Administracja Centralna Uczelni - Wymiana międzynarodowa (S2)
Sylabus przedmiotu PHYTOREMEDIATION POTENTIAL OF AQUATIC PLANTS:
Informacje podstawowe
| Kierunek studiów | Wymiana międzynarodowa | ||
|---|---|---|---|
| Forma studiów | studia stacjonarne | Poziom | drugiego stopnia |
| Tytuł zawodowy absolwenta | |||
| Obszary studiów | — | ||
| Profil | |||
| Moduł | — | ||
| Przedmiot | PHYTOREMEDIATION POTENTIAL OF AQUATIC PLANTS | ||
| Specjalność | przedmiot wspólny | ||
| Jednostka prowadząca | Katedra Bioinżynierii | ||
| Nauczyciel odpowiedzialny | Małgorzata Gałczyńska <Malgorzata.Galczynska@zut.edu.pl> | ||
| Inni nauczyciele | |||
| ECTS (planowane) | 6,0 | ECTS (formy) | 6,0 |
| Forma zaliczenia | zaliczenie | Język | angielski |
| Blok obieralny | — | Grupa obieralna | — |
Formy dydaktyczne
Wymagania wstępne
| KOD | Wymaganie wstępne |
|---|---|
| W-1 | Basic knowledge of environmental chemistry |
Cele przedmiotu
| KOD | Cel modułu/przedmiotu |
|---|---|
| C-1 | The goals of this course are: 1) to understand the functioning of nutrient cycles in aquatic systems, 2) to understand the concepts of constructed wetlands, 3) to understand the concepts of restoration aquatic ecosystems |
| C-2 | Analysis of ammonia nitrogen (NH4-N), nitrate nitrogen NO3-N) orthophosphate (PO4-P), temperature, dissolved oxygen (DO) in contaminated waters |
Treści programowe z podziałem na formy zajęć
| KOD | Treść programowa | Godziny |
|---|---|---|
| laboratoria | ||
| T-L-1 | An aquatic plants in natural wetlands - field trip | 5 |
| T-L-2 | Determination of dissolved oxygen and pH in water | 5 |
| T-L-3 | Determination of nitrogen and phosphorus compounds in water | 20 |
| T-L-4 | Calculations of the effectiveness of removing contamination with metals and biogenic compounds | 10 |
| 40 | ||
| wykłady | ||
| T-W-1 | Role of aquatic plants in environmental clean-up. | 5 |
| T-W-2 | Constructed wetlands. 1. Physical, chemical and biological processes in the soil and water environment with the usage of wetland plants (macrophytes). 2. Aquatic plants used in CWs. 3. Classification of constructed treatment wetlands. 4. Domestic and industrial wastewater treatment. 5. Stormwater treatment. 6. Sewage gardens – constructed wetlands for single family households. 7. Cost-effectiveness and environmental impact. 8. Removal efficiency. 9. Pilot project Polder Rochow. 10. Pilot project with Joachim Krüger Pflanzenkläranlagen GmbH. 11. Case study Vidrare - the vertical flown CW: design of the wastewater treatment, construction of the wastewater treatment, operation and maintenance, costs, other aspects | 15 |
| 20 | ||
Obciążenie pracą studenta - formy aktywności
| KOD | Forma aktywności | Godziny |
|---|---|---|
| laboratoria | ||
| A-L-1 | Performance in laboratories | 40 |
| A-L-2 | Preparation for the laboratory analyses | 30 |
| A-L-3 | Report writing | 23 |
| A-L-4 | Reading recommended literature | 20 |
| 113 | ||
| wykłady | ||
| A-W-1 | Participation in lectures | 30 |
| A-W-2 | Participation in consultations | 2 |
| A-W-3 | Preparing for a grade | 2 |
| A-W-4 | Homework assignments | 2 |
| A-W-5 | Reading recommended literature | 2 |
| 38 | ||
Metody nauczania / narzędzia dydaktyczne
| KOD | Metoda nauczania / narzędzie dydaktyczne |
|---|---|
| M-1 | Multimedia presentations |
| M-2 | Discussion |
| M-3 | Laboratory exercises |
Sposoby oceny
| KOD | Sposób oceny |
|---|---|
| S-1 | Ocena formująca: Assessment of the homework assignments |
| S-2 | Ocena podsumowująca: Presentation - mitigation proposal for constructed urban aquatic habitats |
| S-3 | Ocena podsumowująca: Reports of water analysis |
Zamierzone efekty uczenia się - wiedza
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| WM-WKSiR_2-_null_W01 Student gains theoretical and practical knowledge about constructed wetlands related to the circulation of elements in nature and their migration in the soil-water-plant system | — | — | C-1 | T-W-1, T-W-2 | M-1, M-2 | S-1 |
Zamierzone efekty uczenia się - umiejętności
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| WM-WKSiR_2-_null_U01 Student gains skills describes role aquatic plants, that are used in constructed wetlands. Moreover, he/she can do chemical analysis of water in hydroponic culture in environmental laboratories. | — | — | C-2 | T-L-1, T-L-2, T-L-3, T-L-4 | M-2, M-3 | S-1, S-3 |
Zamierzone efekty uczenia się - inne kompetencje społeczne i personalne
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| WM-WKSiR_2-_null_K01 Student demonstrates understanding of phenomena occurring in the constructed aquatic ecosystem. Student sees the need of self-development and further education. Furthermore, every student organizes and leads researches in a team. Students are responsible for ensured equipment. | — | — | C-1 | T-L-1, T-L-2, T-L-3, T-L-4, T-W-1, T-W-2 | M-2 | S-2, S-3 |
Kryterium oceny - wiedza
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| WM-WKSiR_2-_null_W01 Student gains theoretical and practical knowledge about constructed wetlands related to the circulation of elements in nature and their migration in the soil-water-plant system | 2,0 | |
| 3,0 | Student has basic knowledge of the constructed wetlands in Europe and the concepts of restoration aquatic plants | |
| 3,5 | ||
| 4,0 | ||
| 4,5 | ||
| 5,0 |
Kryterium oceny - umiejętności
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| WM-WKSiR_2-_null_U01 Student gains skills describes role aquatic plants, that are used in constructed wetlands. Moreover, he/she can do chemical analysis of water in hydroponic culture in environmental laboratories. | 2,0 | |
| 3,0 | Student has basic knowledge of analyses in Lab and familiarization with field instruments and water testing kits | |
| 3,5 | ||
| 4,0 | ||
| 4,5 | ||
| 5,0 |
Kryterium oceny - inne kompetencje społeczne i personalne
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| WM-WKSiR_2-_null_K01 Student demonstrates understanding of phenomena occurring in the constructed aquatic ecosystem. Student sees the need of self-development and further education. Furthermore, every student organizes and leads researches in a team. Students are responsible for ensured equipment. | 2,0 | |
| 3,0 | Student is generally aware of aquatic nuisance plant species and their role in the environment clean-au and aware of study new literature (scientific journals and reference books) in this field | |
| 3,5 | ||
| 4,0 | ||
| 4,5 | ||
| 5,0 |
Literatura podstawowa
- Bhupinder Dhir, Phytoremediation: role of aquatic plants in environmental clean-up., 2013
- Craig S. Campbell, Michael Ogden, Constructed Wetlands in the Sustainable Landscape, 1999
Literatura dodatkowa
- Małgorzata Gałczyńska, Response of the mare’s tail (Hippuris vulgaris L.) and frogbit (Hydrocharis morsus-ranae L.) to water pollution with heavy metals and a possibility of using these plants for water phytoremediation, 2012