IDENTIFYING DATA 2019_20
Subject (*) MODELLING AND DYNAMIC SIMULATION OF ENERGY CONVERSION SYSTEMS Code 20755202
Study programme
Energy Conversion Systems and Technologies (2019)
 Cycle 2nd
Descriptors Credits Type Year Period
4.5 Optional
Language
Anglès
Department Mechanical Engineering
Coordinator
PRIETO GONZÁLEZ, JUAN
 E-mail juan.prieto@urv.cat
Lecturers
PRIETO GONZÁLEZ, JUAN
Web
General description and relevant information

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.
 CE4 Modelling and analysing energy demand in buildings using specific ICT tools for integrating efficient energy conversion systems.
Type B Code Competences Transversal
 CT3 Solve complex problems critically, creatively and innovatively in multidisciplinary contexts.
 CT4 Work in multidisciplinary teams and in complex contexts.
Type C Code Competences Nuclear

Learning outcomes
Type A Code Learning outcomes
 CE3 Use the IT tool TRNSYS t develop dynamic models of energy conversion.
Use dynamic simulations to obtain the seasonal performances of energy conversion systems.
Analyse in detail the results of dynamic simulations to find possible modelling and simulation errors.
Incorporate effective strategies for monitoring dynamic simulation models to optimise the seasonal performance of energy conversion systems.
 CE4 Identify when it is necessary to use tools for the dynamic simulation of energy conversion systems.
Type B 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.
 CT4 Understand the team’s objective and identify their role in complex contexts.
Communicate and work with other teams to achieve joint objectives.
Commit and encourage the necessary changes and improvements so that the team can achieve its objectives.
Trust in their own abilities, respect differences and use them to the team’s advantage.
Type C Code Learning outcomes

Contents
Topic Sub-topic
1. Introduction to dynamic simulation. 1.1. What is TRNSYS?
1.2. Introduction to the interface. Simulation Studio.
1.3. Components in TRNSYS. Main parts of the components.
2. Initiation with TRNSYS. Use of basic components. 2.1. Input data reader (Type 9)
2.2. Input functions (Type14)
2.3. Output data writer (Type25)
2.4. Integrator (Type55)
2.5. Equations in TRNSYS
2.6. Practical examples
3. Simulation and analysis of results. 3.1. Simulation parameters in TRNSYS. Time step, convergence and simulation tolerance
3.2. Analysis of daily results
3.3. Analysis of monthly and annual results
3.4. Energy balances
3.5. Practical examples
4. Use of advanced components in TRNSYS. 4.1. Modeling chillers and boilers. Performance curves
4.2. Modeling of solar thermal collectors
4.3. Thermal storage
4.4. Control on/off with hysteresis
4.5. PID control for temperature and / or flow control
4.6. Practical examples
5. Modeling of energy conversion systems in TRNSYS 5.1. Practical example 1: solar thermal system
5.2. Practical example 2: cogeneration system with gas turbine
5.3. Practical example 3: trigeneration system with internal combustion engine

Planning
Methodologies  ::  Tests
  Competences (*) Class hours
 Hours outside the classroom
 (**) Total hours
Introductory activities
0.5 0 0.5
Lecture
CE3
CE4
CT3
 17.5 0 17.5
Independent work in the laboratory
CE3
CE4
CT3
CT4
 20 60 80
Problem solving, exercises
CE3
CE4
CT3
CT4
 5 7.5 12.5
Personal attention
2 0 2
 
 
(*) 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
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
Lecture Teaching of the main contents of the subject in the classroom or laboratory
Independent work in the laboratory Apply, on a practical level, the theory of a domain of knowledge in a specific context. Practical exercises through the different laboratories
Problem solving, exercises Development, analysis, resolution and debate of a problem or exercise, related to the theme of the subject
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        
Independent work in the laboratory
CE3
CE4
CT3
CT4
 Tests that include activities, problems or cases to solve. Students must respond to the proposed activity, reflecting in a practical way, the theoretical and practical knowledge of the subject. 40
Problem solving, exercises
CE3
CE4
CT3
CT4
 Formulation, analysis, resolution and debate of a problem or exercise, related to the theme of the subject. 60
Others  
 
Other comments and second exam session

Sources of information

Basic

Complementary

Recommendations

Subjects that are recommended to be taken simultaneously
POLYGENERATION OF ENERGY AND ENERGY INTEGRATION/20755106

Subjects that it is recommended to have taken before
CHARACTERISATION AND MODELLING OF ENERGY DEMAND IN BUILDINGS/20755102
(*)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.