MODELLI PER LA VALUTAZIONE DELL'INQUINAMENTO ACUSTICO E TERMICO-ATMOSFERICO

Expected Learning Outcomes

Upon completion of the course, students will acquire in-depth knowledge of the physical, regulatory, and modeling principles governing the propagation, dispersion, and impact of acoustic, thermal, and atmospheric pollutants. Specifically, they will understand:

The fundamental equations for the transport and dispersion of pollutants in gaseous matrices.

Noise propagation mechanisms and regulatory noise descriptors

Atmospheric dispersion modeling (

Energy and heat balances at urban and industrial scales (heat islands, urban microclimate). Distinguish the main thermal pollution phenomena (heat waves, tropical nights).

The regulatory framework for environmental protection from noise, heat, and air pollution.

The course's teaching methodology includes lectures, design exercises with application to proposed case studies, and the use of software.

Knowledge and Understanding (DD1):

The student is able to apply theoretical knowledge and modeling techniques to solve complex problems in environmental engineering. Specifically, the student will be able to:

Select, configure, and use noise propagation, air pollutant dispersion, and heat balance models in urban areas, depending on the scenario analyzed and the spatial/temporal scale.

Analyze, process, and interpret monitoring data Environmental (weather and climate stations, noise measurements, air quality sensors).

Prepare forecast assessments of the noise climate and atmospheric dispersion maps for infrastructure, industrial plants, and urban settlements.

Design mitigation and remediation interventions (noise barriers, strategies to reduce atmospheric emissions and urban heat island effects).

Making Judgements (DD2):

The student develops the ability to integrate knowledge to manage the complexity of environmental issues. In particular, he or she is able to:

Critically evaluate the uncertainty, applicability limits, and accuracy of the various simulation models used.

Independently choose the most appropriate level of modeling detail based on available resources and the objectives of the study.

Assess the compliance of noise, heat, and air pollution levels with legal limits and environmental sustainability standards.

Propose and compare alternative engineering mitigation solutions, evaluating their effectiveness and environmental costs/benefits.

Learning Skills (DD3):

The student develops a study and analysis method that allows them to:

• Independently update themselves on the evolution of environmental regulations, technical guidelines, and monitoring and simulation technologies.

• Consult and understand relevant scientific literature, user manuals for complex modeling software, and national and international environmental databases.

• Independently integrate new analysis methodologies or numerical models into their professional background to address emerging issues (e.g., adaptation to urban climate change).

Communication Skills (DD4):

The student acquires the technical and scientific language specific to environmental engineering and is able to:

Present results, methodologies, and monitoring plans clearly, rigorously, and concisely to both specialists (control agencies, colleagues, administrations) and non-specialists (citizens, stakeholders).

Draft technical reports, environmental impact studies, and project documentation in accordance with current technical and regulatory standards.

Effectively use graphical and cartographic visualization tools ( noise maps, concentration maps) to represent modeling results.

The knowledge acquired will be applied to the design and management of materials and systems aimed at improving quality of life, in accordance with Goals 3, 7, 11, 12, 13, and 15 of the 2030 Agenda.

This course foresees the alternation between theoretical lessons and practical exercises on the issues discussed in the classroom.

If the teaching will be given in mixed or remote mode, the necessary changes to what was previously stated may be introduced, in order to comply with the program provided and reported in the syllabus

Attendance at lessons is strongly recommended as it is consistent with the proposed training model which aims to encourage gradual learning, the active participation of the student in the classroom, and dialogue between teachers and students.

Information for students with disabilities and/or SLD

  To guarantee equal opportunities and compliance with the laws in force, interested students can ask for a personal interview in order to plan any compensatory and/or dispensatory measures, based on the didactic objectives and specific needs.

It is also possible to contact the referent teacher CInAP (Center for Active and Participated Integration - Services for Disabilities and/or SLD) of the Department.

Acoustic

Basic concepts of acoustics. Analysis of acoustic signals.  The effects of noise on human beings.  

Numerical modelling of noise propagation. Acoustic zoning.   Noise detection. Limit values on outdoor noise.Passive acoustic requirements for buildings

Air pollution

Sources and Physical-Chemical Characteristics of Atmospheric Pollutants. 

Energy balance of the Earth's surface

Combustion processes. Emissions of pollutants from fixed and mobile combustion sources.

The structure of the atmospheric boundary layer. Turbulence. Atmospheric stability models. Elements of fluid dynamics. Modelling of air pollutants dispersion. 

Thermal Pollution

Components of the Earth's surface energy balance. The microclimate in urban areas. Urban heat islands. Health risks due to heat stress.

Lectures are integrated by laboratory exercises, computer training, technical visits and seminars

CONTRIBUTION OF TEACHING TO THE GOALS OF THE 2030 AGENDA FOR SUSTAINABLE DEVELOPMENT”

GOAL 4: QUALITY EDUCATION

GOAL 7: AFFORDABLE AND CLEAN ENERGY

GOAL 11: SUSTAINABLE CITIES AND COMMUNITY

GOAL 12: RESPONSIBLE CONSUMPTION AND PRODUCTION

GOAL 13: CLIMATE ACTION

1.     Lectures Notes

2.      M.Z. Jacobson “Fundamentals of Atmospheric Modeling”  Cambridge University Press

3.      M . Santamouris . Energy and climate in the urban built environment

4.       J.R. Hassel et al. “Acoustic e Noise Measurements” Bruel Kjaer

5.      Spagnolo R., Manuale di Acustica, Torino, UTET, 2001

Innovative and digital teaching materials and tools

The exam consists of an oral test and a discussion of the projects assigned during the course.

The evaluation of the exam is based on the following criteria: level of knowledge of the topics discussed, use of adequate terminology and language properties, ability to apply knowledge in the context of common technical applications, ability to interpret phenomena and relationships between physical quantities

Students who have obtained recognition of the status of student worker, student athlete, student in difficulty and student with disabilities, pursuant to art. 30 of the University Teaching Regulations and the related regulation (D.R. n. 1598 of 2/5/2018), will be able to take exams in the extraordinary sessions reserved for students outside the course limits and will benefit from specific teaching support activities (video lessons where available)

Propagation of sound waves. Equivalent sound level. Measurement equipment.

Noise detection techniques and reference limit values.

Acoustic zoning

Combustion processes.

Structure of the atmospheric boundary layer. Atmospheric stability models.

Gaussian models. Atmospheric turbulence

Virtual temperature. Thermal inversions. Adiabatic gradient.

The microclimate in urban areas