|
Type A
|
Code |
Competences Specific | | | A2 |
Have knowledge of taking measurements, calculations, evaluations, valuations, surveys, studies, reports, work plans and other similar studies. |
| | EI7 |
Have the knowledge and the ability to model and simulate systems. |
| | EI8 |
Have the knowledge of automation regulation and control techniques and their application in industrial automation. |
|
Type B
|
Code |
Competences Transversal | | | B3 |
Be able to solve problems with initiative, make decisions, be creative, use critical reasoning and communicate and transmit knowledge, abilities and skills in the field of industrial engineering, specialising in electricity. |
|
Type C
|
Code |
Competences Nuclear |
|
Type A
|
Code |
Learning outcomes |
| | A2 |
Use a generic simulator of dynamic systems to simulate the response of hydraulic, mechanical, thermal or hybrid systems.
Use an electric circuit simulator to simulate hydraulic, mechanical, thermal or hybrid systems use the concept of analogy.
| | | EI7 |
Know the concept of model, its properties and its limitations.
Know the dynamic elements of concentrated parameters used in mechanical, hydraulic and thermal systems: power and energy variables, symbols and interconnection rules.
Generate mathematical models through differential equations or the spatial representation of mechanical systems for the transfer of concentrated parameters.
Generate mathematical models for mechanical rotation systems of concentrated parameters.
Generate mathematical models for hydraulic systems of concentrated parameters.
Generate mathematical models of thermal systems of concentrated parameters.
Generate mathematical models for non-linear dynamic systems of concentrated parameters.
Construction electric circuits, through analogies, for mechanical, hydraulic, thermal or hybrid systems.
Use a transfer function to represent the relationship between an input and an output, given state-space linear models.
Around a point of operation, linearise the representation the state of a dynamic non-linear system.
Determine the stability of linear continuous-time systems.
Construct the phase portrait of non-linear dynamic systems of the second order.
Know the concept of limit cycle in non-linear second order dynamic systems.
Verify the stability of continuous-time autonomous non-linear systems based on Lyapunov theorems.
Verify whether a quadratic form is definite.
Verify the stability of continuous-time autonomous linear systems based on Lyapunov direct method.
Obtain the phase portrait of a dynamic non-linear system by simulation.
Simulate non-linear systems where there is a limit cycle or behaviour of a strange attractor.
| | | EI8 |
Generate models, in the s and z domains, of continuous-time systems with digital control (feedback sampled systems).
Design digital controllers and sampled linear systems.
|
|
Type B
|
Code |
Learning outcomes |
| | B3 |
És capaç de resoldre problemes de forma enginyosa, amb iniciativa i creativitat, tenint en compte els conceptes de l'assignatura.
|
|
Type C
|
Code |
Learning outcomes |
| Topic |
Sub-topic |
Models de sistemes dinàmics
|
Tipus de models. Analogies entre sistemes. Sistemes mecànics 1D. Sistemes hidràulics. Sistemes tèrmics. Sistemes mixtes. Linealització de sistemes no lineals.
|
| Anàlisi de la resposta de sistemes dinàmics. |
Sistemes lineals de segon ordre. Anàlisi d'estabilitat de Lyapunov de sistemes no lineals. Sistemes amb cicle límit |
| Disseny de controladors digitals de sistemes lineals mostrejats |
Funció de transferència de sistemes mostrejats. Controladors de temps discret. |
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
2 |
2 |
4 |
| Lecture |
|
25 |
37 |
62 |
| Problem solving, classroom exercises |
|
12 |
21 |
33 |
| Laboratory practicals |
|
12 |
22 |
34 |
| Personal tuition |
|
1 |
0 |
1 |
| |
| Objective short-answer tests |
|
4 |
4 |
8 |
| Mixed tests |
|
4 |
4 |
8 |
| |
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies
| |
Description |
| Introductory activities |
Conferència de 2 hores, amb exemples explicant els motius, la utilitat de l'assignatura, així com exposant els objetius de la mateixa. |
| Lecture |
Classes de pisarra amb complements de transparències i material informàtic. |
| Problem solving, classroom exercises |
Resolució de problemes on l'alumne pren part activa explicant les solucions considerades. |
| Laboratory practicals |
Pràctiques usuals en enginyeria. |
| Personal tuition |
Hores de consulta per atendre les necesitats individuals dels alumnes. |
|
Description |
|
La atenció personalizada consistirà en ajuda específica durant les hores de consulta. |
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Lecture |
|
Exàmens escrits |
65% |
| Problem solving, classroom exercises |
|
Problemes a presentar individualment |
15% |
| Laboratory practicals |
|
Memòries de pràctiques |
20% |
| Others |
|
|
|
| |
|
Other comments and second exam session |
|
La mitja de les notes dels exàmens escrits han de ser igual o superior a 4.5. De igual manera per a les pràctiques. |
| Basic |
Woods, R.L. Lawrence, K.L., Modeling and Simulation of Dynamic Systems , , Prentice-Hall
Doebelin, E.O., System dynamics modeling, analysis, simulation, design. , , Marcel Dekker
Cadzow and Martens, Discrete-Time and Computer Control Systems , , Prentice-Hall
|
|
| Complementary |
|
|
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
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