|SCIENTIFIC DISCIPLINARY SECTOR||ING-IND/24|
|MODULES||This unit is a module of:|
The purpose of this course is to disseminate the basic principles and methods to characterize the nature and magnitude of health risks to humans and of ecological risk to organisms and receptors due to chemical contaminants that may be present in the environment, and released during Natural Events or from Human and Industrial Activities. Common environmental investigation scenarios are discussed together with the evidence collection strategies. Models to evaluate the transport and fate of pollutants in different environmental matrices and source/ pathway/receptor models are presented. Different methods for assessing risk (HHRA and ERA), with particular attention to the exposure assessment step, are discussed and compared (Tier I,II,III,IV level).
The purpose of this course is the application of basic principles and methods to characterize the nature and magnitude of health risks to humans and the nature and magnitude of ecological risk to organisms and receptors due to chemical contaminants that may be present in the environment, and released during Natural Events or from Human and Industrial Activities.
Attendance and active participation in the proposed training activities (lectures, field and lab activities) and individual study will allow the student to:
- define environmental investigation scenarios and evidence collection strategies;
- design on-line monitoring campaigns;
- develop models to evaluate the transport and fate of pollutants in different environmental matrices;
- develop source/ pathway/ receptor models;
- discriminate between different methods for assessing risk at different levels (Tier I,II,III,IV level);
- assess risk due to chemicals and define strategies for risk prevention.
The course provides lectures (with the help of slides provided by the teacher) and laboratory / modelling activity.
Theoretical contents alternate exercises and lab activity aimed at encouraging the learning and discussion of specific critical risk situations involving the analysis of different scenarios and the use of different risk assessment approaches.
Transversal competences as autonomy of judgment will be acquired during the development of the proposed project, to be carried out in a group, communication skills will be acquired during the oral examination (presentation of the project and discussion about methods and tools adopted to assess risk).
ENVIRONMENTAL RISK ASSESSMENT OF CHEMICALS 1: METHODS
ENVIRONMENTAL RISK ASSESSMENT OF CHEMICALS 2: MODELS
ENVIRONMENTAL RISK ASSESSMENT OF CHEMICALS 3: PROJECT DEVELOPMENT
Course handouts and slides supplied by the teacher (full bibliography is also contained)
Office hours: On request, by appointment. Teacher office: DICCA - Chemical Engineering Section, Polytechnic School, via Opera Pia 15 - Genoa, first floor.
All class schedules are posted on the EasyAcademy portal.
Written test (multiple choice questions), written exercise (project carried out in group, on a field experience or Environmental Risk Assessment study) and oral examination (discussion of the written exercise).
Written test: questions about theory and definitions.
It is used to evaluate the ability of the student to discriminate between models to evaluate the transport and fate of pollutants in different environmental matrices, to correctly define source/ pathway/receptor models and to correctly choose among different methods for assessing risk at different level.
Written exercise: a real problem about risk assessment of chemicals (field campaigns carried out by the students or data acquired by public authority) is posed and must be solved in team.
It is used to evaluate the ability of the students to design experimental campaigns and discuss investigation strategies, to obtain information from them and to assess risk due to chemicals.
Oral examination: questions about the written exercise
It is used to evaluate the contribute of each student inside the team work and about the application of theory to a case study.
Working students and students with SLD, disability or other special educational needs are advised to contact the teacher at the beginning of the course to agree on teaching and examination methods that, in compliance with the teaching objectives, take into account individual learning modalities.