| Competences |
| Type A | Code | Competences Specific |
| A2 | Have knowledge of taking measurements, calculations, evaluations, valuations, surveys, studies, reports, work plans and other similar studies. | |
| RI4 | Have knowledge of and use the theoretical principles of electrical circuits and machines. | |
| Type B | Code | Competences Transversal |
| B2 | Have knowledge in basic and technological subjects, which gives them the ability to learn new methods and theories, and the versatility to adapt to new situations. | |
| CT5 | Communicate information clearly and precisely to a variety of audiences. | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A2 |
Analyse balanced three-phase circuits in SSS with phasor techniques. Determine the sequence of a three-phase circuit. Analyse transient first-order circuits. Analyse transitory second-order circuits with different degrees of damping. Represent the frequency behaviour of circuits using Bode diagrams. Design equalising filters with AO. | |
| RI4 |
Analyse balanced three-phase circuits in SSS with phasor techniques. Determine the sequence of a three-phase circuit. Transform three-phase sources connected in a delta formation to a star connection. Analyse unbalanced three-phase circuits in SSS with phasor techniques. Break down an unbalanced three-phase system into three balanced three-phase systems. Know the concepts of direct, inverse and zero sequence impedance. Express the power of an unbalanced three-phase system in function of symmetrical components of voltages and currents. Obtain the time response of circuits with dynamic elements. Analyse transient first-order circuits. Solve problems of circuits in the Laplace domain. Analyse transitory second-order circuits with different degrees of damping. Identify the grid functions of linear circuits based on their time and frequency response. Know the concept of stability in a circuit. Represent the frequency behaviour of circuits using Bode diagrams. Design equalising filters with AO. Know the different types of parameters and associations of quadrupoles. | |
| Type B | Code | Learning outcomes |
| B2 |
Transforma fonts trifàsiques en connexió triangle a connexió estrella. Analyse unbalanced three-phase circuits in SSS with phasor techniques. Break down an unbalanced three-phase system into three balanced three-phase systems. Know the concepts of direct, inverse and zero sequence impedance. Express the power of an unbalanced three-phase system in function of symmetrical components of voltages and currents. Obtain the time response of circuits with dynamic elements. Solve problems of circuits in the Laplace domain. Identify the grid functions of linear circuits based on their time and frequency response. Know the concept of stability in a circuit. Know the different types of parameters and associations of quadrupoles. | |
| CT5 |
Produce quality texts that have no grammatical or spelling errors, are properly structured and make appropriate and consistent use of formal and bibliographic conventions Draw up texts that are structured, clear, cohesive, rich and of the appropriate length Draw up texts that are appropriate to the communicative situation, consistent and persuasive | |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| 0. Introduction | 0.1. Presentation 0.2. TC-II at Moodle 0.3. Evaluation 0.4. Bibliography 0.5. Teaching Guide 0.6. Consultation Hours |
| 1. Three-Phase Systems | 1.1. Introduction. 1.2. Sequence of phases. 1.3. Voltages and currents in a three-phase system. 1.4. Wye and Delta connections. 1.5. Analysis of balanced three-phase circuits by means of a single-phase equivalent circuit. 1.6. Power in balanced three-phase circuits. 1.7. Determination of the sequence of phases in a three-phase system. 1.8. Power measurements in balanced three-phase systems. 1.9. Power in unbalanced three-phase circuits. 1.10. Power measurements in three-phase circuits. |
| 2. Time response of linear circuits. | 2.1. Introduction. 2.2. Analysis of the transient regime of a first-order circuit. 2.3. Analysis of a circuit using the Laplace transform equivalent circuit. 2.4. Obtaining the transformed circuit when magnetic coupling exists. 2.5. Study of the zero-state response. 2.6. Definition of the network function H(s) and order of a circuit. 2.7. Second order circuits. |
| 3. Frequency response of linear circuits. | 3.1. Introduction 3.2. Study of the zero-state in sinusoidal steady-state. 3.3. Obtaining the modulus and phase of H(jw) by graphical procedures. 3.4. Determination of the zeros of the network function by simple inspection of the circuit. 3.5. Other second-order network functions. 3.6. Bode diagrams. 3.7. Design of equalizer filters with operational amplifiers based on Bode diagrams. |
| 4. Two-port networks. | 4.1. Circuits with two ports: two-port or four-terminal networks. 4.2. Variables and references in a two-port network. 4.3. Types of Parameters. 4.4. Two-port equivalences. 4.5. Modeling two-ports from their parameters. 4.6. Relationships between the different families of parameters. 4.7. Two-port based circuit analysis. 4.8. Two-port connections. |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1 | 1 | 2 | ||||||
| Lecture |
|
27 | 27 | 54 | ||||||
| Problem solving, exercises |
|
14 | 20 | 34 | ||||||
| Laboratory practicals |
|
12 | 17 | 29 | ||||||
| Personal attention |
|
1 | 0 | 1 | ||||||
| Mixed tests |
|
5 | 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 | Presentation of the subject at the regular classroom. Laboratory kick off: groups, workbench assignation, necessary material. |
| Lecture | Presentation of the contents of the subject. Theory interspersed with meaningful examples. |
| Problem solving, exercises | Face-to-face: Solving problems, test questions, examples of partial tests and students' doubts. On-line: the Virtual Campus offers varied exercises to practice. |
| Laboratory practicals | Mandatory Pre-Study before each lab session that must be submitted to moodle and evaluated. Mandatory laboratory attendance sessions (usually in two-person teams) where both team work and individual active participation are taken into account. A report is drawn up with the results obtained. The ability to apply the methods and procedures for carrying out the measurements, the ability to interpret the results in accordance with theoretical knowledge and foundations, and written expression are assessed. |
| Personal attention | Individual attention or in small groups in the teachers' office and/or in the Virtual Campus forum. Email attention is also offered. |
| Personalized attention |
| Description |
|
Professors' office hours to solve students’ doubts. Due to the health emergency, online meetings can be appointed by email from student addresses "name.surname@estudiants.urv.cat". Other online contact procedures such as sharing questions and answers at the Virtual Campus forums, where students can interact under the professors supervision, are also available. In addition to individual meetings, small groups sessions can also be appointed. |
| Assessment |
| Methodologies | Competences | Description | Weight | |||||
| Laboratory practicals |
|
Mandatory delivery of previous studies. Mandatory attendance and completion of the practices with delivery of reports. It is planned to carry out 5 practices. |
30% | |||||
| Mixed tests |
|
3 partial exams of about 90 minutes in the ordinary classroom with test-type questions and/or problems. The weight of the partial exams is: 25% the first, 20% the second and 25% the third one. | 70% | |||||
| Others | Constructive participation in classes and on the Virtual Campus is taken into account. |
| Other comments and second exam session | |||
|
To pass the subject, it is necessary to obtain a minimum of 3,5/10 in the global laboratory practices, a minimum of 3.5/10 in the joint qualification of the partial exams, and a weighted average (global practices and global exams) greater than or equal to 5/10. It is mandatory to do all the practices and partial exams. Although the teaching language of the different groups specified in the teaching guide may be different, statements of tests, practices and problems will be provided only in Catalan. The global laboratory practice grade has a weight of 30% in both calls. In order to assess the final grade of the practices, individual additional exams can be carried out. The second call will consist of an exam (test and/or problems) of the entire syllabus with a weight of 70%. There will be no specific evaluation of laboratory practices in the second call because the laboratory practices must be carried out during the continuous evaluation period. Normally, the exams will be held face-to-face. During them, students will not be authorized to use any communication and data transmission device unless they receive express instructions from the supervising professors allowing their use. In order to verify the identity of the students, to guarantee their evaluation rights, and to provide them with the necessary support, both online exams and online personalized attention may require the remote viewing of images provided by the communication devices used. The students must notify the people they live with of such circumstances and recommend that they not enter their surroundings during exams and consultations. In any case, the URV is not responsible for the accidental viewing of images that may affect the private and family life of the student. The student is not allowed to capture images without express authorization. If the professors deem it appropriate, they may ask students to show an identification document to prove their identity. |
|||
| Sources of information |
| Basic |
R. Giral Castillón, A. Cid Pastor, J. Calvente, H. Valderrama, P. Garces, Apunts TC-II Moodle, 2012, Moodle URV
R. Giral Castillón, A. Cid Pastor, J. Calvente, H. Valderrama, P. Garces, Recull de Pràctiques de Laboratori de TC-II, 2012, Moodle URV |
||||||||
Carlson, A. Bruce , "Circuitos : ingeniería, conceptos y análisis de circuitos eléctricos lineales", 2001, México : International Thomson, cop. 2001 Fernández Moreno, J., "Teoría de Circuitos. Teoría y problemas resueltos", Ed. Paraninfo 2011 |
|||||||||
| Complementary | |||||||||
A. Gómez Expósito, J. L. Martínez Ramos, J. A. Rosendo Macías, E. Romero Ramos, J. M. Riquelme Santos, "Fundamentos de Teoría de Circuitos", Thomson Paraninfo 2007. A. Gómez Expósito, J. L. Martínez Ramos, J. A. Rosendo Macías, E. Romero Ramos, J. M. Riquelme Santos, "Teoría de Circuitos. Ejercicios de Autoevaluación" Thomson Paraninfo 2005 M. Nahvi, J. A. Edminister, "Circuitos eléctricos y electrónicos" Serie Schaum, McGraw Hill, 2005
|
|||||||||
| Recommendations |
| Subjects that continue the syllabus | ||
|
||
| Subjects that are recommended to be taken simultaneously | ||
|
||
| Subjects that it is recommended to have taken before | |||
|
|||