At the end of the course we expect the student to
- have acquired instruments and insights into possible phytoremediation techniques for contaminated substrates;
- be able to understand experimental different experimental procedures for lab and in situ experiments optimized according to environmental conditions;
- Interpret the results obtained using plant physiology and biochemistry perspectives in order to produce a positive feedback aimed at improving phytoremediation applications;
- critically read and understand scientific publications on the topic of Phytoremediation.
Basics of genetics, biochemistry, analytical chemistry, plant physiology
Origins of phytoremediation, legislative aspects and relevant scientific literature.
Polluted substrates, old and new types of contaminants
Phytoremediation of organic compounds: the green liver model. Chemical, molecular and physiological basis.
Experimental approaches to Phytoremediation: from lab to field
Example of remediation of TCE in different types of soil and climate conditions.
How soil properties influence the outcome of Phytoremediation
Inorganics Phytoremediations: metals and nutrients
Types of inorganics phytoremediation: Phytoextraction - phytotransformation -
bioremediation in the rhizosphere - phytovolatilisation - phytostabilisation -
Phtoremediations of metals and semimetals: genetics and molecular mechanisms
utilised by plants to deal with metals, oxidative stress.
Examples and types of Hyperaccumulator plants.
Chemical and Microscopic techniques to study metals in plants.
Constructed wetland: types and functions. Case studies and examples.
Scientific papers and slides from the teacher
Frontal lessons will be either student-engaging within an active learning dialogue on specific topics or heuristics descriptions and explanations by the teacher on broader aspects of phytoremediation.
For each topic under study many applicative examples will be provided and interactively discussed during the frontal lessons. When necessary the teacher will utilize computer aids such as programs and databases to show specific points of interest.
Power point slides used by the teacher during the lessons will be provided directly to the students weekly, when possible.
Moreover, scientific papers of relevance that are discussed during the lessons will be provided to the students as pdf. Files
The lecturer warmly advises to attend the frontal classes