Type A
|
Code |
Competences Specific | | A1.1 |
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. |
| A1.2 |
A1.2. Carrying out exhaustive bibliographic searches in highly specialized areas of nanoscience, materials and product and process design. |
| A1.3 |
A1.3 Planning and executing R+D+I projects related to the field of nanoscience, materials and chemical technologies, drawing conclusions and preparing reports. |
| A1.4 |
A1.4. Conceiving, designing, constructing, reformulating and maintaining equipment, applications and efficient designs for experimental and numerical simulation studies in chemical technology. |
| A2.2 |
A2.2. Critically evaluating the results of research in the field of nanotechnology, materials and products and process design. |
| A2.3 |
A2.3. Evaluating the legal, economic and financial aspects of applying research results in the fields of nanoscience, materials and chemical technology to industry. |
| A2.4 |
A2.4 Developing awareness in environmental and social issues related to nanoscience, materials and the general field of chemical technology. |
Type B
|
Code |
Competences Transversal | | B1.1 |
Communicate complex ideas effectively to all sorts of audiences. |
| B2.4 |
Pool knowledge and recognise the difficulties inherent in making judgements and taking decisions on the basis of incomplete or limited information, especially when such decisions require reflection on the social and ethical responsibilities of professional practice |
| B3.1 |
Work in multidisciplinary teams and in complex contexts. |
| B3.2 |
Resolve conflicts constructively. |
| B4.1 |
Be able to learn autonomously in order to maintain and improve the personal competencies relating to continuous improvement acquired during the course. |
| B5.1 |
Develop sufficient autonomy to work in scientific, technological or cultural research projects and collaborations in the discipline |
| B5.2 |
Solve complex problems critically, creatively and innovatively in multidisciplinary contexts. |
| B5.3 |
Apply new technologies and advances with initiative and entrepreneurial spirit and manage and use information in an efficient manner. |
| B6.1 |
Apply ethical principles and social responsibility as a citizen and a professional. |
Type C
|
Code |
Competences Nuclear |
Type A
|
Code |
Learning outcomes |
| A1.1 |
A1.1 Have a good command of industrial product design in the chemical industry.
A1.1 Have a good command of the analysis and design of industrial processes in the chemical industry, and can use design and simulation methodologies.
A1.1 Understand how product design and process need to be integrated into the chemical industry and other similar industries.
A1.1 Perceive the complex nature of process and product design, and how it is related to other aspects of engineering.
A1.1 Can solve problems of sequential, simultaneous and discontinuous process design.
| | A1.2 |
A1.2 Are capable of making searches in specialised databases using the necessary parameters for designing specific products and processes.
A1.2 Carry out bibliographical searches on the design of specific products and processes.
| | A1.3 |
A1.3 Can plan and carry out RDI projects that include aspects related to product design and process.
| | A1.4 |
A1.4 Can conceive and design efficient protocols for research into chemical technology at both the computational and the experimental level.
| | A2.2 |
A2.2 Critically assess the results of research on issues related to product and process design.
| | A2.3 |
A2.3 Can advise on legal, economic and financial issues in chemical technology related to research results in industry.
| | A2.4 |
A2.4 Understand the impact of engineering in the social/global context, including the ethical implications of the decisions taken.
A2.4 Understand the impact and the risks on the environment of the decisions taken during the process and product engineering phase.
|
Type B
|
Code |
Learning outcomes |
| B1.1 |
Can intervene effectively and transmit relevant information.
Prepare and deliver structured presentations, complying with the requirements.
Plan their communication: generate ideas, seek information, select and order information, make schemes, decide on the audience and the aims of the communication, etc.
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.
Be aware of the strategies that can be used in oral presentations (audiovisual support, eye contact, voice, gesture, timing, etc.).
Use language that is appropriate to the situation.
Produce grammatically correct oral texts.
Produce well structured, clear and effective oral texts.
Produce oral texts that are appropriate to the communicative situation.
Produce grammatically correct written texts
Produce well-structured, clear and rich written texts
Produce written texts that are appropriate to the communicative situation
| | B2.4 |
Deploy knowledge from different subjects taught on the master's course during a comprehensive project.
Identify and explain the key behaviours that illustrate "Integrity".
Identify and describe the elements that constitute a systems for managing with excellence.
Identify and differentiate between the functions of leadship and management.
Define transformational leadership and compare it with the type of leadership proposed in models of organisational excellence.
| | B3.1 |
Take active part and share information, knowledge and experiences.
Make their personal contribution in the time expected and with the resources available.
Accept and comply with the rules of the group.
Take active part in planning the team’s work, distributing tasks and respecting deadlines.
| | B3.2 |
Take into account the points of view of others and give constructive feedback.
Contribute to the positive management of any differences, disagreements and conflicts that arise in the team.
| | B4.1 |
Autonomously adopt the appropriate learning strategies in every situation.
Set their own learning objectives.
Select a procedure from among the possibilities suggested by the lecturer.
Ask the appropriate questions for solving doubts or open questions, and search for information with criteria.
| | B5.1 |
Decide how to manage and organize the work and time required to carry out a task from the basis of a general plan.
Analyse their own limitations and potential for undertaking a particular task.
Decide how to manage and organize the work and time.
Reflect on their learning process and learning needs.
| | B5.2 |
Select the information required to solve problems using objective criteria.
Can provide alternative solutions to the same problem and assess possible risks and advantages.
Can draw up strategies for solving problems.
Direct the decision-making process in a participative manner.
Can get support from others to guarantee the success of their decisions.
Follow a logical method to identify the causes of a problem.
| | B5.3 |
Understand basic computer hardware.
Understand the operating systems as a hardware manager and the software as a working tool.
Use software for off-line communication: word processors, spreadsheets and digital presentations.
Use software for on-line communication: interactives tools (web, moodle, blogs..), e-mail, forums, chat rooms, video conference and collaborative work tools.
Locate and access information effectively and efficiently.
Critically evaluate information and its sources, and add it to their own knowledge base and system of values.
Have a full understanding of the economic, legal, social and ethical implications of accessing and using information.
Reflect on, review and evaluate the information management process.
| | B6.1 |
Act in an ethical and socially responsible manner both as a citizen and as a professional
Respect fundamental rights and equality between men and women.
Be respectful of and promote human rights and the principles of universal accessibility, equal opportunities, non-discrimination and universal accessibility for those with special educational needs.
Be respectful of the values of a culture of peace and democracy.
|
Type C
|
Code |
Learning outcomes |
Topic |
Sub-topic |
The contents of the subject serve the purpose of introducing the concepts and tools for product design and process with emphasis on processes and nanostructured nanomaterials-based products. Product design based on nano / micro technologies and in which material properties are the main contribution to the value chain is not substantially different from the product design and process more traditional industries but the professional researcher working in this field must be able to meet two distinct tasks:
- The building of an effective bridge between the nano / micro scales (conferring properties of the product) and macro level (allowing the targeted use of the product) and
- The application of manufacturing methods on a large scale: although the processes are based on the principles which are part of the basic training of a process engineer, they require additional knowledge about their implementation.
This subject must therefore necessarily include a phenomenological and descriptive presentation of fabrication methods on a large scale, which has a fairly well established part but also a part that is updated annually to track progress in manufacturing methods.
Program:
1. The Design Process
2. Molecular Structure Design
3. Process Creation
4. Simulation to assist in Process Creation
5. Heuristics for Process Synthesis
|
|
Methodologies :: Tests |
|
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
Introductory activities |
|
2 |
1 |
3 |
Lecture |
|
16 |
24 |
40 |
Laboratory practicals |
|
8 |
8 |
16 |
Practical cases/ case studies |
|
16 |
16 |
32 |
Assignments |
|
3 |
18 |
21 |
Personal attention |
|
1 |
0 |
1 |
|
Oral tests |
A1.1 | A1.2 | A1.3 | A2.2 | B1.1 | B5.1 | B5.2 | |
2 |
6 |
8 |
Oral tests |
|
2 |
2 |
4 |
|
(*) 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 |
An introduction to the course is given |
Lecture |
Formal lectures in the class room |
Laboratory practicals |
Introductory hands-on tutorials with process simulation software |
Practical cases/ case studies |
Two design case studies will be proposed during the year:
1. a group project based on, for example, a UN Millennium Development goal-inspired problem, for which the students are asked to design a process or product.
2. an individual project based on innovation mapping and typically related to the Master Thesis.
|
Assignments |
An oral presentation for the team project and a written report for the individual proposal. |
Personal attention |
Individual sessions if required by the student |
Description |
Individual sessions if required by the student |
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
Laboratory practicals |
|
Individual solutions of the process simulation tutorials completed during the laboratory sessions |
10% |
Practical cases/ case studies |
|
Deliverable reports for the case study given in class and implemented by groups of students |
10% |
Assignments |
|
Written report of the individual project proposal |
20% |
Oral tests |
A1.1 | A1.2 | A1.3 | A2.2 | B1.1 | B5.1 | B5.2 |
|
Preliminary oral defense based on the case study given in class and implemented by groups of students |
10% |
Oral tests |
|
Final oral defense based on the case study given in class and implemented by groups of students |
50% |
Others |
|
|
|
|
Other comments and second exam session |
If the student doesn't pass the first call, there will be the opportunity to repeat some or all of the tests. The oral test/presentation may be substituted by a written exam in the case a failing grade is obtained in this part. The grade from the tests of the first call which have been passed can be included in this second call if they help the student to pass the subject. Students are required to complete the case study by working in teams. Although a global grade will be given for each team, this grade may be modulated to take into account individual contributions which can be evaluated by using questionnaires or other appropriate tools. |
Basic |
W.D.Seider, J.D. Seader, D.R. Lewin, Product and process design principles. Synthesis, analysis and evaluation, 4th edition, John Wiley and Sons, Inc., 2016
Edward B. Magrab, F. Patrick McCluskey, and Satyandra K. Gupta, Integrated Product and Process Design and Development: The Product Realization Process, 2nd edition, CRC Press, Boca Raton, FL, 2010
|
|
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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