|
Type A
|
Code |
Competences Specific | | | A7 |
A2.1. Presenting results in line with the format of experimental scientific literature and in accordance with the commonly accepted standards. |
| | A8 |
A2.2. Critically evaluating the results of research in the field of nanotechnology, materials and products and process design. |
| | A10 |
A2.4 Developing awareness in environmental and social issues related to nanoscience, materials and the general field of chemical technology. |
|
Type B
|
Code |
Competences Transversal | | | B9 |
B1.1. Communicating and discussing proposals and conclusions in specialized and non-specialized multilingual forums in a clear and unambiguous manner. |
| | B15 |
B4.1. Continuously learning. |
| | B16 |
B4.2 Learning autonomously and by using initiative. |
| | B19 |
B5.3. Applying critical, logical and creative thought in a research and innovative context. |
|
Type C
|
Code |
Competences Nuclear | | | C1 |
Have an intermediate mastery of a foreign language, preferably English |
| | C3 |
Be able to manage information and knowledge |
| | C6 |
Be able to define and develop their academic and professional project |
|
Type A
|
Code |
Learning outcomes |
| | A7 |
A2.1 Acquire the specialised language of nanochemistry and chemical and biochemical nanoengineering.
A2.1 Learn efficient communication and presentation techniques from constructive criticism of the presentations they attend.
A2.1 Communicate in writing by presenting reports of seminars.
| | | A8 |
A2.2 Have wide-ranging knowledge of current research issues in nanochemistry and nanoengineering.
A2.2 Acquire a broad overview of nanoscience and chemical technology through the multidisciplinarity of seminars.
| | | A10 |
A2.4 Can assess the environmental factors that are important for a research project.
|
|
Type B
|
Code |
Learning outcomes |
| | B9 |
B1.1 Can intervene effectively and transmit relevant information.
B1.1 Plan their communication: generate ideas, seek information, select and order information, make schemes, decide on the audience and the aims of the communication, etc.
B1.1 Prepare and deliver structured presentations, complying with the requirements.
B1.1 Draft documents with the appropriate format, content, structure, language accuracy, and register, and can illustrate concepts using the correct conventions: format, headings, footnotes, captions, etc.
B1.1 Use language that is appropriate to the situation.
B1.1 Are aware of the strategies that can be used in oral presentations (audiovisual support, eye contact, voice, gesture, timing, etc.).
| | | B15 |
B4.1 Autonomously adopt the appropriate learning strategies in every situation.
B4.1 Set their own learning objectives.
| | | B16 |
B4.2 Ask the appropriate questions for solving doubts or open questions, and search for information with criteria.
B4.2 Select a procedure from among the possibilities suggested by the lecturer.
| | | B19 |
B5.3 Follow a logical method for identifying the causes of a problem.
|
|
Type C
|
Code |
Learning outcomes |
| | C1 |
Express opinions on abstract or cultural topics in a limited fashion.
Explain and justify briefly their opinions and projects.
Understand instructions about classes or tasks assigned by the teaching staff.
Understand routine information and articles.
Understand the general meaning of texts that have non-routine information in a familiar subject area.
| | | C3 |
Locate and access information effectively and efficiently.
Critically evaluate information and its sources, and add it to their own knowledge base and system of values.
Have a full understanding of the economic, legal, social and ethical implications of accessing and using information.
Reflect on, review and evaluate the information management process.
| | | C6 |
Identify their training needs.
Identify their own academic and professional interests and motivations.
Define and study their curriculum bearing in mind their training needs, and their academic and pr
ofessional interests and motivations
Develop resources and strategies that will ease their transition into working life.
|
| Topic |
Sub-topic |
| Conèixer l'estat actual de la recerca en les àreas realcionades amb la tecnologia química de frontera, especialment la nanociència, la ciència de materials i l'enginyeria de processos. |
|
| Entendre la importància de la multidisciplinaritat en les tasques de recerca. |
|
| Aprendre tècniques de comunicació i presentació efectives. |
|
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
0.5 |
0 |
0.5 |
| Seminars |
|
30 |
30 |
60 |
| Personal tuition |
|
0.5 |
0 |
0.5 |
| |
| Oral tests |
|
5 |
10 |
15 |
| |
(*) 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 |
Session in which the structure, objectives and evaluation of the course will be described. |
| Seminars |
One hour long seminars in which top experts will present current research related to the area of interest. |
| Personal tuition |
The coordinator will meet with each one of the students to discuss any special circumstances that may arise during the course. |
|
Description |
|
Students can meet with the coordinator at the times indicated in the moodle workspace. It is mandatory to request a citation using the moodle workspace. |
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Seminars |
|
It is mandatory to attend the seminars. For each seminar, students will have to fill in and present a form about the seminar using the template available in the moodle workspace. |
75% |
| Oral tests |
|
Each student will deliver a short presentation in English (<5 min) at the end of the course introducing and motivating their master's research topic. |
25% |
| Others |
|
|
|
| |
|
Other comments and second exam session |
|
There will be no second call for the seminars course work. Students will have the chance to give a short oral presentation motivating and introducing their thesis work to improve the grade in this portion of the subject (25%).
|
| Basic |
|
Articles/Books recommended in each seminar or through the web pages of the presenters. |
| 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. |
|