Basin Management

Determination of the ecological integrity of river-type water bodies through the design of indicators, data collection and analysis.

SDG TARGETS:

  • 6.6 By 2020, protect and restore water-related ecosystems, including mountains, forests, wetlands, rivers, aquifers and lakes
  • 13.2 Itegrate climate change measures into national policies, strategies and planning
  • 15.1 By 2020, ensure the conservation, restoration and sustainable use of terrestrial and inland freshwater ecosystems and their services, in particular forests, wetlands, mountains and drylands, in line with obligations under international agreements

SOFT SKILLS DEVELOPED

  • Critical thinking & problem solving
  • Professional attitude & work ethic

RECOMMENDED ENTRY PROFILE: mathematics, statistics, ecology and hydrology

INVOLVED INSTITUTIONS

  • Universidad Politécnica de Madrid
  • ECOHIDRÁULICA, SL

Coordinator: Carlos Alonso (carlos.alonso@upm.es)

Co-coordinator: Diego García De Jalón (diego.gjalon@upm.es)

The activity aims to complete the comprehensive training of students in relation to the study of wetlands and lake records, environmental aspects, and arrival of pollutants, which will have a great educational value for bachelor´s degrees and master´s degrees related to earth sciences, geological engineering and engineering of mines, for the completion of a final degree project.

The activity intends to collect field samples and analyze them in the laboratory. Collaboration among courses, such as stratigraphy, geomorphology, geochemistry, and basin analysis, will be essential for participants to consolidate the theoretical knowledge received in the classroom.

ACTIVITY TYPE: Final Degree Project (Bachelor´s or Master´s)

SDG TARGETS

  • 6.6 By 2020, protect and restore water-related ecosystems, including mountains, forests, wetlands, rivers, aquifers and lakes
  • 13.2 Integrate climate change measures into national policies, strategies and planning
  • 15.1 By 2020, ensure the conservation, restoration and sustainable use of terrestrial and inland freshwater ecosystems and their services, in particular forests, wetlands, mountains and drylands, in line with obligations under international agreements

SOFT SKILLS DEVELOPED

  • Critical thinking & problem solving
  • Professional attitude & work ethic

RECOMMENDED ENTRY PROFILE: forest and environmental engineering, water-related profiles, ERASMUS students

INVOLVED INSTITUTIONS

  • Universidad Politécnica de Madrid
  • Universidad Técnica Particular de Loja (Ecuador)

COORDINATOR

José Eugenio Ortíz Menéndez (joseeugenio.ortiz@upm.es )

CO-COORDINATOR

Yolanda Sánchez-Palencia González  (yolanda.sanchezpalencia@upm.es)

Generation of a map with the geographical distribution of fish communities. Communities are described by their: (1) specific composition; (2) trophic guild structure; and (3) abundance. We will collect data through underwater observation techniques (diving) and quantitative data analysis, with the use of GIS.

SDG TARGETS:

  • 6.6 By 2020, protect and restore water-related ecosystems, including mountains, forests, wetlands, rivers, aquifers and lakes
  • 13.2 Itegrate climate change measures into national policies, strategies and planning
  • 5.1 By 2020, ensure the conservation, restoration and sustainable use of terrestrial and inland freshwater ecosystems and their services, in particular forests, wetlands, mountains and drylands, in line with obligations under international agreements

SOFT SKILLS DEVELOPED

  • Teamwork
  • Professional attitude & work ethic
  • Endurance in outdoors environments

RECOMMENDED ENTRY PROFILE: zoology, mathematics, geographic information systems.

INVOLVED INSTITUTIONS:

  • Universidad Politécnica de Madrid
  • ECOHIDRÁULICA, SL
  • National Natural Science Museum
  • Spanish National Research Council (CSIC)

Coordinator: Carlos Alonso (carlos.alonso@upm.es)

Co-coordinator: Diego García De Jalón (diego.gjalon@upm.es)

The activity aims to complete the training on the restoration of basins degraded by water erosion. To do so, it is essential to collect field data with critical erosion such as laminar, gullies, gullies, and ravines.

Before field trips take place, participants will be indicated the type of information that needs to be collected, and the information that needs to be prepared beforehand, such as thematic maps and technical sheets. Both will be useful to process data into models. On many occasions, a preliminary sampling of representative points of the homogeneous area will be carried out, to serve as a basis for the collection of field data.

One critical erosion place identified is the middle basin of the Jarama River, where many Final Degree Projects and Doctoral Thesis have been carried out. This scenario is ideal for taking samples and monitoring physical indicators located in different places in the environment.

According to the European Community Water Framework Directive, to assess the quality of surface water it is necessary to establish both its ecological and chemical status, so it is not only necessary to take into account physical-chemical quality elements, but also biological and hydromorphological ones. Collaboration between subjects will be essential for students to consolidate the theoretical knowledge received in the classroom both in the chemical aspects of the body of water, as well as in the biological (aquatic flora and fauna) and hydromorphological aspects (flow, depth and width, soil structure and substrate, riparian zone structure, etc.).

ACTIVITY TYPE: Interneship

SDG TARGETS

  • 6.4 By 2030, substantially increase water-use efficiency across all sectors and ensure sustainable withdrawals and supply of freshwater to address water scarcity and substantially reduce the number of people suffering from water scarcity
  • 6.6 By 2020, protect and restore water-related ecosystems, including mountains, forests, wetlands, rivers, aquifers and lakes
  • 7.2 By 2030, increase substantially the share of renewable energy in the global energy mix
  • 13.2 Integrate climate change measures into national policies, strategies and planning
  • 15.1 By 2020, ensure the conservation, restoration and sustainable use of terrestrial and inland freshwater ecosystems and their services, in particular forests, wetlands, mountains and drylands, in line with obligations under international agreements

SOFT SKILLS DEVELOPED

  • Critical thinking & problem solving
  • Public speaking & professional writing
  • Professional attitude & work ethic
  • Teamwork

RECOMMENDED ENTRY PROFILE: forest and environmental engineering, water-related profiles, ERASMUS students

INVOLVED INSTITUTIONS

  • Universidad Politécnica de Madrid

COORDINATOR

José Luis García Rodríguez (josel.garcia@upm.es )

CO-COORDINATOR

Margarita Roldán Soriano (margarita.roldan@upm.es)

Short Description

This activity is intended to complete the comprehensive training of students in relation to water quality and its treatment, obtain data on natural water masses that would have great educational value for degrees taught at the HTS of Forest
Engineering and Natural Resources-UPM such as Degree in Natural Environment Engineering, Degree in Environmental Technologies Engineering, Degree in Environmental Engineering, and Master of Waters, as well as related degrees. We open the possibility of doing final degree projects.

The visit to the Water Quality Laboratory of the Tajo HPP, as well as to a station of the SAICA network for the control of water quality in the Manzanares river, together with taking samples and carrying out parameter measurements in different sensitive points of the river, are the points that will backbone the proposal.

ACTIVITY TYPE: Internship

SDG TARGETS

  • 6.3 By 2030, improve water quality by reducing pollution, eliminating dumping and minimizing release of hazardous chemicals and materials, halving the proportion of untreated wastewater and substantially increasing recycling and safe reuse globally
  • 6.4 By 2030, substantially increase water-use efficiency across all sectors and ensure sustainable withdrawals and supply of freshwater to address water scarcity and substantially reduce the number of people suffering from water scarcity
  • 6.6 By 2020, protect and restore water-related ecosystems, including mountains, forests, wetlands, rivers, aquifers and lakes
  • 11.6 By 2030, reduce the adverse per capita environmental impact of cities, including by paying special attention to air quality and municipal and other waste management
  • 12.2 By 2030, achieve the sustainable management and efficient use of natural resources

SOFT SKILLS DEVELOPED

  • Critical thinking & problem solving
  • Public speaking & professional writing
  • Professional attitude & work ethic
  • Teamwork

RECOMMENDED ENTRY PROFILE: forest and environmental engineering, water-related profiles, ERASMUS students

INVOLVED INSTITUTIONS

  • Universidad Politécnica de Madrid
  • Confederación Hidrográfica del Tajo 

COORDINATOR

Ana Elena San José Fernández (ana.san-jose.fernandez@upm.es )

CO-COORDINATOR 

José Carlos Robredo Sánchez (josecarlos.robredo@upm.es)

This proposal is intended to complete the comprehensive training of students in relation to the study of wetlands and lake records, environmental aspects, and arrival of pollutants, which will have great teaching value for bachelor’s degrees and master´s degrees related to earth sciences, geological engineering, and mining engineering.

It is intended to collect samples in the field and analyze them in the laboratory, which are activities that will backbone the proposal. Collaboration between subjects (stratigraphy, geomorphology, geochemistry, basin analysis) will be essential for students to consolidate the theoretical knowledge received in the classroom and the chemical aspects involved.

SDG TARGETS

  • 6.6 By 2020, protect and restore water-related ecosystems, including mountains, forests, wetlands, rivers, aquifers and lakes
  • 13.2 Itegrate climate change measures into national policies, strategies and planning
  • 15.1 By 2020, ensure the conservation, restoration and sustainable use of terrestrial and inland freshwater ecosystems and their services, in particular forests, wetlands, mountains and drylands, in line with obligations under international agreements

SOFT SKILLS DEVELOPED

  • Critical thinking & problem solving
  • Professional attitude & work ethic

RECOMMENDED ENTRY PROFILE: earth science, geological engineering, mine engineering

INVOLVED INSTITUTIONS

  • Universidad Politécnica de Madrid
  • Universidad Técnica Particular de Loja (Ecuador)

COORDINATOR

José Eugenio Ortiz Menéndez (joseeugenio.ortiz@upm.es)

CO-COORDINATOR

Yolanda Sánchez-Palencia González  (yolanda.sanchezpalencia@upm.es)

Geo-Hydrological Risks

Execution of BSc-MSc-PhD projects and laboratory test reports in the field of polar areas with deterioration of permafrost due to climate change and subject to some type of geohydrological risk (slope movements, erosion, subsidence, collapse, etc.)

SDG TARGETS

  • 4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
  • 4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development 
  • 11.5 By 2030, significantly reduce the number of deaths and the number of people affected and substantially decrease the direct economic losses relative to global gross domestic product caused by disasters, including water-related disasters, with a focus on protecting the poor and people in vulnerable situations 
  • 13.1 Strengthen resilience and adaptive capacity to climate-related hazards and natural disasters in all countries
  • 15.3 By 2030, combat desertification, restore degraded land and soil, including land affected by desertification, drought and floods, and strive to achieve a land degradation-neutral world 

SOFT SKILLS DEVELOPED

  • Critical thinking & problem solving
  • Professional attitude & work ethic
  • Teamwork
  • Career management 
  • Intercultural fluency

RECOMMENDED ENTRY PROFILE: earth sciences, civil engineering, field engineering or technical science related to civil works

INVOLVED INSTITUTIONS

  • Universidad Politécnica Madrid
  • Universidad Técnica Particular de Loja (Ecuador)

COORDINATOR

 Carlos Paredes Bartolomé  (carlos.paredes@upm.es)

CO-COORDINATOR

 Rogelio De La Vega (rogelio.delavega@upm.es)

Mapping of coastal erosion zones – preferably cliffs – that indicate the exposure, vulnerability, and/or risk, including the possible economic impact and how it may evolve in the future. At a global level, there is an important information gap in the topics mentioned since coastal erosion models of cliffs are scarce and difficult to develop. This activity can lead to a Final Degree Project, either in the bachelor´s or master´s programmes.

NATURE OF THE ACTIVITY: Final Degree Project (Bachelor´s or Master´s)

SDG TARGETS

  • 11.B By 2020, substantially increase the number of cities and human settlements adopting and implementing integrated policies and plans towards inclusion, resource efficiency, mitigation and adaptation to climate change, resilience to disasters, and develop and implement, in line with the Sendai Framework for Disaster Risk Reduction 2015-2030, holistic disaster risk management at all levels
  • 13.1 Strengthen resilience and adaptive capacity to climate-related hazards and natural disasters in all countries

SOFT SKILLS DEVELOPED

  • Critical thinking & problem solving
  • Public speaking & professional writing
  • Professional attitude & work ethic
  • Teamwork
  • Career management
  • Digital literacy                       
  • Intercultural fluency

RECOMMENDED ENTRY PROFILE: earth sciences related degrees, engineering, technical sciences

INVOLVED INSTITUTIONS

  • Universidad Politécnica de Madrid
  • Geological and Mining Institute of Spain (IGME)
  • Spanish National Research Council (CSIC)

COORDINATOR

Ricardo Castedo Ruiz (ricardo.castedo@upm.es )

CO-COORDINATOR

Carlos Paredes Bartolomé (carlos.paredes@upm.es)

The objective of the MOOC is for participants to acquire a global vision of the geohydrological processes that affect the state of the coasts, a phenomenon that can modify the coastal physiography and cause damage to infrastructures and services of coast users. Two of the processes with the greatest potential to affect life and the sustainability of the coast and their uses will be analyzed: the coastal recession and floods caused by tsunamis.

ACTIVITY TYPE: MOOC

SDG TARGETS

  • 4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
  • 4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
  • 11.5 By 2030, significantly reduce the number of deaths and the number of people affected and substantially decrease the direct economic losses relative to global gross domestic product caused by disasters, including water-related disasters, with a focus on protecting the poor and people in vulnerable situations
  • 11.B By 2020, substantially increase the number of cities and human settlements adopting and implementing integrated policies and plans towards inclusion, resource efficiency, mitigation and adaptation to climate change, resilience to disasters, and develop and implement, in line with the Sendai Framework for Disaster Risk Reduction 2015-2030, holistic disaster risk management at all levels
  • 13.1 Strengthen resilience and adaptive capacity to climate-related hazards and natural disasters in all countries

SOFT SKILLS DEVELOPED

  • Critical thinking & problem solving
  • Professional attitude & work ethic
  • Career management
  • Digital literacy

RECOMMENDED ENTRY PROFILE: MOOC participants can be final year students (4th year) of Earth Sciences related degrees, as well as master’s and doctoral students. It is also aimed at professionals, managers of the coastal territory and those responsible for decision-making and spatial planning of coastal communities.

INVOLVED INSTITUTIONS

  • Universidad Politécnica de Madrid
  • Geological and Mining Institute of Spain (IGME)
  • Spanish National Research Council (CSIC)

COORDINATOR

Ricardo Castedo Ruiz (ricardo.castedo@upm.es )

CO-COORDINATOR

Carlos Paredes Bartolomé (carlos.paredes@upm.es)

Support in experimental research to be carried out in the Hydraulics Laboratory of the HTS of Civil Engineering – UPM, or in the field experimental facility to be built in Ejea de los Caballeros (if the latter is available at that time). The student’s participation may be in the test set-up, planning, automation of data recording, or data analysis by machine learning techniques, depending on the student’s profile and previous training. This work will lead to a Bachelor’s or Master’s Final Project.

SDG TARGETS

  • 11.5 By 2030, significantly reduce the number of deaths and the number of people affected and substantially decrease the direct economic losses relative to global gross domestic product caused by disasters, including water-related disasters, with a focus on protecting the poor and people in vulnerable situations
  • 13.1 Strengthen resilience and adaptive capacity to climate-related hazards and natural disasters in all countries

SOFT SKILLS DEVELOPED

  • Critical thinking & problem solving
  • Public speaking & professional writing
  • Professional attitude & work ethic
  • Teamwork
  • Career management
  • Digital literacy                       
  • Intercultural fluency

RECOMMENDED ENTRY PROFILE: students can have different profiles, adapting the activity to be performed within the project to their background.

Compatible profiles can be the following: civil engineering (hydraulics), geotechnics, statistics, software engineering, machine learning, and surveying. 

INVOLVED INSTITUTIONS

  • Universidad Politécnica de Madrid
  • Électricité de France (France)
  • Compagnie Nationale du Rhône (France)
  • SAMUI (France)

COORDINATOR

Rafael Morán Moya (r.moran@upm.es)

CO-COORDINATOR

Miguel Ángel Toledo Municio (miguelangel.toledo@upm.es )

Carrying out a day to disseminate civil works with economic value, in areas of risk or extreme difficulty such as areas with seismic risk areas, frozen areas with permafrost, or areas with another type of geohydrological risk

SDG TARGETS

  • 4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
  • 4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development 
  • 11.5 By 2030, significantly reduce the number of deaths and the number of people affected and substantially decrease the direct economic losses relative to global gross domestic product caused by disasters, including water-related disasters, with a focus on protecting the poor and people in vulnerable situations 
  • 13.1 Strengthen resilience and adaptive capacity to climate-related hazards and natural disasters in all countries
  • 15.3 By 2030, combat desertification, restore degraded land and soil, including land affected by desertification, drought and floods, and strive to achieve a land degradation-neutral world 

SOFT SKILLS DEVELOPED

  • Critical thinking & problem solving
  • Professional attitude & work ethic
  • Teamwork
  • Career management 
  • Intercultural fluency

RECOMMENDED ENTRY PROFILE: earth sciences, civil engineering, field engineering or technical science related to civil works

INVOLVED INSTITUTIONS

  • Universidad Politécnica Madrid
  • Universidad Técnica Particular de Loja (Ecuador)

COORDINATOR

José Eugenio Ortíz Menéndez (joseeugenio.ortiz@upm.es )

CO-COORDINATOR

Yolanda Sánchez-Palencia González  (yolanda.sanchezpalencia@upm.es)

Water and Wastewater Treatment

In the first phase, there will be a series of workshops given by an interdisciplinary team. Subsequently, the hackathon will be held for two consecutive days, where the participants will work on the solutions advised by expert mentors on water issues. The activity will close with a final phase where a committee of experts will choose the best projects. A pre-incubation and development stage of the winning project can be proposed.

SDG TARGETS

  • 4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship 
  • 4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development 
  • 6.3 By 2030, improve water quality by reducing pollution, eliminating dumping and minimizing release of hazardous chemicals and materials, halving the proportion of untreated wastewater and substantially increasing recycling and safe reuse globally 
  • 6.4 By 2030, substantially increase water-use efficiency across all sectors and ensure sustainable withdrawals and supply of freshwater to address water scarcity and substantially reduce the number of people suffering from water scarcity 
  • 6.6 By 2020, protect and restore water-related ecosystems, including mountains, forests, wetlands, rivers, aquifers and lakes 
  • 11.6 By 2030, reduce the adverse per capita environmental impact of cities, including by paying special attention to air quality and municipal and other waste management 

SOFT SKILLS DEVELOPED

  • Critical thinking & problem solving
  • Public speaking & professional writing
  • Professional attitude & work ethic
  • Teamwork
  • Leadership
  • Creativity

RECOMMENDED ENTRY PROFILE: master’s degree students in Chemical Engineering, Environmental Engineering or Industrial Engineering (open to practically any degree that is directly or indirectly related to the water sector)

INVOLVED INSTITUTIONS

  • Universidad Politécnica de Madrid

COORDINATOR

Jorge Rodríguez Chueca (jorge.rodriguez.chueca@upm.es)

CO-COORDINATOR

David Jesús Vicente González

Development of adequate technologies for the manual transport of drinking water for self-consumption from the source of supply to its point of use, especially aimed at countries with low economic resources, scarce water resources and no distribution network. Development of low-cost solutions that will materialize in the manufacture of prototypes of manual transport of water tanks that will allow their study and evaluation in terms of ergonomic aspects of the product for its subsequent implementation in Development Cooperation projects.

SDG TARGETS 

  • 4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
  • 4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
  • 6.3 By 2030, improve water quality by reducing pollution, eliminating dumping and minimizing release of hazardous chemicals and materials, halving the proportion of untreated wastewater and substantially increasing recycling and safe reuse globally
  • 6.4 By 2030, substantially increase water-use efficiency across all sectors and ensure sustainable withdrawals and supply of freshwater to address water scarcity and substantially reduce the number of people suffering from water scarcity
  • 6.6 By 2020, protect and restore water-related ecosystems, including mountains, forests, wetlands, rivers, aquifers and lakes
  • 12.2 By 2030, achieve the sustainable management and efficient use of natural resources

SOFT SKILLS DEVELOPED

  • Critical thinking & problem solving
  • Public speaking & professional writing
  • Professional attitude & work ethic
  • Teamwork
  • Leadership
  • Intercultural fluency

RECOMMENDED ENTRY PROFILE: students in the last years of bachelor’s and master’s degrees in Chemical Engineering, Industrial Engineering and Environmental Engineering

INVOLVED INSTITUTIONS

  • Universidad Politécnica de Madrid

COORDINATOR

Pedro Armisén Bobo (pedro.armisen@upm.es)

CO-COORDINATOR

María de Mar Recio Díaz (mariadelmar.recio@upm.es)

Training and application of photo-assisted technologies for the treatment of water contaminated with antibiotics and microorganisms. Training in different advanced oxidation processes dedicated to the decontamination of water, among which are photocatalysis, photo-Fenton, photoassisted activation of persulfate. Analysis of the advantages of some advanced processes over others in terms of performance and efficiency. Carrying out laboratory tests of the different treatments for simulated waters. Carrying out TFGs and TFMs within the framework of the treatments described in this project. Dissemination activity of the results obtained on online platforms such as iAgua.

SDG TARGETS 

  • 6.3 By 2030, improve water quality by reducing pollution, eliminating dumping and minimizing release of hazardous chemicals and materials, halving the proportion of untreated wastewater and substantially increasing recycling and safe reuse globally 
  • 6.4 By 2030, substantially increase water-use efficiency across all sectors and ensure sustainable withdrawals and supply of freshwater to address water scarcity and substantially reduce the number of people suffering from water scarcity 
  • 11.6  By 2030, reduce the adverse per capita environmental impact of cities, including by paying special attention to air quality and municipal and other waste management 
  • 12.2  By 2030, achieve the sustainable management and efficient use of natural resources 
  • 12.4 By 2020, achieve the environmentally sound management of chemicals and all wastes throughout their life cycle, in accordance with agreed international frameworks, and significantly reduce their release to air, water and soil in order to minimize their adverse impacts on human health and the environment 
  • 12.5 By 2030, substantially reduce waste generation through prevention, reduction, recycling and reuse

SOFT SKILLS DEVELOPED

  • Public speaking & professional writing
  • Professional attitude & work ethic
  • Teamwork

RECOMMENDED ENTRY PROFILE: students in the last years of bachelor’s and master’s degrees in Chemical Engineering, Industrial Engineering and Environmental Engineering

INVOLVED INSTITUTIONS

  • Universidad Politécnica de Madrid

COORDINATOR

Patricia García Muñoz (patricia.gmunoz@upm.es )

CO-COORDINATOR

Jorge Rodríguez Chueca (jorge.rodriguez.chueca@upm.es)

This project aims to train participants in water purification technologies based on extraction processes with hydrophobic green solvents: 

– Training in experimental techniques based on differential scanning calorimetry (DSC) to study the solubility of certain contaminants in so-called deep eutectic solvents, which can be designed ad hoc for the desired application. 

– Experimental obtaining of the temperature versus composition phase diagram. Training in molecular simulation techniques to obtain thermodynamic properties of contaminants in the presence of selected deep eutectic solvents. Learning of COSMO-RS-based computational methods to design and optimize deep eutectic solvents. 

– Training and use of process simulation tools such as AspenONE to design water purification processes using solvent extraction. Carrying out TFGs and TFMs within the framework of the treatments described in this project. 

– Dissemination of results obtained on online platforms such as iAgua, specialized scientific conferences, forums or scientific journals.

SDG TARGETS 

  • 6.3 By 2030, improve water quality by reducing pollution, eliminating dumping and minimizing release of hazardous chemicals and materials, halving the proportion of untreated wastewater and substantially increasing recycling and safe reuse globally 
  • 6.4 By 2030, substantially increase water-use efficiency across all sectors and ensure sustainable withdrawals and supply of freshwater to address water scarcity and substantially reduce the number of people suffering from water scarcity 
  • 11.6 By 2030, reduce the adverse per capita environmental impact of cities, including by paying special attention to air quality and municipal and other waste management
  • 12.2 By 2030, achieve the sustainable management and efficient use of natural resources
  • 12.4 By 2020, achieve the environmentally sound management of chemicals and all wastes throughout their life cycle, in accordance with agreed international frameworks, and significantly reduce their release to air, water and soil in order to minimize their adverse impacts on human health and the environment
  • 12.5 By 2030, substantially reduce waste generation through prevention, reduction, recycling and reuse

SOFT SKILLS DEVELOPED

  • Critical thinking & problem solving
  • Public speaking & professional writing
  • Professional attitude & work ethic
  • Teamwork

RECOMMENDED ENTRY PROFILE: students in the last years of bachelor’s and master’s degrees in Chemical Engineering, Industrial Engineering and Environmental Engineering

INVOLVED INSTITUTIONS

  • Universidad Politécnica de Madrid

COORDINATOR

María Dolores Robustillo Fuentes (mariadolores.robustillo@upm.es)

CO-COORDINATOR

María Martín Conde (maria.mconde@upm.es)

Development of adequate technologies for the use of rainwater, especially aimed at countries with low economic resources and a shortage of water resources of another nature. Besides, there will be a development of low-cost solutions that will materialize in the manufacture of rainwater capture and storage prototypes that will allow its study and evaluation in terms of efficiency for its subsequent implementation in Development Cooperation projects.

SDG TARGETS

  • 4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship 
  • 4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development 
  • 6.3 By 2030, improve water quality by reducing pollution, eliminating dumping and minimizing release of hazardous chemicals and materials, halving the proportion of untreated wastewater and substantially increasing recycling and safe reuse globally 
  • 6.4 By 2030, substantially increase water-use efficiency across all sectors and ensure sustainable withdrawals and supply of freshwater to address water scarcity and substantially reduce the number of people suffering from water scarcity 
  • 6.6 By 2020, protect and restore water-related ecosystems, including mountains, forests, wetlands, rivers, aquifers and lakes 

SOFT SKILLS DEVELOPED

  • Critical thinking & problem solving
  • Public speaking & professional writing
  • Professional attitude & work ethic
  • Teamwork
  • Career management
  • Digital literacy                       
  • Intercultural fluency
  • Leadership

RECOMMENDED ENTRY PROFILE: students of bachelor’s degrees in Engineering (preferably from the second year of the degree) and Master’s degree students in Engineering.

INVOLVED INSTITUTIONS

  • Universidad Politécnica de Madrid

COORDINATOR

María de Mar Recio Díaz (mariadelmar.recio@upm.es)

CO-COORDINATOR

Pedro Armisén Bobo (pedro.armisen@upm.es)

Development of low-cost solutions that will materialize in the manufacture of prototypes that will allow their study and evaluation in terms of efficiency for their subsequent implementation in Development Cooperation projects.

SDG TARGETS

  • 4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship 
  • 4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development 
  • 6.3 By 2030, improve water quality by reducing pollution, eliminating dumping and minimizing release of hazardous chemicals and materials, halving the proportion of untreated wastewater and substantially increasing recycling and safe reuse globally 
  • 6.4 By 2030, substantially increase water-use efficiency across all sectors and ensure sustainable withdrawals and supply of freshwater to address water scarcity and substantially reduce the number of people suffering from water scarcity 
  • 6.6 By 2020, protect and restore water-related ecosystems, including mountains, forests, wetlands, rivers, aquifers and lakes 

SOFT SKILLS DEVELOPED

  • Critical thinking & problem solving
  • Public speaking & professional writing
  • Professional attitude & work ethic
  • Teamwork
  • Career management
  • Digital literacy                       
  • Intercultural fluency

RECOMMENDED ENTRY PROFILE: engineering students in their different bachelor’s degrees (preferably from the second year of the degree) and master’s in Engineering students.

Compatible profiles can be the following: civil engineering (hydraulics), geotechnics, statistics, software engineering, machine learning, and surveying. 

INVOLVED INSTITUTIONS

  • Universidad Politécnica de Madrid

COORDINATOR

Juan Manuel Orquín Casas  (juanmanuel.orquin@upm.es) 

CO-COORDINATOR

José Antonio Mancebo Piqueras (ja.mancebo@upm.es)

This project aims to train the student in hydrate production technologies applied to water desalination: 

– Training in experimental techniques based on differential scanning calorimetry (DSC) for the formation, characterization of hydrates and experimental determination of temperature versus composition phase diagrams. 

– Training in molecular simulation techniques to obtain thermodynamic properties of hydrates and phase diagrams to predict the temperature and composition conditions in which hydrates are formed. Study and selection of substances that promote the formation of hydrates. 

– Carrying out TFGs and TFMs within the framework of the treatments described in this project. Dissemination of the results obtained on online platforms such as iAgua, specialized scientific conferences, forums or scientific journals.

SDG TARGETS 

  • 6.3 By 2030, improve water quality by reducing pollution, eliminating dumping and minimizing release of hazardous chemicals and materials, halving the proportion of untreated wastewater and substantially increasing recycling and safe reuse globally 
  • 6.4 By 2030, substantially increase water-use efficiency across all sectors and ensure sustainable withdrawals and supply of freshwater to address water scarcity and substantially reduce the number of people suffering from water scarcity 
  • 11.6 By 2030, reduce the adverse per capita environmental impact of cities, including by paying special attention to air quality and municipal and other waste management 
  • 12.2 By 2030, achieve the sustainable management and efficient use of natural resources 
  • 12.4 By 2020, achieve the environmentally sound management of chemicals and all wastes throughout their life cycle, in accordance with agreed international frameworks, and significantly reduce their release to air, water and soil in order to minimize their adverse impacts on human health and the environment 
  • 12.5 By 2030, substantially reduce waste generation through prevention, reduction, recycling and reuse 

SOFT SKILLS DEVELOPED

  • Critical thinking & problem solving
  • Public speaking & professional writing
  • Professional attitude & work ethic
  • Teamwork

RECOMMENDED ENTRY PROFILE: students in the last years of bachelor’s and master’s degrees in Chemical Engineering, Industrial Engineering and Environmental Engineering

INVOLVED INSTITUTIONS

  • Universidad Politécnica de Madrid

COORDINATOR

María Dolores Robustillo Fuentes (mariadolores.robustillo@upm.es)

CO-COORDINATOR

María Martín Conde (maria.mconde@upm.es)