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Type A
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Code |
Competences Specific | | | CE4 |
Modelling and analysing energy demand in buildings using specific ICT tools for integrating efficient energy conversion systems. |
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Type B
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Code |
Competences Transversal | | | CT3 |
Solve complex problems critically, creatively and innovatively in multidisciplinary contexts. |
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Type C
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Code |
Competences Nuclear |
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Type A
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Code |
Learning outcomes |
| | CE4 |
Model the thermal performance of buildings using specific software.
Calculate the annual thermal loads of buildings.
Carry out parametric analyses of the different variables in a building to study their effect on energy demand, costs and environmental performance.
Determine the peak thermal load of buildings.
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Type B
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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.
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Type C
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Code |
Learning outcomes |
| Topic |
Sub-topic |
| 1. Introduction. Parameters that influence the thermal demand of the building. |
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| 2. 3D Thermal modeling of the building. |
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| 3. Definition of model data and simulation options. |
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| 4. Simulation adjustment and interpretation of simulation results. |
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| 5. Parametric analysis. |
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| 6. Case studies. |
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| Methodologies :: Tests |
| |
Competences |
(*) Class hours
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Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
1 |
0 |
1 |
| Webconferencing |
|
6 |
0 |
6 |
| Reading written documents and graphs |
|
0 |
10 |
10 |
| Webcasting |
|
0 |
4 |
4 |
| Problem solving, exercises |
|
0 |
17 |
17 |
| Forums of debate |
|
0 |
7 |
7 |
| Practical cases/ case studies |
|
0 |
27 |
27 |
| Self-monitoring activities |
|
0 |
3 |
3 |
| Personal attention |
|
1 |
1 |
2 |
| |
| Validation 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 |
|
| Webconferencing |
Presentation of subject contents and/or activities presentation through webconference. This activity requires synchronous presence of students and faculty. Its development allows different degrees of interactivity depending on the intended objectives. This activity can be recorded at the time of its development to facilitate subsequent consultation. |
| Reading written documents and graphs |
Reading and working of documentation published in different formats, with the aim of facilitating the development of competences with more theoretical nature and acquire the knowledge necessary for the development of practical activities. |
| Webcasting |
Presentation of subject contents in previously recorded video format. This activity does not require synchronous presence of students and teachers and does not allow interactivity directly. However, it can be used to propose asynchronous interactive activities such as a forum. |
| Problem solving, exercises |
Analysis and resolution of a problem or concrete practical exercise related to the topic of the subject. This activity has a more limited scope and a smaller extension than the assignments. This activity has a more limited scope and a smaller extension than the assignments. |
| Forums of debate |
Activities in which, individually or in groups, the participants argue and confront ideas on a specific topic, by using asynchronous tools such as the Virtual Campus Forum. |
| Practical cases/ case studies |
Statement of a situation (real or simulated) in which the student must work to give a solution to the topic, solve a series of specific questions or make a global reflection. |
| Self-monitoring activities |
Activities proposed to the student, with a minimum weight, which serve so that the student can self-regulate their learning. |
| Personal attention |
|
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Description |
|
Antonio Carrillo Andrés acarrillo@uma.es |
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Methodologies |
Competences
|
Description |
Weight |
|
|
|
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| Problem solving, exercises |
|
Formulation, analysis, resolution and debate of a problem or exercise, related to the theme of the subject. |
40 |
| Forums of debate |
|
The participation and activity of the student will be valued. |
10 |
| Practical cases/ case studies |
|
Statement of a situation (real or simulated) in which the student has to work to give a solution to the topic, solve a series of specific questions or make a global reflection. |
40 |
| Self-monitoring activities |
|
Activities proposed to the student, with a minimum weight, that serve to enable the student to self-regulate their learning. It can be repeated as many times as you want and for the final evaluation it will be considered the highest mark achieved |
10 |
| Validation tests |
|
The validation tests will consist of individual webconferences in which the teacher will ask questions about the activities carried out. |
0 |
| Others |
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| |
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Other comments and second exam session |
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