|
Type A
|
Code |
Competences Specific | | | A1 |
A1.1. Successfully studying and learning about the chosen research ambit: evaluating the technical and scientific importance, the technological potential and the viability of the nanoscience, design, preparation, properties, processes, developments, techniques and applications of materials. |
| | A2 |
A1.2. Carrying out exhaustive bibliographic searches in highly specialized areas of nanoscience, materials and product and process design. |
|
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. |
| | B14 |
B3.1. Collaborative teamwork, with responsibility shared among multidisciplinary, multilingual and multicultural teams. |
| | 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 |
|
Type A
|
Code |
Learning outcomes |
| | A1 |
A1.1 Link the type of module to the application and material of the membrane.
A1.1 Decide which membrane technology to use according to the species to be separated.
A1.1 Design materials for use in the production of membranes with specific properties.
A1.1 Can set the appropriate range of conditions for every separation process and problem.
| | | A2 |
A1.2 Take the final application into account to choose the optimum conditions for producing membranes.
A1.2 Take the compounds involved into account to select the appropriate material, structure and configuration of the membrane.
|
|
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.).
| | | B14 |
B3.1 Accept and comply with the rules of the group.
B3.1 Take active part in planning the team’s work, distributing tasks and respecting deadlines.
B3.1 Contribute to the positive management of any differences, disagreements and conflicts that arise in the team.
B3.1 Make their personal contribution in the time expected and with the resources available.
B3.1 Take active part and share information, knowledge and experiences.
B3.1 Take into account the points of view of others and give constructive feedback.
| | | 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.
Write letters or take notes about foreseeable, familiar matters.
|
| Topic |
Sub-topic |
| Definicions. Mecanismes. Configuracions i mòduls. Microfiltració (MF), ultrafiltració (UF), nanofiltració (NF). Osmosi inversa (RO). Diàlisi. Electrodiàlisi. Pervaporació. Permeació de gasos. Integració amb altres processos. Síntesi i fabricació de membranes. |
|
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
1 |
1.5 |
2.5 |
| Problem solving, classroom exercises |
|
10 |
20 |
30 |
| Presentations / expositions |
|
2 |
2 |
4 |
| Laboratory practicals |
|
5 |
10 |
15 |
| Lecture |
|
9 |
12.5 |
21.5 |
| Personal tuition |
|
1 |
0 |
1 |
| |
| Mixed tests |
|
1 |
0 |
1 |
| |
(*) 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 |
Descripció del curs i definicions bàsiques de la tecnologia de membranes, arees d'aplicació tant comercials com de recerca. |
| Problem solving, classroom exercises |
resolució d'exercisis a l'aula i/o casos |
| Presentations / expositions |
exposar un tema o una ressolució de cas |
| Laboratory practicals |
Laboratori bàsic de tecnologia de membranes |
| Lecture |
Classes magistrals descriptives |
| Personal tuition |
Trobades, fora de l'aula (despatx 301), individuals o en grups reduïts per tal de discutir sobre qüestions o problemes concrets. L'horari d'atenció serà comunicat
convenientment i les formes de contactar informades a l'espai Moodle. |
|
Description |
|
Trobades, fora de l'aula (despatx 301), individuals o en grups reduïts per tal de discutir sobre qüestions o problemes concrets. L'horari d'atenció serà comunicat
convenientment i les formes de contactar informades a l'espai Moodle. |
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Problem solving, classroom exercises |
|
Ressolució d'exercisis a classe |
15% |
| Presentations / expositions |
|
Presentacions /exposicions |
25% |
| Laboratory practicals |
|
Pràctiques de laboratori |
25% |
| Mixed tests |
|
Proves presencials individuals |
35% |
| Others |
|
|
|
| |
|
Other comments and second exam session |
|
L'avaluació en segona convocatòria serà un examen. |
| Basic |
Mulder, Basic Principles of Membrane Technology, Segona, 1997
|
|
| 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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