| Competences |
| Type A | Code | Competences Specific |
| CE3 | Designing and integrating thermal conversion technologies into efficient energy systems with low greenhouse gas emissions using specific ICT tools. | |
| Type B | Code | Competences Transversal |
| CT2 | Forming opinions on the basis of the efficient management and use of information. | |
| CT3 | Solve complex problems critically, creatively and innovatively in multidisciplinary contexts. | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| CE3 |
Identify the most suitable HVAC system or systems for a specific application. Identify common errors in the design of HVAC systems. Define the operating modes of an HVAC system in terms of the external conditions and the demands of the building. Model elementary psychrometric processes that occur in the components of an air treatment cycle. Numerically solve any air treatment cycle. Propose energy saving measures to be applied to a given HVAC system and quantify their cost/benefit ratio . | |
| Type B | Code | Learning outcomes |
| CT2 |
Master the tools for managing their own identity and activities in a digital environment. Search for and find information autonomously using criteria of importance, reliability and relevance, which is useful for creating knowledge. Organise information with appropriate tools (online and face-to-face) so that it can be updated, retrieved and processed for re-use in future projects. Produce information with tools and formats appropriate to the communicative situation and with complete honesty. Use IT to share and exchange the results of academic and scientific projects in interdisciplinary contexts that seek knowledge transfer. | |
| 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. | |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| 1. Typologies of HVAC systems | 1.1. Previous concepts (I): space, local and area 1.2. Preliminary concepts (II): local and system loads 1.3. Previous concepts (III): simultaneous or successive thermal inversion 1.4. Criteria to consider to choice a HVAC system 1.5. Classification of HVAC systems 1.6. Unitary systems 1.7. Centralized systems: all-air systems 1.8. Centralized systems: all-water systems 1.9. Centralized water-air systems |
| 2. Basic cycles | 2.1. Introduction 2.2. Evolution of the moist air in a room: line of operation of the room 2.3. Basic summer cycle. Description 2.4. Determination of the summer cycle design parameters 2.5. Examples of the summer cycle 2.6. Control of the partial load 2.7. Winter cycles. Description 2.8. Determination of the winter cycle design parameters 2.9. Example of winter cycles |
| 3. Confort conditions and air quality | 3.1. Air confort conditions 3.1.1. Air temperature, radiant temperature and operative temperature 3.1.2. Relative humidity 3.1.3. Air velocity and air distribution 3.2. Air quality 3.2.1. Air pollutants 3.2.2. Air renovations |
| 4. Energy savings in HVAC systems | 4.1. Review of saving techniques in buildings and HVAC 4.2. Free-cooling with outside air 4.3. Free cooling with cooling towers 4.4. Heat recovery extraction 4.5. Energy transfer among zones 4.6. Exercises |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
0.5 | 0 | 0.5 | ||||||
| Webconferencing |
|
8 | 0 | 8 | ||||||
| Reading written documents and graphs |
|
0 | 30 | 30 | ||||||
| Webcasting |
|
0 | 3 | 3 | ||||||
| Self-monitoring activities |
|
0 | 5 | 5 | ||||||
| Problem solving, exercises |
|
0 | 35 | 35 | ||||||
| Forums of debate |
|
0 | 10 | 10 | ||||||
| Practical cases/ case studies |
|
0 | 18.5 | 18.5 | ||||||
| Personal attention |
|
2 | 0 | 2 | ||||||
| Validation tests |
|
0.5 | 0 | 0.5 | ||||||
| (*) 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 | Activities aimed at the inrtroduction and collecting information from the students. There will also be a presentation of the subject describing the learning objectives, contents, methodologies, evaluation systems and skills to be worked on. This session will be the first and will last 30 min |
| Webconferencing | Presentation of the subject and exposure of contents and activities through webconference (Abobe Connect). This activity requires synchronous presence of students and faculty. This activity will be recorded at the time of its development to facilitate subsequent consultation |
| Reading written documents and graphs | Reading and work of the documentation published in different formats, prepared by the teachers, with the aim of facilitating the students' development of the most theoretical skills and those knowledge necessary for the development of practical activities. Does not require synchronous presence of students and faculty |
| Webcasting | Exhibition of contents of the subject in previously recorded video format. This activity does not require synchronous presence of students and teachers and does not allow interactivity directly. Activities related to the theme of webcasting to be developed by the student will be proposed |
| Self-monitoring activities | Activities proposed to the student to self-evaluate their progress in the subject. They can be done as many times as desired and will help the student to know what aspects or contents should be reinforced |
| Problem solving, exercises | Analysis and resolution of a problem or concrete practical exercise related to the topic of the subject. Its scope is limited and limited in scope. Through the use of the virtual campus. |
| 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. They will be supervised by the teacher who can also introduce arguments and propose activities for students to work |
| Practical cases/ case studies | Statement of a situation (real or simulated) in which the student must work to give a reasoned solution to the topic, solve a series of specific questions or make a global reflection |
| Personal attention | Plan, guide, dynamize, monitor and evaluate the student's learning process taking into account their profile, interests, needs, prior knowledge, etc. and the characteristics / requirements of the context |
| Personalized attention |
| Description |
| This orientation is carried out by the teacher of each subject with the students enrolled in it. The purpose of this orientation is: to plan, guide, dynamize, monitor and evaluate the student's learning process taking into account their profile, interests, needs, prior knowledge, etc. and the characteristics/requirements of the context (EHEA, academic profile / professional, social-labor demand, etc.). The actions that will be carried out are the following: - Welcome to the subject - Weekly revitalization - News and events - Resolution of academic doubts - Feedback with the correction of activities - Abandonment of the subject - End of the subject The development of these actions will be carried out with the support of the tools offered by the Moodle Virtual Campus, within the virtual classroom of each subject. In such a way that the best possible orientation and follow-up is offered considering the face-to-face or virtual modality of each subject. |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||
| Self-monitoring activities |
|
Activities proposed to the student to self-evaluate their progress in the subject. They can be done as many times as desired and will help the student to know what aspects or contents should be reinforced | 10 | ||||
| Problem solving, exercises |
|
Analysis and resolution of a problem or concrete practical exercise related to the topic of the subject. Its scope is limited and limited in scope. Through the use of the virtual campus. | 40 | ||||
| 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. They will be supervised by the teacher who can also introduce arguments and propose activities for students to work | 10 | ||||
| Practical cases/ case studies |
|
Statement of a situation (real or simulated) in which the student must work to give a reasoned solution to the topic, solve a series of specific questions or make a global reflection | 40 | ||||
| Validation tests |
|
The validation tests will consist of individual webconferences in which the teacher will ask questions about the activities carried out. | 0 | ||||
| Others |
| Other comments and second exam session | |||
| Sources of information |
| Basic |
Mark S. Owen, ASHRAE Handbook—Fundamentals, 2017,
Mark S. Owen, ASHRAE Handbook—HVAC Systems and Equipment, 2016, |
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| Complementary | |||||||||
| Recommendations |
(*)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.