| Competences |
| Type A | Code | Competences Specific |
| 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. | |
| B5 | Be able to analyse and evaluate the social and environmental impact of technical solutions. | |
| B6 | Be able to apply the principles and methods of quality. | |
| B8 | Be able to work in a multilingual and multidisciplinary environment. | |
| CT1 | Use information in a foreign language effectively. | |
| CT2 | Gestionar la informació i el coneixement mitjançant l’ús eficient de les TIC | |
| CT4 | Work autonomously and as part of a team with responsibility and initiative | |
| CT6 | Manage their learning process and their academic and professional careers | |
| CT7 | Apply ethical principles and social responsibility as a citizen and a professional | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| Type B | Code | Learning outcomes |
| B3 |
Know how to solve problems with initiative, imagination and ethical responsibility. Know the evolution of engineering throughout history. | |
| B5 |
Know how to transmit ideas and solutions and defend them in multicultural engineering teams. Understand the relationship between the benefits and the necessary resources when making balanced, common-sense decisions. Know how to position themselves and draw up a professional plan on which to develop their career, with a clear idea of their role in society. | |
| B6 |
Understand the relationship between the benefits and the necessary resources when making balanced, common-sense decisions. | |
| B8 |
Be able to work in a multidisciplinary and multicultural group. Understand the function and the expectation that society has of an engineer and the expectation that an engineer must have of society. | |
| CT1 |
Use information in a foreign language effectively. | |
| CT2 |
Master the tools for managing their own identity and activities in a digital environment. Search for and find information autonomously with criteria of reliability and relevance Organize information with appropriate tools (online and face-to-face) so that they can carry out their academic activities Produce information with tools and formats appropriate to the communicative situation and with complete honesty Use IT to share and exchange information | |
| CT4 |
Identify the role they play in the group and understand the group’s objectives and tasks Communicate and act within the group in such a way that they facilitate cohesion and performance Commit to the group’s tasks and agenda Participate in the group in a good working environment and help to solve problems | |
| CT6 |
Raise their academic and professional self-awareness Identify their own learning process Analyse the working or professional environment of their field of study Design academic and professional tracks | |
| CT7 |
Be aware of the inequalities and the discrimination caused by gender and other factors, and understand the reasons that account for it. Be able to identify major environmental problems Recognise and reflect on social needs and problems, and get involved in improving the community Recognise the ethical and deontological concepts in their field of expertise, show an ability for criticism and dialogue, and respect the rules and regulations that members of the university community must abide by | |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| The engineer | Definition From Phylosofy to science to engineering Engineering fields |
| Ancient engineering | The stone age The egipcians The Greek The Romans |
| The middle ages | Guttemberg ¿inventor or engineer? Construction through the middle ages Science and enginering |
| The industrial revolution | New social classes The role of enginnering New machines improve productivity |
| Accomplishments on the XIX century | Electricity Communications Engines Construction |
| The XX century: the engineering century | Chemical engineers Mechanical enginnering Electricity and Engineers Electronics Telecomunications engineering Aerospace engineering |
| Engineering and society in the XXI century | What to expect The Enginnering role Society and engineering What is a good engineer? |
| Planning |
| Methodologies :: Tests | |||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | ||||||||
| Introductory activities |
|
1 | 2 | 3 | |||||||
| Lecture |
|
33 | 81 | 114 | |||||||
| Presentations / oral communications |
|
5 | 10 | 15 | |||||||
| Personal attention |
|
2 | 2 | 4 | |||||||
| Multiple-choice objective tests |
|
3 | 6 | 9 | |||||||
| Extended-answer tests |
|
1 | 4 | 5 | |||||||
| (*) 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 | S'introduirà la assignatura, el seu desenvolupament i la forma de avaluar. |
| Lecture | Consistirà en sessions de 50 minuts de classe en les que el professor exposarà la història, conseqüencies o deduccions de determinats fets relacionats amb la enginyeria. Lluny de ser classes merament expositòries, es pretén generar amb el material un debat obert i animat sobre cada tema. |
| Presentations / oral communications | Els alumnes, en grups de dos o tres persones hauran de presentar la biografia de algun enginyer, el seu treball i les repercusions històriques que ha tingut. |
| Personal attention | Els alumnes, una vegada assignats a un determinat grup de treball, poden preguntar al professor qualsevol cosa sobre el exercici assignat. |
| Personalized attention |
| Description |
| La atenció personalitzada també serà en anglès. Nomes es parlarà en català/castellà per traduir paraules puntuals. L'alumne es podrà dirigir al professor per tal de aclarir qualsevol dubte de la matèria donada a classe o sobre algun dels exercicis assignats. |
| Assessment |
| Methodologies | Competences | Description | Weight | |||||||
| Presentations / oral communications |
|
Els alumnes, en grups de dos o tres persones hauran de presentar la biografia de algun enginyer, el seu treball i les repercusions històriques que ha tingut. Contarà tan el treball com la presentació oral. | 20 | |||||||
| Multiple-choice objective tests |
|
Preguntes curtes sobre fets històrics, personatges o fites que hagin estat de vital importància en el mon de la enginyeria. | 60 | |||||||
| Extended-answer tests |
|
Resolució de un cas pràctic a partir dels coneixements adquirits durant el curs. | 20 | |||||||
| Others |
| Other comments and second exam session | |||
|
La segona convocatòria serà la barreja de un examen de proves tipus test i de desenvolupament |
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| Sources of information |
| Basic |
Daniel R. Headrick , Technology: A World History (New Oxford World History) , ,
Armytage, W. H. G. , A Social History of Engineering, , 1976
Crozet, Francois, The First Industrialists: The Problems of Origins, , 1985 |
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| Complementary | |||||||||
| Recommendations |
| Subjects that continue the syllabus | ||
|
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| Subjects that it is recommended to have taken before | |||
|
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| Other comments | |
| Es important arribar amb un nivell d'anglés suficientment alt com per a entendre les classes magistrals, les preguntes tipus test i els exercicis a fer. Respecte al anglés escrit, serà fonamental quan es presentin treballs, es facin presentacions a classe i s'hagi d'escriure a les preguntes de desenvolupament a l'examen final. |
(*)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.