| Competences |
| Type A | Code | Competences Specific |
| A1 | Develop a thorough knowledge of chemical, biological and technological processes and of the latest scientific and technical advances involved in the production of fermented beverages, from the raw material to the final product | |
| A5 | Use the tools of statistical analysis, chemometrics and graphic data handling to interpret and extract useful information using data obtained during the production of fermented beverages | |
| 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. | |
| CT5 | Communicate complex ideas effectively to all sorts of audiences. | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1 |
Have criteria to select the most appropriate chemometric technique to solve a raised oenological/raised food problem. | |
| A5 |
Ser capaç d'interpretar amb caràcter crític els resultats analítics. | |
| Type B | Code | Learning outcomes |
| CT2 |
Master the tools for managing their own identity and activities in a digital environment (Be digital). Search for and find information autonomously using criteria of importance, reliability and relevance, which is useful for creating knowledge (Search). 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 (Organize). Produce information with tools and formats appropriate to the communicative situation and with complete honesty. (Create) Use IT to share and exchange the results of academic and scientific projects in interdisciplinary contexts that seek knowledge transfer. (Share) | |
| CT3 |
Recognise the situation as a problem in a multidisciplinary, research or professional environment, and take an active part in finding a solution (Understanding). 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. (Analysis) Design a new solution by using all the resources necessary and available to cope with the problem (Creativity). Draw up a realistic model that specifies all the aspects of the solution proposed (Innovation). Assess the model proposed by contrasting it with the real context of application, find shortcomings and suggest improvements (Evaluation). | |
| 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 (Quality). Draw up texts that are appropriate to the communicative situation, consistent and persuasive (Discourse construction). Draw up texts that are appropriate to the communicative situation, consistent and persuasive. (Eficàcia) Use the techniques of non-verbal communication and the expressive resources of the voice to make a good oral presentation (Non-verbal communication and use of the voice). Construct a discourse that is structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas (Discourse construction). Produce a persuasive, consistent and precise discourse that can explain complex ideas and effectively interact with the audience (Efficiency). | |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| 1. Introduction to the basic statistical tools | Experimental design Hypothesis tests Analysis of variance (ANOVA) Regression |
| 2. Tecniques of multivariate analysis | Visualization techniques Classification techniques Prediction techniques |
| 3. Food authentication | Quality control Fraud control |
| 4. Process control | Process analytical technologies (PAT) Application examples of PAT in the agrifood industry |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1 | 0 | 1 | ||||||
| Lecture |
|
15 | 20 | 35 | ||||||
| Practical cases/ case studies in the classroom |
|
6 | 11 | 17 | ||||||
| Presentations / oral communications |
|
2 | 10 | 12 | ||||||
| Personal attention |
|
1 | 0 | 1 | ||||||
| Mixed tests |
|
1 | 8 | 9 | ||||||
| (*) 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 course, the teaching methodology and the evaluation process. |
| Lecture | Explanation of some basic contents of the course. Since the course is partially virtual, students should consult and study the documentation placed in Moodle. |
| Practical cases/ case studies in the classroom | Completion and subsequent discussion of exercises and case studies that students have previously prepared. |
| Presentations / oral communications | Oral presentation of a scientific article and subsequent discussion. Tutoring in the office, through e-mail or discussion forum on issues related to the course. |
| Personal attention | Tutoring in the office, through email or through the forum discussion on issues related to the course (expectations, planning, monitoring, ...). |
| Personalized attention |
| Description |
|
Tutoring on-line (Teams), through email or through the forum discussion on issues related to the course (expectations, planning, monitoring, ...). |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||
| Practical cases/ case studies in the classroom |
|
The preparation of the case studies, the process of resolution and the ability to critically interpret the results will be taken into account. | 40% | ||||
| Presentations / oral communications |
|
The presentation planning, structure, form and content, as well as the student's ability to connect with the audience and answer questions, will be taken into account. | 30% | ||||
| Personal attention |
|
Student's critical thinking, planning and managing of the course, as well as their motivation and expectations, will be assessed. | 5% | ||||
| Mixed tests |
|
Students' criterion when solving problems and their ability to interpret the results will be assessed. | 25% | ||||
| Others |
| Other comments and second exam session | |||
|
This subject is evaluted by continuous assessment and the grade that is given is definitive. There are no final exams or retakes. During the exams, any mobil telephone, tablet or other device that has not been expressly authorized for the exam must be switched off and out of view. Any attempt to pass any exam of any subject by fraudulent means (be this physical or electronic) will result in the student being awarded a fail for the exam in question. In addition to this, the gravity of the offence may lead the faculty/school to propose that the student be subjected to disciplinary proceedings, which will be initiated by a resolution from the rector. |
|||
| Sources of information |
| Basic |
Editor: Federico Marini, Chemometrics in food chemistry, 1ª ed. Elsevier (Oxford), 2013
Editor: Katherine A. Bakeev, Process analytical technology : spectroscopic tools and implemented strategies for the chemical and pharmaceutical industries, 2ª ed. Wiley (Chichester), 2010
J.N. Miller; J.C. Miller, Estadística y quimiometría para química analítica , 1ª ed. Prentice Hall (Madrid), 2002 |
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The first two books are available electronically through the following links to the CRAI website: http://cataleg.urv.cat/search~S13*cat?/Xchemometrics%20food&SORT=D/Xchemometrics%20food&SORT=D&SUBKEY=chemometrics+food/1%2C2%2C2%2CB/frameset&FF=Xchemometrics%20food&SORT=D&2%2C2%2C http://cataleg.urv.cat/search~S13*cat?/Xprocess%20analytical&SORT=D/Xprocess%20analytical&SORT=D&SUBKEY=process+analytical/1%2C16%2C16%2CB/frameset&FF=Xprocess%20analytical&SORT=D&2%2C2%2C |
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| Complementary | |||||||||
| Recommendations |
(*)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.