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Type A
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Code |
Competences Specific | | | CE1 |
Understanding, experimentally determining and modelling the thermodynamic and transport properties of multicomponent fluids for energy conversion systems and technologies. |
| | CE3 |
Designing and integrating thermal conversion technologies into efficient energy systems with low greenhouse gas emissions using specific ICT tools. |
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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. |
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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 |
| | CE1 |
Estimate thermodynamic and transport properties using methods and models integrated into IT tools.
Calculate the parameters of thermodynamic models using experimental regression data.
Apply thermodynamic models to electrolyte systems
Propose suitable thermodynamic models for different functions and applications and analyse the results.
| | | CE3 |
Use IT tools to model thermodynamic processes.
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Type B
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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.
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Type C
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Code |
Learning outcomes |
| Topic |
Sub-topic |
| 1. Modeling of thermodynamic and fluid transport properties |
1.1. Introduction
1.2. Calculation and analysis of properties
1.3. Estimation of properties
1.4. Methods and models for the calculation of properties
1.5. Calculation of parameters from the regression of experimental data
1.6. Modeling of electrolytic solutions
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| 2. Simulation of thermodynamic processes |
2.1. Introduction
2.2. Simulation of thermodynamic processes |
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
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Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
0.5 |
0 |
0.5 |
| Lecture |
|
14.5 |
21.75 |
36.25 |
| Laboratory practicals |
|
30 |
45 |
75 |
| Personal attention |
|
0.75 |
0 |
0.75 |
| |
| |
(*) 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 taking contact and collecting information from 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 first in each face-to-face subject and will last for 30 minutes |
| Lecture |
Exhibition of the contents of the subject in the classroom or laboratory |
| Laboratory practicals |
Apply, on a practical level, the theory of a domain of knowledge in a specific context. Practical exercises through the different laboratories |
| Personal attention |
This guidance is carried out by the teacher of each subject with the students enrolled in the same. The purpose of this guidance is to plan, guide, dynamise, monitor and evaluate the student's learning process, taking into account their profile interests, needs, previous knowledge, etc.) and the characteristics / requirements of the context ( EHEA, academic / professional profile, social-labor demand, etc.). |
|
Description |
|
This guidance is carried out by the teacher of each subject with the students enrolled in it. The purpose of this guidance is to plan, guide, dynamize, follow and evaluate the student's learning process, taking into account their profile interests, needs, prior knowledge, etc.) and context characteristics / requirements (EHEA, profile academic / professional, socio-labor demand, etc.).
The actions that will be carried out are the following:
- Welcome to the subject
- Weekly dynamization
- News and events
- Resolution of academic doubts
- Retroaction 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 Virtual Campus Moodle, within the virtual classroom of each subject. So that the best orientation and follow-up can be offered considering the face-to-face or virtual modality of each subject. |
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Methodologies |
Competences
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Description |
Weight |
|
|
|
|
| Laboratory practicals |
|
Formulació, anàlisi, resolució i debat d'un problema o exercici relacionat amb el tema de la matèria. |
100 |
| Others |
|
|
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| |
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Other comments and second exam session |
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| Basic |
|
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| Complementary |
|
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| Subjects that it is recommended to have taken before |
| DETERMINATION OF THERMODYNAMIC AND TRANSPORT PROPERTIES OF FLUIDS/20755103 |
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(*)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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