Objectives and competences

The aim of this course is to educate and train students to integrate different skills in order to recognize and analyze environmental problems and to evaluate options and to address them. The purpose of this course is to acquaint students with an approach to agri-environmental protection.

Content (Syllabus outline)

• Introduction (environment and ecosystems) • a holistic approach to chemistry of the atmosphere • hydrosphere (water cycle, physical, chemical, and biological parameters); • wastewaters and wastewaters treatmentenvironmental burden resulting from agricultural production: water, air, soil, and plant pollution • heavy metal accumulation in soils – the case of copper (inputs, outputs, chemistry in the soil solid phase and soil solution) • remediation (bioremediation) • measures to protect the quality of air, soil, surface water, and groundwater • plastics and microplastics in the environment • new aspects of agricultural chemistry

Learning and teaching methods

• lectures, • lab and field work • discussions and group work

Intended learning outcomes - knowledge and understanding

Knowledge and Comprehension: Students know the basic principles of sustainable development in the area of agro environmental chemistry. They are able to understand the chemistry of harmful influences on human and environment. Students understand the interconnection of soil, water, atmosphere, and living beings, and the impact of human activity on natural chemical processes in the environment; they also understand the environmental impact on humans. Application: Students are able to use the proficiency in evaluating the influences on the human and environment and find the optimal solution. They are able to address specific challenges related to the content of the course, using scientific methods and procedures, and information and communication technology. By developing skills in the use of knowledge in the field of sustainable agro environmental chemistry, they are able to analyse and anticipate solutions and consequences of human impact on the environment. Reflection: During the seminars, the students analyse selected topics using sustainable development principles to find solutions to specific problems. They are capable of ethical reflection. Transferable skills: Students are capable of critical and self-critical thinking. They understand the importance of being connected and the importance of teamwork (if Erasmus students are involved in the lectures, also in the international environment). They are able to integrate knowledge of sustainable agro environmental chemistry and place new information and interpret it in the context of the agricultural profession.

Intended learning outcomes - transferable/key skills and other attributes

Readings

Roš, M., Panjan, J. (2012). Gospodarjenje z odpadnimi vodami (1. izd.). Fit media. Raskin, I., Ensley, B. D. (2000). Phytoremediation of toxic metals. Using plants to clean up the environment. Wiley & Sons. Tome, D. (2006). Ekologija (1 izd.). Organizmi v prostoru in času. Tehniška založba Slovenije. Nelson, M. W. (2023). Sustainable agricultural chemistry in the 21st century : Green chemistry nexus (1st ed.), CRC Press. Kumar, V., Kumar, R., Singh, J., Kumar, P. (Eds.) (2019). Contaminants in agriculture and environment (Vol. 1). Agro Environ Media. . https://www.aesacademy.org/books/cae-vol-1/cae-2019.pdf.VanLoon, G. W., Duffy, S. .J. (2005). Environmental chemistry: a global perspective (2nd ed.) ). Oxford University Press. Ibanez, J. G., Hernandez-Esparza, M., Doria-Serrano, C., Fregoso-Infante, A., Singh, M. M. (2007). Environmental Chemistry: fundamentals. Springer.. https://link.springer.com/book/10.1007/978-0-387-31435-8 Strokovno področna znanstvena periodika.

Prerequisits

Basic knowledge of chemistry. Attendance at the exercises is mandatory to the extent of 80% of the scheduled hours.