will be visited, including the surroundings of the campus, the Ripoll River catchments and the Rubí stream, among others. Topics related to geomorphology, hydrology and hydrogeology, fauna and flora, ecology, and agricultural, livestock and forestry use will be addressed.

During fieldwork, students will become familiar with techniques for recognising and interpreting the landscape and will work at different spatial and temporal scales. They will also be introduced to the sampling and analysis of biological samples and to the processing of the data obtained.

In the classroom, students will acquire the skills required to develop conceptual and numerical hydro-bio-environmental models. These models will be built and populated using data generated during field and classroom work, as well as any additional data that may be required and subsequently located by the students. Numerical modelling may be carried out using specific open-access software.

Students will complete a group project and give group oral presentations about the area studied.

THEORETICAL SYLLABUS AND PREPARATION FOR THE FIELD TRIP

Theoretical training will be provided on basic concepts that are essential for the successful completion of the project.

The aim of this training will be to integrate and complement the concepts acquired in previous subjects and to introduce students to field data-acquisition techniques, sampling and analysis, and the construction and use of models.

• Introduction to the research area and review of background information.

• Introduction to research techniques in hydrology and environmental geology.

• Field data-acquisition, processing and modelling methodologies.

LABORATORY PRACTICAL SESSIONS

Practical work related to the field trip and/or the objectives of the course will be carried out.

FIELD TRIP IN THE CAMPUS–VALLÈS AREA

Observation, description, measurement and sampling, and analysis of the physical and biotic environment within a catchment system.

Identification and diagnosis of environmental problems.

Techniques for the in situ recognition, measurement and analysis of geo-bio-environmental variables.

GROUP PROJECT

1. ORGANISATION

• The project will be completed in groups of four or five students, corresponding to the groups assigned to the biotic-environment tasks.

• The work will consist of studying an area of Catalonia selected by the students, covering approximately 10 km². This figure is flexible, but the area should not be as small as 1 km² or as large as 100 km².

• Good integration between the biotic and abiotic aspects of the environment will be valued, including the approach, data, conclusions and other relevant elements.

• The teaching staff will be divided into tutorial groups in order to monitor the progress of the projects.

2. TOPICS

In general terms, the projects must fall within one of the following topics:

• River-channel and coastal management, including flooding, beach restoration and urban development.

• Pollutant management, including slurry, industrial spills and salinisation.

• Forest and wildfire management, including prevention and restoration.

• Restoration of degraded areas, including quarries, landfill sites and river channels.

• Management of reservoir sedimentation.

Topics covered in other subjects, such as Integrated Environment II, III and IV, may be excluded. This may include, for example, certain aspects of the Llobregat or Ebro deltas.

3. SECTIONS

The study will consist of two clearly differentiated parts.

3.1. FIRST PART: GENERAL OVERVIEW

This section will cover the general biotic and abiotic characteristics of the study area addressed in the course. These may include vegetation cover, geological materials, environmental problems, land use, climatology and hydrology, invasive species and other relevant aspects.

The physiographic and geological context must also be described using Vissir. See the “References” section.

3.2. SECOND PART: ENVIRONMENTAL PROBLEM AND WORK PLAN

This section will focus on a specific or general issue or hypothesis concerning either part or all of the study area.

The hypothesis or environmental problem affecting the area must be presented in this section.

With regard to biotic aspects, students may present a comparison using published inventory data for the area or the vegetation-cover map. A similar exercise may be carried out for the physical environment using climatic, geological or other relevant data.

When no vegetation or fauna data are available, students must propose a sampling programme that would make it possible to address the environmental problem under consideration. The techniques used during the field practical sessions must be taken into account and adapted to the selected area and the requirements of the problem.

Similarly, if no geological or physical-environment data are available to address the proposed hypothesis, students may submit a proposal for activities to be carried out. These may include mechanical boreholes, flow measurements, the establishment of flood zones or the location of waste-treatment plants.

Good integration of the biotic and abiotic environments in the interpretation, approach and conclusions presented will be valued.

THIS SECTION MUST DESIGN THE WORK PLAN AND THE TASKS THAT WOULD NEED TO BE CARRIED OUT IN ORDER TO ADDRESS THE PROBLEM IDENTIFIED. IT IS NOT NECESSARILY EXPECTED THAT STUDENTS WILL OBTAIN RESULTS OR SOLVE THE PROBLEM.

Nevertheless, the second part of the project may optionally include fieldwork.

4. FAILED PROJECTS

Students who do not pass the group project, meaning that they receive a mark below 5 out of 10, will have 15 days to correct and resubmit it. They must give the presentation again and submit the supporting materials once more.

Classroom practical sessions cannot be repeated or reassessed.

Note: Fifteen minutes of one class, within the timetable established by the faculty or degree programme, will be reserved for students to complete the surveys evaluating both the teaching staff and the course.

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

The final mark will be distributed as follows:

• Group project: 50%. It will be assessed on the basis of the existing rubric. Students who do not pass the group project, meaning that they receive a mark below 5 out of 10, will have 15 days to correct and resubmit it. They must give the presentation again and submit the supporting materials once more. Classroom practical sessions cannot be repeated or reassessed.

• Biotic-environment practical sessions, including field and laboratory work: 25%.

• Abiotic-environment practical sessions, including field and laboratory work: 25%.

Students’ attitude and attendance during field practical sessions will be assessed.

In all cases, ATTENDANCE AT FIELD PRACTICAL SESSIONS IS STRICTLY COMPULSORY. EXCEPTIONS MAY ONLY BE MADE UNDER CASES OF FORCE MAJEURE WHICH ARE FULLY DOCUMENTED.