| Competences |
| Type A | Code | Competences Specific |
| A1.1 | Effectively apply knowledge of basic, scientific and technological subjects pertaining to engineering. | |
| A1.2 | Design, execute and analyse experiments related to engineering. | |
| A5.3 | Ability to understand and use the principles of modelling and optimisation. | |
| A5.7 | Ability to understand and use the principles of automation and control of processes. | |
| Type B | Code | Competences Transversal |
| B1.2 | Adapt to a changing environment | |
| B1.3 | Work effectively and resist adversity | |
| B3.2 | Contribute effectively to achieving the team's objectives through cooperation, participation and commitment to the shared vision and goal. | |
| B3.3 | Work as a team in a collaborative way, with shared responsibility and initiative. | |
| B4.1 | Learn effective ways to assimilate knowledge and behaviour. | |
| B4.4 | Knowledge in basic and technological subjects that enables them to learn new methods and theories and gives them the versatility to adapt to new situations. | |
| B5.1 | Work independently with responsibility, initiative and innovative thinking. | |
| B5.3 | Solve problems in a critical, creative and innovative way within the professional field. | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1.1 |
Coneix, comprèn i utilitza els principis de: Equips i maquinàries auxiliars de la indústria agroalimentària. Automatització i control de processos. | |
| A1.2 |
Comprova a través de l'experimentació i treball en grup al laboratori els fonaments teòrics explicats a l'aula. Determina paràmetres d'ajust de controladors. | |
| A5.3 |
Modelitza un procés químic senzill que relaciona els canvis en les variables de sortida d'un procés amb els canvis en les entrades. Prediu (simula) el funcionament d'un procés. | |
| A5.7 |
Estableix una estratègia de control adequada en un equip determinat atenent la seva integració en el procés global. Discerneix la combinació òptima de variables controlables i manipulables. Redueix les interaccions entre llaços de control. Analitza els llaços de control proposats per determinar la seva robustesa. Ajusta els paràmetres dels controladors de forma analítica. Comprèn el funcionament dels equips d'instrumentació. S'inicia en el control digital de processos. Coneix els principis de funcionament de la instrumentació industrial. | |
| Type B | Code | Learning outcomes |
| B1.2 |
Respon de manera efectiva als canvis soferts durant el curs, tant pel canvi de les assignatures entre quadrimestres com davant de les incedències dins del propi equip, com durant les pràctiques externes. | |
| B1.3 |
Desenvolupa estratègies per tal d'obtenir els resultats en el temps adequat i amb l'abast precís. Es capaç de superar les dificultats sorgides del treball, tant individual com en grup. | |
| B3.2 |
S'alinea amb els objectius col·lectius de l'equip Col·labora en la definició, organització i distribució de les tasques de l'equip. Contribueix a l’establiment i aplicació dels processos de treball de l’equip Contribueix a la cohesió de l'equip amb la seva forma de comunicar i relacionar-se. | |
| B3.3 |
Participa de forma activa i comparteix informació, coneixement i experiències. Porta a terme la seva aportació individual en el temps previst i amb els recursos disponibles. Accepta i compleix les normes de l'equip. Col·labora activament en la planificació del treball en equip, en la distribució de les tasques i terminis requerits | |
| B4.1 |
Desenvolupa estrategies pròpies per resoldre problemes i trobar solucions. | |
| B4.4 |
Transfereix l’aprenentatge de casos i exercicis de l’aula a situacions reals d’altres àmbits. Fa aportacions significatives o certes innovacions. | |
| B5.1 |
Decideix com gestiona i organitza el treball i el temps que necessita per dur a terme una tasca a partir d'una planificació orientativa. Presenta resultats d’allò que s’espera en la manera adequada d’acord amb la bibliografia donada i en el temps previst. Analitza les seves limitacions i possibilitats per desenvolupar la seva tasca/treball. Té criteri sobre el seu procés d’aprenentatge i les necessitats d’aprenentatge. | |
| B5.3 |
Recull la informació significativa que necessita per resoldre els problemes en base a criteris objectius. Segueix un mètode lògic per identificar les causes d’ un problema. Presenta diferents opcions alternatives de solució davant un mateix problema i avalua els possibles riscos i avantatges de cadascuna d'elles. Elabora una estratègia per a resoldre el problema. Mostra un criteri correcte per a prende decisions de manera encertada basant-se en dades i informació objectiva disponible. | |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| INTRODUCCIO | Objectives and introduction to the course. Bibliography. Incentives to control onfood process. Classification of process variables. Elements in the design of a control system. |
| INSTRUMENTATIÓ ON INDUSTRIAL PROCESSES | Process Data Acquisition and its treatment. Devices and types of meters used in process control. Signals used and signal transmitters. Final elements of Control. |
| PROCESS MODEL AND SIMULATION | Development of mathematical models for control purposes. Analytical and numerical solutions. Dynamic behavior of first and second order systems. Process identification . |
| ANALYSIS OF THE DYNAMIC BEHAVIOR OF CONTROLLED PROCESSES | Introduction to feedback control systems. Dynamic behavior of processes with feedback control. Types of controllers and adjustment of their parameters (controller tuning) |
| ALTERNATIVES TO THE FEEDBACK BASIC CONTROL LOOP | Dead time compensation control and reverse response, Control onselection and overrride control. Cascade control and inferential control. Split range control. Feed Forward control and ratio control |
| CONTROL OF SINGLE INDUSTRIAL EQUIPMENT, A PREVIEW on PLANT CONTROL | Integration of individual control loops in the plant's control system. Interaction and decoupling of control loops. Typical control configurations of different operations used in the chemical and/or food industry (heat exchangers, reactors/fermenters, columns, etc.). Advanced control systems. Supervisory control, adaptive control and predictive control. Process control in stages. PLC and timers |
| Planning |
| Methodologies :: Tests | |||||||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | ||||||||||||
| Introductory activities |
|
1 | 1 | 2 | |||||||||||
| Lecture |
|
22 | 37 | 59 | |||||||||||
| Problem solving, exercises in the classroom |
|
14 | 28 | 42 | |||||||||||
| Laboratory practicals |
|
14 | 23 | 37 | |||||||||||
| Personal attention |
|
0.5 | 0.5 | 1 | |||||||||||
| Short-answer objective tests |
|
4 | 4 | 8 | |||||||||||
| Practical tests |
|
0.5 | 0.5 | 1 | |||||||||||
| (*) 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 making contact and collecting information from the students and presentation of the subject. |
| Lecture | Exposition of Course Contents |
| Problem solving, exercises in the classroom | Formulation, analysis, resolution and debate of a problem or exercise, related to the subject matter. |
| Laboratory practicals | Apply, at a practical level, the theory of an area of knowledge in a specific context Data acquisition and processing exercises will be carried out. Analog simulation of processes with and without control. Design and practical adjustment of a liquid level control in a tank. |
| Personal attention | Resolution of queries and doubts individually for each student in the teacher's office. |
| Personalized attention |
| Description |
|
Attend to students individually in order to guide them in the acquisition of technical knowledge and social skills. Inquiries are usually made during scheduled visits during office hours in the teacher's office. The schedule and place of care will be communicated in due course through MOODLE. Although it is not necessary to notify in advance, it is advisable to make an appointment by email If necessary, attention will be given in a Teams channel enabled for this function and which will be published in Moodle in due course. |
| Assessment |
| Methodologies | Competences | Description | Weight | |||||||||||
| Problem solving, exercises in the classroom |
|
Tests that include activities, problems or cases to be solved. A weekly problem class activity will be proposed that will be handed in for correction and evaluation. |
10% | |||||||||||
| Laboratory practicals |
|
Tests that include activities carried out in the laboratory or cases to be solved. The student will hand in a report for practice completed and this will be corrected and evaluated. At the end of the teaching period of the subject, there will be an individual exam |
15% | |||||||||||
| Short-answer objective tests |
|
There will be TWO face-to-face assessment tests that include direct questions about a specific aspect. The student must answer in a direct and reasoned way using the knowledge he has about the subject. Each of the tests has a weight of 30% on the final mark of the subject |
30% + 30% | |||||||||||
| Practical tests |
|
Commission for the design of a process plant (API) or substitute activity | 15% | |||||||||||
| Others |
| Other comments and second exam session | |||
|
Important students taking the GTBA: do not apply 15% of the grade from the API or the alternative activity and the assessment will be distributed as follows:
Under no circumstances will the use or possession of communication and data transmission devices be allowed during the tests. Completion of the laboratory practices and problems in the classroom is an INDISPENSABLE REQUIREMENT in order to be evaluated in either of the two calls for the subject. Given that fundamental objectives of control configuration in a process have been transferred to the preliminary project, this grade will always be taken into account in the calculation of the final grade of the subject regardless of whether or not the average drops. The second call envisages the completion of a single total and comprehensive evaluation test of the different concepts included in the content of the subject. The evaluation of this test will replace the result of the two face-to-face evaluation tests and the evaluation obtained in the "Problem Solving" and "Laboratory practices" activities will be maintained. In the second call, the mark achieved in "Pre-design assignment of a plant" can be taken into account if this fact improves the student's mark. Completing the laboratory practices is an essential requirement to be evaluated in the second call . |
|||
| Sources of information |
| Basic |
Stephanopoullos, G., An Introduction to Theory and Practice, , 1984
Ollero de Castro, Pedro, Control e Instrumentación de Procesos Químicos, , 1997 |
|||||||||||||
| Complementary | ||||||||||||||
Dale E. Seborg, Duncan A. Mellichamp, Thomas F. Edgar , Francis J. Doyle III , Process Dynamics and Control, John Wiley & Sons Ltd, 2004 Standarts and Recommended Practices for Instrumentation and Control. I.S.A , , Terry L. M. Bartelt, Instrumentation and Process Control , Delmar Cengage Learning , 2006 Carlos A. Smith, Armando B. Corripio, Principles and Practices of Automatic Process Control , Wiley, 2005 Wolfgang Altmann, Practical Process Control for Engineers and Technicians , Newnes , 2005 William C. Dunn, Fundamentals Of Industrial instrumentation and process control McGrawHill, 2005 |
||||||||||||||
| Recommendations |
| Subjects that are recommended to be taken simultaneously | ||
|
||
| Subjects that it is recommended to have taken before | ||||||||||||||
|
||||||||||||||