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Type A
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Code |
Competences Specific | | | A1.1 |
Aplicar efectivament el coneixement de les matèries bàsiques, científiques i tecnològiques pròpies de l'enginyeria |
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Type B
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Code |
Competences Transversal |
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Type C
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Code |
Competences Nuclear | | | C1.4 |
Be able to express themselves correctly both orally and in writing in one of the two official languages of the URV |
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Type A
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Code |
Learning outcomes |
| | A1.1 |
Calcula (utilitzant eines quantitatives com equacions diferencials i programes de resolució de les mateixes) paràmetres cinètics de sistemes de biocatalitzadors immobilitzats o no, si hi ha observacions experimentals adequades o prediu el comportament de biocatalitzadors immobilitzats si aquests paràmetres cinètics existeixen.
Fa servir eines matemàtiques per al disseny i predicció d'operació de bioreactors amb biocatalitzadors immobilitzats o no i per al disseny i selecció de seqüències de separació i purificació en bioprocessos.
Aplica correctament els balanços de matèria i energia, biotecnologia, transferència de matèria, operacions de separació, enginyeria de la reacció química, disseny de reactors, i valorització i transformació de matèries primeres i recursos energètics.
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Type B
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Code |
Learning outcomes |
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Type C
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Code |
Learning outcomes |
| | C1.4 |
Produce grammatically correct written texts
Produce well-structured, clear and rich written texts
Produce written texts that are appropriate to the communicative situation
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| Topic |
Sub-topic |
1. Bioprocesses: White, green, blue and red biotechnology. Sustainability, green chemistry, and biocatalysis. The economics of bioprocesses, bioethics and legislation.
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2. Flowsheeting of the typical bioprocess. Reaction and separation processes.
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| 3. Bioreactor and implications of biocatalysts in their design. |
3.1. Categories of bioreactors. Batch vs. Continuous. Mass and energy balances.
3.2. Immobilised biocatalysts. Mathematical analysis. The basic problem: mass transport coupled with reaction.
3.3. Enzymatic reactors: kinetics and design or analysis considerations. Reactors with immobilised enzymes.
3.4. Cell bioreactors: kinetics, microbial and animal cell bioreactors. |
| 4. Separation and purification processes of special interest in Biotechnology. |
4.1 Centrifugation
4.2 Membrane processes
4.3 Chromatographies |
| 5. Nutritional media development. |
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| 6. Scale-up in bioprocesses |
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| 7. Genetic engineering applications in bioprocesses. |
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8. Applications of bioprocesses: water treatment, pharmaceuticals, fermentations.
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| Methodologies :: Tests |
| |
Competences |
(*) Class hours
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Hours outside the classroom
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(**) Total hours |
| Introductory activities |
|
1 |
1 |
2 |
| Case study |
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20 |
40 |
60 |
| Problem solving, exercises |
|
15 |
22.5 |
37.5 |
| Lecture |
|
15 |
6.5 |
21.5 |
| Personal tuition |
|
1 |
1 |
2 |
| |
| Objective short-answer tests |
|
2 |
3 |
5 |
| Extended-answer tests |
|
1 |
9 |
10 |
| Practical tests |
|
5 |
5 |
10 |
| Oral tests |
|
0.5 |
1.5 |
2 |
| |
(*) 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 |
Information on the course, the teaching and evaluation methods. |
| Case study |
Each subject of the course is introduced as a case study (description of a problem or situation). The case is known beforehand and the students propose solutions in class. Once the more appropriate components of the solution are decided, generalisations are made on the subject matter. |
| Problem solving, exercises |
A series of problems is distributed on each subject. Students are requested to hand in the solutions and some of them are discussed in class. |
| Lecture |
In lecture classes additional information is introduced on each subject and it is made sure that the generalisations of the conclusions of the case studies are correctly applied. |
| Personal tuition |
During "personal attention" rather than "tuition" any doubts that remain are discussed and the project development if followed with the help of the professor. |
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Description |
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The professors are available in their office to discuss doubts on the problems, case studies, grading and project. The hour of attention will be announced the first day of class. |
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Methodologies |
Competences
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Description |
Weight |
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| Case study |
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The description of each case study is known beforehand and is developed in class by the students. The contribution of each student is evaluated by means of a report that is handed to the professor before the class starts. This report is given a grade based on the effort rather than the "correctness" of the content. |
10 |
| Problem solving, exercises |
|
Five series of problems are distributed and should be resolved outside the classroom. Some problems are corrected randomly from each series and the grade obtained os the result of this evaluation part. |
5 |
| Objective short-answer tests |
|
An exam with questions on all the subject matter will be part of the continuous evaluation. The exam will last for two hours and a grade of 4/10 in necessary in order to pass the course.
|
50 |
| Extended-answer tests |
|
The students will form teams and will develop a biotechnological design project. The report of this project will be evaluated with the same grade for all the team. The criteria for the grade will be the degree of innovation and the accuracy of the solution.
|
20 |
| Practical tests |
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Five problem hour sessions will consist of handouts developed and returned during the session. |
10 |
| Oral tests |
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The presentation and defense of of the project results in an individual grade for each team member based on the format of the presentation, its content and the capacity to answer questions.
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5 |
| Others |
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| |
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Other comments and second exam session |
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The best 80% of Handouts, case reports, and problem solutions will be taken into account for the final grade. This method ensures that students can learn through the evaluation process and also serves to recover missed activities due to ilness or other circumstances. The second call exam permits to improve only the grade of the continuous evaluation exam, not the grade of the problems, handouts or case study reports. During the exams there will be no mobile phones or other communication devices allowed nor the connection to the internet. |
| Basic |
M.L. Shuler, F. Kargi, Bioprocess Engineering: Basic Concepts , 2a, 2001
I.J. Duna, E. Heinzle, J. Ingham, J.E. Prenosil, Biological Reaction Engineering: Dynamic Modelling Fundamentals with Siumulation Examples , 2a, 2000
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Differential equations solutions programme Madonna: http://www.berkeleymadonna.com/ |
| Complementary |
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| Subjects that it is recommended to have taken before |
| MATHEMATICS I/20214005 | | MATHEMATICS II/20214006 |
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(*)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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