Additional Geology for Teaching III
The objective of the CU is to provide students with the knowledge and tools needed for the interpretation of the geology of a region through geological maps and from them to use the Earth as a resource for human society and life.
At the end of the UC, students should have acquired knowledge, skills and competencies that enable them to:
1) interpret geological maps;
2) be able to use them as the basis of knowledge of geo-resources and geological hazards and risk;
3) Understand the forms of occurrence of ground water, its exploitation and importance for Life;
4) Identify human activity as a potential agent of climate change;
5) Recognize the factors disrupting human occupation in different areas of the Earth''''s surface;
6) Be acquainted with the geological resources of interest to the sustainable development of society;
7) Recognize the importance of preserving the Geological Heritage and adopt an ethical attitude towards the Planet.
Paulo do Carmo de Sá Caetano
Weekly - 5
Total - 80
Bolton, T., 2009. Geological Maps; their solutions and interpretation.
Brilha, J., 2005. Património Geológico e Geoconservação. Palimage, 190 p.
Culshaw, M.G., Reeves, H.J., Jefferson, I., Spink, T.W. (eds.) (2009) – “Engineering Geology for Tomorrow''''s Cities”. GSEG Sp. Pub., nº 22, 400 p.
Hiscock, K., 2005. Hydrogeology: Principles and practice. Blackwell Publishing Co., 389 p.
Jackson, R. E. (2019) Earth Science for Civil and Environmental Engineers. Cambridge Univ Press, 1st Ed., 492 p.
Lisle, R.J., Brabham, P. & Barnes, J.W., 2011. Basic Geological Mapping, Wiley, 5ª ed., 217p.
Ramkumar, M. (Ed.), 2013. On a Sustainable Future of the Earth''''s Natural Resources. Springer, 554 p.
Sharma, H. D.; Reddy, K. R., 2004. Geoenvironmental Engineering: Site Remediation, Waste Containment, and Emerging Waste Management Technologies. Wiley, 992 p.
Vallejo, L. I. & Ferrer, M., 2011. Geological Engineering. CRC Press Balkema Group, 678 p.
Different teaching methods are used in the course, namely:
- Tutorial teaching, for the face-to-face teaching component foreseen in the school calendar, for the theoretical and theoretical-practical components.
- Assisted remote teaching, using Moodle platform, where students can contact teachers to put questions, in addition to the conventional weekly hours for doubts, provided for in the CU''''s schedule.
Continuous assessment with presentation of reports of practical work or field trips. The student will present written, summary works on topics proposed by the teachers, as well as an oral presentation on these topics and their discussion with teachers and colleagues, whenever possible with the perspective of their applicability to Secondary Education (according to the syllabus this level of education).
A) Geological maps: synthesis of geological substratum information and interpretation tool for exploitation and land management and planning. The production and interpretation of geological maps. Thematic and geological risk maps. Risk evaluation, management and mitigation. Human occupation and land use planning; hydrographic basins, coastal and unstable slope areas.
B) The Water cycle. Hydrogeological suitability of rock units. Quality, exploitation and contamination of groundwater.
C) The Carbon Cycle. Climate change and its effects; the geoscientific perspective and Human activity.
D) Classification and origin of geological resources: metallic, non-metallic and ornamental stones. Sustainable management. Methods and exploration technologies: open pit and underground. Processing and valorization. Energy resources. Reservoir exploration.
E) Geology, technology, and society: towards a culture of sustainability of life on Earth - Geological heritage and Geoethics.
Programs where the course is taught: