BIO-INORGANICA DEGLI INQUINANTI AMBIENTALI E FITORISANAMENTO

Knowledge and Understanding

The course provides theoretical and practical foundations on the processes and mechanisms of phytoremediation, with particular focus on their role in environmental protection and restoration.

Applying Knowledge and Understanding

Students acquire the ability to evaluate the importance of phytoremediation and to apply plant-based strategies for the removal of pollutants from soil, water, and air.

Making Judgments

Students develop critical skills in analyzing environmental pollution issues and in autonomously selecting the most suitable plant species for phytoremediation interventions.

Communication Skills

Students are able to present knowledge and applications of phytoremediation in both academic and professional contexts, using appropriate technical and scientific language.

Learning Skills

Students strengthen their ability to learn independently, developing the capacity to identify plant species useful for phytoremediation and to understand their functional mechanisms.

Problem-Solving Skills

Students are encouraged to propose concrete solutions to environmental pollution problems by identifying and applying suitable plants for the remediation of soil, water, and air.

The course will be structured in frontal teaching with power point projection and/or short films. During the course there will be exercises and problem based learning. If the course is delivered in blended or remote mode, appropriate adjustments may be made to the above, in order to ensure consistency with the syllabus.

Introduction to the course. Phytoremediation of soil and water from metals: advantages and disadvantages.

Plant organs involved in the phytoremediation process: stem, leaves, roots

Mechanisms used by plants in phytoremediation: Phytoextraction; Phytodegradation; Phytostabilization; Rhizodegradation; Phytovolatilization.

Economic evaluations and parameters for choosing phytoremediation.

Use of agricultural plants in the phytoremediation of soils contaminated by heavy metals and metalloids.

Plants tolerant to high concentrations of contaminants mostly belong to the families: Caryophyllaceae, Brassicaceae, Cyperaceae, Poaceae, Fabaceae, and Chenopodiaceae.

Main plants used in the bioremediation of air, water, and soil.

Licheni; Alghe; Cannabis sativa L. (Canapa), Helianthus annuus L. (Girasole), Sorghum bicolor (L.) Moench (Sorgo), Zea mays L. (Mais), Brassica juncea (Senape), Lupinus albus L. (Lupino bianco), Salix sp. (Salici), Populus sp. (Pioppi) pteride a foglie lunghe (Pteris sp.), Dracaena trifasciata Mabb. (Sansevieria), Spathiphyllum Schott (Spatifilum), Epipremnum aureum G.S. Bunting (Potos), Eichhornia crassipes (C.Mart.) Solms-Laubach (Giacinto d'acqua), Noccaea caerulescens F.K.Mey (Erba storna alpina), Odontarrhena chalcidica (Alisso murale)

Contribution of the course to the objectives of the 2030 Agenda for Sustainable Development: SDG 3 – Good Health and Well-being. Target 3.4

1. Bonomo L.- Bonifica di siti contaminati. Caratterizzazione e tecnologie di risanamento.  McGraw-Hill Education, 2021

2. Phytoremediation of Contaminated Soil and Water. Edited By Norman Terry, Gary S. Banuelos

3. Maugini E., Maleci Bini L., Mariotti Lippi M. - Manuale di Botanica Farmaceutica IX Ed. – PICCIN 2014

4. Dispense del docente su piattoforma studium

ASSESSMENT CRITERIA

The final examination will be assessed on the basis of equally weighted indicators, in accordance with the intended learning outcomes (Dublin Descriptors).

The final grade takes into account the following aspects.

Quality of Knowledge, Skills and Competences

· appropriateness, accuracy, and consistency of the knowledge demonstrated;

· appropriateness, accuracy, and consistency of the skills demonstrated;

· appropriateness, accuracy, and consistency of the competences demonstrated.

Communication Skills

· clarity and effectiveness of presentation;

· appropriate use of discipline-specific terminology;

· logical reasoning and coherence in the organization of the contents;

· ability to establish connections among different topics by identifying common elements and developing a coherent overall framework, with appropriate structure, organization, and logical progression;

· ability to summarize concepts effectively, including the use of discipline-specific symbols and graphical representations, such as formulas, diagrams, and equations.

Interpersonal Skills

· willingness to engage in discussion and interact with the examiner during the oral examination.

Personal Skills

· critical thinking;

· self-assessment skills;

· problem-solving skills;

· decision-making skills.

The written examination consists of five open-ended questions to be completed within a maximum of 2 hours.

The oral examination is intended to clarify and further develop the answers provided in the written examination and, where necessary, to complement the assessment through additional questions aimed at verifying the student's knowledge of the course topics, as well as the ability to establish connections among concepts and critically analyse the course contents. The oral examination generally consists of two questions, one of which may be devoted to discussing aspects that emerged from the written examination. The average duration of the oral examination is approximately 20 minutes.

The final grade is expressed on a 30-point scale according to the following criteria.

Fail (Not Passed)

Knowledge and understanding: significant gaps and inaccuracies.
Analytical and synthesis skills: inadequate, with frequent generalizations.
Use of references: completely inappropriate.

Grade: 18–20

Knowledge and understanding: very limited, with evident shortcomings.
Analytical and synthesis skills: barely satisfactory.
Use of references: barely appropriate.

Grade: 21–23

Knowledge and understanding: slightly above the minimum acceptable level.
Analytical and synthesis skills: satisfactory analytical and synthesis abilities; arguments are presented logically and coherently.
Use of references: appropriate use of standard references.

Grade: 24–26

Knowledge and understanding: good.
Analytical and synthesis skills: good analytical and synthesis abilities; topics are presented clearly and coherently.
Use of references: appropriate use of standard references.

Grade: 27–29

Knowledge and understanding: very good.
Analytical and synthesis skills: strong analytical and synthesis abilities.
Use of references: demonstrates in-depth study of the subject.

Grade: 30–30 cum laude

Knowledge and understanding: excellent.
Analytical and synthesis skills: outstanding analytical and synthesis abilities.
Use of references: demonstrates extensive and critical in-depth knowledge of the subject.

Information for Students with Disabilities and/or Specific Learning Disorders (SLD)

To ensure equal opportunities and in compliance with current legislation, students with disabilities and/or specific learning disorders (SLD) may request an individual meeting to discuss and arrange appropriate compensatory and/or dispensatory measures according to the course learning objectives and their specific needs. Students may contact Prof. Santina Chiechio (santina.chiechio@unict.it), who also serves as the Departmental CInAP Representative (Centre for Active and Participatory Inclusion – Services for Students with Disabilities and/or Specific Learning Disorders) of the Department of Drug and Health Sciences.

Examination Dates

Examination dates are published on the website of the Department of Drug and Health Sciences. https://www.dsf.unict.it/it/corsi/l-29_sfa/calendario-esami

ECTS Workload

According to the University Academic Regulations (RDA), Article 12 – University Educational Credits (CFU/ECTS), one credit corresponds to a standard workload of 25 hours of total student commitment, including: 7 hours of lectures or equivalent teaching activities, with the remaining time devoted to independent study; or 12 to 15 hours of classroom exercises or equivalent supervised activities (e.g., laboratory work), with the remaining time devoted to individual study and personal elaboration.

1. Advantages of phytoremediation
2. Functions and roles of stems, leaves, and roots
3. Describe the mechanisms used by plants in phytoremediation: phytodegradation
4. Plants used in soil phytoremediation from heavy metals
5. Plants used in air and water phytoremediation