81758 - Atmospheric Chemistry

Learning outcomes

At the end of the course, students will get an appropriate understanding of the chemical and physico-chemical processes occurring in the atmosphere and on the causes and consequences of changes in atmospheric chemical composition from the global to the local scale. Special focus will be given to problems related to the stratospheric ozone layer, the greenhouse effect and tropospheric pollution both in the gaseous and in the heterogeneous phases (aerosol). In particular, students will gain the basic knowledge necessary to set up experimental design in the various compositional atmospheric problems (monitoring, trend and time series analysis, processes related to aerosol, outdoor and indoor environments); will possess the mathematical and informatic tools used in investigation methods; will acquire chemical and physical concepts needed to carry out qualitative and quantitative evaluations of the impact of processes induced by anthropogenic activities on the atmosphere by means of receptor-models and source-apportionment techniques. Students will be also capable of communicating about atmospheric chemistry and air pollution using the proper technical terminology.

Course contents

This course provides an advanced overview of atmospheric composition and of the chemical and physico-chemical processes controlling air quality and climate. Particular emphasis is placed on trace species responsible for atmospheric pollution and climate forcing, and on the methods used to investigate their sources, transformations, transport, and impacts.

The course is organized into two modules.

Module 1 – Atmospheric Chemistry and Atmospheric Composition

• Structure and composition of the atmosphere under natural and polluted conditions.
• Major and trace atmospheric constituents.
• Spatial and temporal variability of atmospheric composition from local to global scales.
• Monitoring, detection, and measurement techniques for atmospheric species.
• Atmospheric transport processes and atmospheric lifetimes.
• Primary and secondary pollutants.
• Atmospheric photochemistry and chemical transformation processes.
• Formation of photochemical smog.
• Stratospheric ozone depletion and recovery.
• Oxidation chemistry of the troposphere.
• Sources, sinks, and atmospheric budgets of greenhouse gases and other climate forcers.
• Environmental, climatic, and health impacts of atmospheric pollutants.

Module 2 – Aerosol Chemistry and Source Apportionment

• Physical and chemical properties of atmospheric aerosol.
• Sources and sinks of particulate matter.
• Aerosol classification according to size, composition, and morphology.
• Primary and secondary aerosol formation processes.
• Aerosol metrics, sampling techniques, and measurement methods.
• Effects of aerosols on air quality, climate, and human health.
• Principles of receptor modelling and source apportionment.
• Assumptions, requirements, and preliminary analyses needed for receptor model applications.
• Main categories of receptor models and practical examples.
• Hybrid approaches combining receptor models with meteorological information, wind fields, and back-trajectory analysis.
• Numerical exercises and case studies on source apportionment applications.

The course includes practical examples derived from current atmospheric research activities and numerical exercises aimed at strengthening students’ analytical and interpretative skills.

Readings/Bibliography

Required Learning Material

• Lecture notes, slides, datasets, and supplementary material provided by the instructors through the University e-learning platform.

Recommended Textbooks

• Jeremy Colls and Abhishek Tiwary, Air Pollution: Measurement, Modelling and Mitigation, Third Edition, CRC Press, 2009.
• John H. Seinfeld and Spyros N. Pandis, Atmospheric Chemistry and Physics: From Air Pollution to Climate Change, 2nd Edition, Wiley, 2012.

Further Reading

• Mircea, M., Calori, G., Pirovano, G., and Belis, C., European Guide on Air Pollution Source Apportionment for Particulate Matter with Source-Oriented Models and their Combined Use with Receptor Models, EUR 30082 EN, Publications Office of the European Union, Luxembourg, 2020.

Additional scientific papers, technical reports, and recent publications will be provided during the course to complement the topics discussed in class.

Teaching methods

Teaching activities consist of lectures, guided discussions, numerical exercises, and problem-solving sessions.

Lectures are supported by slides, blackboard explanations, scientific literature, technical reports, and examples derived from current atmospheric research. Particular attention is devoted to linking theoretical concepts with real-world environmental applications.

The source apportionment module includes practical exercises and case studies designed to develop students’ ability to analyse atmospheric datasets, critically evaluate model assumptions, and interpret modelling results.

These activities are intended to foster both theoretical understanding and the quantitative skills required for atmospheric composition analysis and air quality assessment.

Assessment methods

Student learning is assessed through an oral examination covering the entire course syllabus.

The examination consists of three questions:

• two questions addressing topics covered in Module 1;
• one question addressing topics covered in Module 2.

Students may choose one topic from Module 1 to begin the examination.

The examination is designed to assess:

• knowledge and understanding of atmospheric chemical and physico-chemical processes;
• ability to explain atmospheric composition dynamics from local to global scales;
• understanding of aerosol processes and source apportionment methodologies;
• ability to critically discuss monitoring approaches, modelling techniques, and environmental impacts;
• appropriate use of scientific terminology.

Assessment Criteria

• 18–19/30: basic knowledge of the main topics and limited ability to discuss processes and methodologies.
• 20–24/30: satisfactory understanding of the course contents and ability to explain standard concepts and applications.
• 25–29/30: good command of the subject, ability to establish connections among different topics, and appropriate use of technical terminology.
• 30–30 cum laude: comprehensive and critical understanding of atmospheric chemistry processes, strong analytical skills, excellent command of scientific terminology, and ability to discuss complex environmental issues independently.

Regarding assessment, the use of generative Artificial Intelligence tools is not permitted during examination activities. Any unauthorized use constitutes a violation of academic integrity. (PQA 2026 – Scenario 1).

Students with learning disorders and\or temporary or permanent disabilities: please, contact the office responsible (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students ) as soon as possible so that they can propose acceptable adjustments. The request for adaptation must be submitted in advance (15 days before the exam date) to the lecturers, who will assess the appropriateness of the adjustments, taking into account the teaching objectives

Teaching tools

The following resources will be made available to students:

• Lecture notes and slides in PDF format.
• Scientific articles, technical reports, and additional references supporting the topics discussed during lectures.
• Datasets for data analysis exercises.
• Specific software and computational tools used for source apportionment applications and practical exercises.
• Additional material distributed through the University e-learning platform.

Generative AI tools may be used as support for individual study activities, such as literature exploration, summarization of concepts, and self-assessment exercises. However, they do not replace independent study of the course materials and may not be used during examinations.

Office hours

See the website of Erika Brattich

See the website of Alessandro Zappi