Syllabus

MV0216 Soil water processes in agroecosystems, 15.0 Credits

Subjects

Education cycle

Modules

Advanced study in the main field

Grading scale

Language

Prior knowledge

Objectives

The overall objective of this course is to provide students with a deeper knowledge and understanding of the physical processes regulating water, energy and solute flows in the soil–plant–atmosphere system. A good understanding of these basic processes is critical for the development and implementation of soil and water management practices that promote sustainable agricultural production and environmental protection. The course places special emphasis on gaining an understanding of the temporal dynamics of these processes and the interactions between different components of the system through numerical modelling.

On completion of the course students will be able to
• describe the interactions between the physical processes and the key factors that control flows and stores of energy, water and solutes in the soil–plant–atmosphere system
• use and develop numerical models to simulate climate-driven flows of energy, water and solutes in different types of soil, linked to different types of vegetation
• apply this knowledge to analyse and resolve practical problems concerning water management in relation to land use, crop production and environmental protection in a changing climate.

Content

• Lectures and literature studies cover basic theories of storage and flow of energy, water and solutes in the soil–plant–atmosphere system as well as basic principles of numerical simulation models, and their application to the study of these processes
• In-class calculation exercises (compulsory) involve the calculation of storages and flows of water and solutes in the soil–plant–atmosphere system.
• Computer exercises (compulsory) involve the construction and application of process-based models using simulation modelling software such as STELLA (or a similar). The simulations are carried out for time periods varying from a few hours to one year. The models are used as quantitative tools to aid understanding of the temporal dynamics of soil water flow (e.g. capillary rise, infiltration and percolation) and solute transport (e.g. leaching of pollutants) and interactions among different parts of the system (soil, plant and atmosphere).
• An Excel exercise on uncertainty and sensitivity analysis in numerical modelling.
• A mini-workshop that combines keynote presentations by researchers with student-teacher discussions of selected scientific publications dealing with the impacts of climate change on various aspects of agricultural production and the environment.
• Mini-projects (compulsory) give students ‘hands-on’ experience in applying the theories embodied in numerical models to solve practical problems related to soil and water resources in various agroecosystems and climates. These include, for example, analyses of irrigation management strategies in saline soil for optimal crop production in a semi-arid climate, and the likely effects of climate change on risks of pesticide leaching to groundwater in soils of contrasting properties. Students work in a group to plan and run model simulations and to analyse and discuss their results in the light of relevant published studies, in both a written report and an oral presentation. The students also give critical feedback on another group’s mini-project work.

Grading form

Formats and requirements for examination

The following is required for a pass mark on the course:

• passed written or oral examination
• active participation in, and approved reporting of, the exercises and project work (all of which are compulsory).

• If a student has failed an examination, the examiner has the right to issue supplementary assignments. This applies if it is possible and there are grounds to do so.
• The examiner can provide an adapted assessment to students entitled to study support for students with disabilities following a decision by the university. Examiners may also issue an adapted examination or provide an alternative way for the students to take the exam.
• If this syllabus is withdrawn, SLU may introduce transitional provisions for examining students admitted based on this syllabus and who have not yet passed the course.
• For the examination of a degree project (independent project), the examiner may also allow the student to add supplemental information after the deadline for submission. Read more in the Education Planning and Administration Handbook.

Other information

• The right to participate in teaching and/or supervision only applies for the course instance the student was admitted to and registered on.

• If there are special reasons, students are entitled to participate in components with compulsory attendance when the course is given again. Read more in the Education Planning and Administration Handbook.

Responsible department

Department of Soil and Environment