Type A
|
Code |
Competences Specific | | A2 |
Have knowledge of taking measurements, calculations, evaluations, valuations, surveys, studies, reports, work plans and other similar studies. |
| EI7 |
Have the knowledge and the ability to model and simulate systems. |
| EI8 |
Have the knowledge of automation regulation and control techniques and their application in industrial automation. |
Type B
|
Code |
Competences Transversal | | B3 |
Be able to solve problems with initiative, make decisions, be creative, use critical reasoning and communicate and transmit knowledge, abilities and skills in the field of industrial engineering, specialising in electricity. |
Type C
|
Code |
Competences Nuclear |
Type A
|
Code |
Learning outcomes |
| A2 |
Use a generic simulator of dynamic systems to simulate the response of hydraulic, mechanical, thermal or hybrid systems.
Use an electric circuit simulator to simulate hydraulic, mechanical, thermal or hybrid systems use the concept of analogy.
| | EI7 |
Know the concept of model, its properties and its limitations.
Know the dynamic elements of concentrated parameters used in mechanical, hydraulic and thermal systems: power and energy variables, symbols and interconnection rules.
Generate mathematical models through differential equations or the spatial representation of mechanical systems for the transfer of concentrated parameters.
Generate mathematical models for mechanical rotation systems of concentrated parameters.
Generate mathematical models for hydraulic systems of concentrated parameters.
Generate mathematical models of thermal systems of concentrated parameters.
Generate mathematical models for non-linear dynamic systems of concentrated parameters.
Construction electric circuits, through analogies, for mechanical, hydraulic, thermal or hybrid systems.
Use a transfer function to represent the relationship between an input and an output, given state-space linear models.
Around a point of operation, linearise the representation the state of a dynamic non-linear system.
Determine the stability of linear continuous-time systems.
Construct the phase portrait of non-linear dynamic systems of the second order.
Know the concept of limit cycle in non-linear second order dynamic systems.
Verify the stability of continuous-time autonomous non-linear systems based on Lyapunov theorems.
Verify whether a quadratic form is definite.
Verify the stability of continuous-time autonomous linear systems based on Lyapunov direct method.
Obtain the phase portrait of a dynamic non-linear system by simulation.
Simulate non-linear systems where there is a limit cycle or behaviour of a strange attractor.
| | EI8 |
Generate models, in the s and z domains, of continuous-time systems with digital control (feedback sampled systems).
Design digital controllers and sampled linear systems.
|
Type B
|
Code |
Learning outcomes |
| B3 |
És capaç de resoldre problemes de forma enginyosa, amb iniciativa i creativitat, tenint en compte els conceptes de l'assignatura.
|
Type C
|
Code |
Learning outcomes |
Topic |
Sub-topic |
Dynamic System Modeling
|
Model Features and Classification. System Analogies. Mechanical Systems. Electrical Systems. Hydraulic and Thermal Systems. System linearization.
|
Analysis of Dynamic System Response. |
Second Order Systems. Higher order Systems.
Transfer Function and Temporal Response.
Nonlinear systems. |
Methods of Digital Control Designing.
|
Z Transfer Function. Digital Controller Methods. |
Methodologies :: Tests |
|
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
Introductory activities |
|
2 |
2 |
4 |
Lecture |
|
25 |
37 |
62 |
Problem solving, exercises in the classroom |
|
12 |
21 |
33 |
Laboratory practicals |
|
12 |
22 |
34 |
Personal attention |
|
1 |
0 |
1 |
|
Short-answer objective tests |
|
4 |
4 |
8 |
Mixed tests |
|
4 |
4 |
8 |
|
(*) 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 |
2-hour lecture, with examples explaining the reasons, the usefulness of the subject, as well as setting out the objectives of the same. |
Lecture |
Classes using the blackboard with accessories: transparencies and computer material. |
Problem solving, exercises in the classroom |
Solving problems where the student takes an active part in explaining the considered solution. |
Laboratory practicals |
Practical work using Matlab-Simulink and PSPICE. |
Personal attention |
Student attention in the Office by asking previously by email. |
Description |
La atenció personalizada consistirà en ajuda específica durant les hores de consulta. |
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
Lecture |
|
Theory Exams |
70% |
Problem solving, exercises in the classroom |
|
Solving Problems Individual Task |
10% |
Laboratory practicals |
|
Lab Task Reports |
20% |
Others |
|
|
|
|
Other comments and second exam session |
Each methodology: Lecture, Problem solving and Lab task has to have a score over 4.5, to aprove the subject. In any of them is lower than 4.5, this will be the expedient qualification. De igual manera per a les pràctiques. |
Basic |
Woods, R.L. Lawrence, K.L., Modeling and Simulation of Dynamic Systems , , Prentice-Hall
Doebelin, E.O., System dynamics modeling, analysis, simulation, design. , , Marcel Dekker
Cadzow and Martens, Discrete-Time and Computer Control Systems , , Prentice-Hall
|
|
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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