Treatment Technologies for Polluted Soils

The subject of Contaminated Soil Treatment Technologies is basic in the curriculum of Environmental Engineering students, because it will allow them to acquire the necessary skills to assess the risks associated with soil contamination and the main methodologies for its treatment. Specifically, it will allow you to know: i) the origin and effects of soil contamination, ii) the behavior of contaminants in the soil and understand the factors on which it depends, iii) the best available techniques for the treatment of contaminated soils and know how to apply them, iv) the methodology for the declaration of contaminated soil and design a protocol for its treatment, v) the main information resources and decision-making support tools.

The following contents are described in the subject file included in the USC Master's in Environmental Engineering study plan: Soil contamination and soil reclamation. Origin and effects of soil contamination. The soil against contaminants. Regulations on contaminated soils. Contaminated soil treatment technologies. Study cases.
These contents will be developed along the following topics:
I. Soil contamination and soil reclamation
I.1. General Aspects of Soil Contamination. Historical evolution. Main routes and processes of contamination. Global situation of soil contamination
II. Origin and effects of soil contamination
II.1. Sources of soil contamination. Point and diffuse pollution. Natural geogenic sources. Anthropogenic sources.
II.2. Types and properties of soil contaminants. Inorganic pollutants. Organic pollutants. Emerging pollutants. Pathogenic microorganisms, bacteria and antibiotic resistant genes.
II.3. Impacts of soil contamination on the food chain and ecosystem services. Soil contamination, plant absorption and contamination of the food chain. Impact of soil contamination on ecosystem services. Human health risks associated with soil contamination
III. The soil against contaminants.
III. 1. Soil properties that determine the fate and transport of pollutants. Other factors that condition the fate and transport of soil contaminants.
III. 2. Interaction of pollutants with soil components. Sorption of contaminants. Bioavailability, fractionation, mobility and degradation of contaminants. Neutralization and buffer mechanisms. Critical pollutant loads.
IV. Regulations on contaminated soils
IV. 1. Global actions to address soil contamination. International legal instruments. International voluntary agreements
IV. 2. Soil contamination guide values
IV. 3. Soil Protection in the European Community
IV. 4. Measures adopted by the Spanish administration regarding soil protection. The Declaration of Contaminated Soil.
IV. 5. Measures adopted in the Community of Galicia
V. Contaminated soil treatment technologies:
V. 1. Main techniques for the treatment of contaminated sites. Ex situ/in situ/on site application
V. 2. Confinement techniques. Physical-chemical stabilization. Injection of solidifiers. Vitrification
V. 3. Containment techniques. vertical barriers. Horizontal barriers. Dry soil barriers. Deep seal hydraulic barriers
V. 4. Decontamination techniques. Physical-chemical treatments. Biological treatments. Heat treatments. Mixed treatments.
VI. Case studies on contamination and soil treatment
VI. 1. Open pit coal mining. Metallic mining with sulfides.
VI. 3. Pollution from mining sludge dumping
VI. 4. Contamination due to the dumping of lindane manufacturing residues
VI. 5. Acid pollution of diffuse origin.

BASIC:
• Alloway, B.J. & Ayres, D.C. 1994. Chemical Principles of Environmental Pollution. Blackie Academic Professional. London. 1994. 291 pp. ISBN : 0-7514-0013-0. Sinatura ETSE A240 19
• FAO and UNEP. 2021. Global assessment of soil pollution: Report. Rome. ISBN 978-92-5-134469-9. https://doi.org/10.4060/cb4894en
• Meuser, H. 2013. Soil Remediation and Rehabilitation: Treatment of Contaminated and Disturbed Land, Environmental Pollution 23, Dordrecht, Paises Bajos: Springer, [2013], 406 pp. ISBN : 978-9400757509. Sinatura ETSE A231 7
• McLaughlin, M., & Pennock, D. (2018). Soil pollution: a hidden reality. Roma, FAO. 142 pp. https://openknowledge.fao.org/server/api/core/bitstreams/3f7e6959-db0b-…

COMPLEMENTARY:
• Allen, H. E., Huang, C.P., Bailey, G.B. & Bowers, A.R. Metal Speciation and Contamination of Soil. Lewis Publishers. Boca Raton. 1995. ISBN: 0‐87371‐697‐3. Sinatura Química: EMA 358
Alloway, B.J. (Ed). Heavy Metals in Soils. Blackie and Son Ltd. 1995. ISBN: 978-94-010-4586-5. Sinatura Farmacia: TS 250
• Balseiro-Romero, M., Monterroso, C., & Casares, J. J. (2018). Environmental fate of petroleum hydrocarbons in soil: review of multiphase transport, mass transfer, and natural attenuation processes. Pedosphere, 28(6), 833-847. https://www.sciencedirect.com/
• Cairns, J. Rehabiliting Damaged Ecosystems. Lewis Publishers. Boca Raton. 1995. ISBN: 1-56670-043-4 Sinatura Bioloxía: EMA 620
• de Haan, F.A.M. & Visser-Reyneveld, M.I. Soil Pollution and Soil Protection. International Training Centre (PHLO), Wageningen Agricultural University. Wageningen. 1996. ISBN: 978-9067544696 Sinatura Bioloxía: A TS 90
• Lai, R. & Stewart, B.A. Soil Processes and Water Quality. Advances in Soil Science. Lewis Publishers. Boca Raton. 1994. ISBN: 978-0367449414 Sinatura Farmacia: TS 308
• Morgan, R.P.C. Soil Conservation. Problems and prospects. John Wiley & Sons. Chichester. 1981. ISBN: 0-471-27882-3.
• Monterroso, C., Macias, F., Gil Bueno, A., & Val Caballero, C. (1998). Evaluation of the land reclamation project at the As Pontes Mine (NW Spain) in relation to the suitability of the soil for plant growth. Land Degradation & Development, 9(5), 441-451. https://www.sciencedirect.com/
• Rivas-Pérez, I. M., Fernández-Sanjurjo, M. J., Núñez-Delgado, A., Monterroso-Martínez, C., Macías-Vázquez, F., & Álvarez-Rodríguez, E. 2019. Efficacy of two different reclamation strategies to improve chemical properties and to reduce Al toxicity in a lignite mine dump during a 20‐year period. Land Degr. Develop., 30(6), 658-669. https://www.sciencedirect.com/
• Sparks, D.L. Environmental soil chemistry, Academic Press, San Diego, 1995. A EMA 102 (accesible dixitalmente na BUSC).

In this subject, students will acquire or practice a series of desirable skills in a professional in the field of environmental engineering, with knowledge of the soil applied to the resolution of environmental problems. In accordance with the table of competencies designed for this degree, the following will be worked on:
BASIC AND GENERAL:
CB 6. Possess and understand knowledge that provides a basis or opportunity to be original in the
development and/or application of ideas, often in a research context.
CB 7. That students know how to apply the knowledge acquired and their ability to solve problems
problems in new or unfamiliar settings within broader (or multidisciplinary) contexts related to your area of study.
CB 8. That students are able to integrate knowledge and face the complexity of formulating judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments.
CB 9. That students know how to communicate their conclusions and the ultimate knowledge and reasons that
they support specialized and non-specialized audiences in a clear and unambiguous way.
CB 10. That students have the learning skills that allow them to continue studying
in a way that will have to be largely self-directed or autonomous.
GC 1. Identify and state environmental problems.
GC 2. Being able to predict and control the evolution of complex situations through the development of innovative work methodologies adapted to the specific scientific/research, technological or professional field, generally multidisciplinary, in which their activity is carried out.
GC 3. Being able to take responsibility for their own professional development and their specialization in one or more fields of study.
GC 4. Apply knowledge of mathematics, physics, chemistry, biology and other natural sciences, obtained through study, experience, and practice, with critical reasoning to establish economically viable solutions to technical problems.
TRANSVERSAL:
TC 1. Develop capacities associated with teamwork: cooperation, leadership, knowing how to listen.
TC 3. Adapt to changes, being able to apply new and advanced technologies and other developments
Relevant, with initiative and entrepreneurial spirit.
CT 4. Demonstrate critical and self-critical reasoning, analytical and synthesis capacity.
TC 5. Prepare, write and publicly defend scientific and technical reports and projects.
SPECIFIC:
CE 1. Know how to evaluate and select the appropriate scientific theory and the precise methodology of the field of study of Environmental Engineering to formulate judgments based on incomplete or limited information including, when necessary and pertinent, a reflection on the social or ethical responsibility linked to the solution proposed in each case.
CE 2. Know in depth the technologies, tools and techniques in the field of environmental engineering to be able to compare and select technical alternatives and emerging technologies.
CE 8. Address a real Environmental Engineering problem from a scientific-technical perspective, recognizing the importance of searching for and managing existing information and legislation
applicable.
CE 9. Possess the autonomous learning skills to maintain and improve the skills of Environmental Engineering that allow the continuous development of the profession.

Formation activities:
• Expositive classes: The classes will be carried out combining the magisterial class (exhibition and discussion of topics) and will include, whenever possible, the participation of prestigious speakers/researchers.
• Interactive classes: include seminars, problem solving, discussion of cases and questionnaires, where the assimilation of content by the students will be verified, and field practices or visits to industrial facilities.
• Group Tutorials: 2 scheduled tutorials will be held in the classroom.
• Autonomous work of the students: Study and personal work of the student. Analysis and interpretation of the data. Preparation and presentation of continuous assessment tasks.
• Individualized tutorials: face-to-face in the teachers' office and/or through MS Teams

The USC Virtual Classroom will be used through the Moodle application and/or communication via personalized e-mail as communication tools with students, offering them information on the teaching schedule throughout the course in the classroom and complementary materials for the study of the subject.

The Master in Environmental Engineering establishes that the minimum weighting of the CE is 50%, with the remaining 50% corresponding to a final test. In this subject, the grade will be the weighted average of the performance in these two parts: 50% of continuous assessment (tasks and questionnaires completed by the students throughout the course) + 50% of the final exam. In order to pass the subject, students must obtain a minimum grade of 4 (out of 10) in the final exam.
All the activities linked to the evaluation are obligatory to pass the subject.
The consideration of "not presented" will be when you do not attend any of the evaluation activities. If the minimum grade is not reached in the final exam, the final grade will be that of the exam.

The students who have to attend the second opportunity will keep the grades obtained in the continuous assessment.

Competency assessment:
Expositive classes: CB6, CG1, CG3, CT6, CE2, CE8, CE9
Interactive classes (debate and problem solving): CB6, CB7, CB8, CG1, CG3, CG4, CT1, CT3, CT4, CT5, CT6, CE1, CE2, CE8, CE9
Tutorials: CB6, CB7, CB8, CB9, CB10, CG1, CG2, CG4, CT5, CT6, CE1, CE2, CE8, CE9
Quizzes and exams: CB9, CB10, CG2, CT3, CT4, CE1, CE2, CE8, CE9

In cases of fraudulent completion of exercises or tests, the provisions of the 'Rules for the assessment of academic performance of students and qualification review' will apply.

The subject has a workload equivalent to 3.0 ECTS that are distributed as shown in the table:
Training Activity Hours Face-to-face
Lectures (master classes) 10 100%
Interactive classes (seminars) 12 100%
group tutoring 2 100%
Student self-employment 49 0%
Exam 2 100%
Total 75 -

If you did not study soil science during your undergraduate studies, take the Soils and Environment subject from Module 1.
Attendance and active participation in all teaching activities. Distribution of personal work throughout the course. Use of the tutorial classes to solve doubts.

Communication channels with students: Classroom, MS Teams, Virtual Classroom, Email (exclusively the institutional one from USC)