| Educational guide School of Chemical Engineering |
english |
| Energy Conversion Systems and Technologies (2019) |
 Subjects |
| MODELLING AND DYNAMIC SIMULATION OF ENERGY CONVERSION SYSTEMS |
| Learning outcomes |
| IDENTIFYING DATA | 2023_24 |
| Subject | MODELLING AND DYNAMIC SIMULATION OF ENERGY CONVERSION SYSTEMS | Code | 20755110 | |||||
| Study programme |
|
Cycle | 2nd | |||||
| Descriptors | Credits | Type | Year | Period | ||||
| 3 | Compulsory | First | 1Q single exam |
|||||
| Competences | Learning outcomes | Contents |
| Planning | Methodologies | Personalized attention |
| Assessment | Sources of information | Recommendations |
| Type A | Code | Learning outcomes |
| CE2 |
Use the IT tool TRNSYS to develop dynamic models of technologies and systems for energy conversion. | |
| CE3 |
Use dynamic simulations to obtain the seasonal performances of energy conversion systems. Analyse in detail the results of dynamic simulations to find possible modelling and simulation errors. | |
| CE4 |
Identify when it is necessary useful to use tools for the dynamic simulation of energy conversion systems. | |
| Type B | Code | Learning outcomes |
| CT3 |
Recognise the situation as a problem in a multidisciplinary, research or professional environment, and take an active part in finding a solution. Follow a systematic method with an overall approach to divide a complex problem into parts and identify the causes by applying scientific and professional knowledge. Design a new solution by using all the resources necessary and available to cope with the problem. Draw up a realistic model that specifies all the aspects of the solution proposed. Assess the model proposed by contrasting it with the real context of application, find shortcomings and suggest improvements. | |
| CT4 |
Understand the team’s objective and identify their role in complex contexts. Communicate and work with other teams to achieve joint objectives. Commit and encourage the necessary changes and improvements so that the team can achieve its objectives. Trust in their own abilities, respect differences and use them to the team’s advantage. | |
| CT5 |
Produce quality texts that have no grammatical or spelling errors, are properly structured and make appropriate and consistent use of formal and bibliographic conventions. Draw up texts that are structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas. Draw up texts that are appropriate to the communicative situation, consistent and persuasive. | |
| Type C | Code | Learning outcomes |
