| Competences |
| Type A | Code | Competences Specific |
| A1.2 | Design, execute and analyze experiments related to engineering. | |
| A1.4 | Know how to establish and develop mathematical models by using the appropriate software in order to provide the scientific and technological basis for the design of new products, processes, systems and services and for the optimization of existing ones. (G5) | |
| A2.2 | Conceive, project, calculate and design processes, equipment, industrial installations and services in the field of chemical engineering and related industrial sectors in terms of quality, safety, economics, the rational and efficient use of natural resources and the conservation of the environment. (G2) | |
| A2.3 | Lead and technically and economically manage projects, installations, plants, companies and technological centres in the ambit of chemical engineering and related industrial sectors. (G3) | |
| A3.3 | Conceptualize engineering models and apply innovative problems solving methods and appropriate IT applications to the design, simulation, optimization and control of processes and systems (I3). | |
| Type B | Code | Competences Transversal |
| B1.1 | Communicate and discuss proposals and conclusions in a clear and unambiguous manner in specialized and non-specialized multilingual forums (G9). | |
| B3.1 | Work in a team with responsibilities shared among multidisciplinary, multilingual and multicultural teams. | |
| B4.1 | Be able to learn autonomously in order to maintain and improve the competences pertaining to chemical engineering that enable continuous professional development. (G11) | |
| B5.1 | Carry out and lead the appropriate research, design and development of engineering solutions in new or little understood areas, whilst applying criteria of creativity, originality, innovation and technology transfer. (G4) | |
| B5.2 | Bring together knowledge, make judgements and take decisions on the basis of incomplete or limited knowledge whilst taking into account the social and ethical responsibilities of professional practice. (G7) | |
| Type C | Code | Competences Nuclear |
| C1.1 | Have an intermediate mastery of a foreign language, preferably English | |
| C1.2 | Be advanced users of the information and communication technologies |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1.2 |
Develop further understanding of process control strategies. | |
| A1.4 |
Use computers to control processes. | |
| A2.2 |
Understand the limitations of classical process control and justify the use of advanced control techniques. | |
| A2.3 |
Acquire a clear vision of how to directly apply the knowledge gained during the design and operation of a process. | |
| A3.3 |
Introduce advanced industrial control techniques in order to determine the most suitable technique for a production process. | |
| Type B | Code | Learning outcomes |
| B1.1 |
Intervene effectively and transmit relevant information. Prepare and deliver structured presentations that satisfy the stipulated requirements. Plan the communication: generate ideas, look for information, select and order information, make sketches, identify the audience and the aims of the communication, etc. Draft documents using the appropriate format, content, structure, language accuracy, and register. Illustrate concepts using the correct conventions: format, headings, footnotes, captions, etc. Employ the strategies used to make effective oral presentations (audio-visual aids, eye contact, voice, gestures, timing, etc.). Use language appropriate to the situation. | |
| B3.1 |
Take an active role and share information, knowledge and experiences. Make a personal contribution in the specified time and with the resources available. Accept and comply with the rules of the group. Collaborate actively in the planning of teamwork, the distribution of tasks and the setting of deadlines. Bear in mind the points of view of others and provide constructive feedback. Enable any differences, disagreements and conflicts among the team to be handled positively. | |
| B4.1 |
Enable any differences, disagreements and conflicts among the team to be handled positively. Set their own learning objectives. Set their own learning objectives. Ask appropriate questions for solving queries and search for information based on sound judgement. | |
| B5.1 |
Decide how to manage and organize the work and time needed to carry out a task based on a general plan. Analyse their potential as well as their limitations for undertaking a particular task. Decide how to manage and organize their work and time. Reflect on their learning process and learning needs. | |
| B5.2 |
Select important information needed to solve problems using objective criteria. Provide alternative solutions to the same problem and evaluate the risks and advantages. Invent a strategy for solving the problem. Conduct the decision-making process in a participative manner. Obtain the support of others in order to ensure the success of their decisions. | |
| Type C | Code | Learning outcomes |
| C1.1 |
Express opinions on abstract or cultural topics in a limited fashion. Explain and justify briefly their opinions and projects. Understand instructions about classes or tasks assigned by the teaching staff. Understand routine information and articles. Understand the general meaning of texts that have non-routine information in a familiar subject area. Write letters or take notes about foreseeable, familiar matters. | |
| C1.2 |
Understand basic computer hardware. Use software for off-line communication: word processors, spreadsheets and digital presentations. Use software for on-line communication: interactive tools (web, moodle, blogs, etc.), e-mail, forums, chat rooms, video conferences, collaborative work tools, etc. |
| Contents |
| Topic | Sub-topic |
| introduction | Classical control systems limitations and Advanced control Alternatives. |
| Multivariable control. | Deterministic Models and Input-Output models. SISO and MIMO models. Interaction and desacouplig in control loops |
| Predictive and Adaptative control | Internal and external modelling. Autoadaptative Control. Supervisory control |
| Planning |
| Methodologies :: Tests | |||||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | ||||||||||
| Introductory activities |
|
1 | 1 | 2 | |||||||||
| Lecture |
|
6 | 9 | 15 | |||||||||
| Problem solving, classroom exercises |
|
5 | 10 | 15 | |||||||||
| Practicals using information and communication technologies (ICTs) in computer rooms |
|
15 | 22.5 | 37.5 | |||||||||
| Personal tuition |
|
0.5 | 1 | 1.5 | |||||||||
| Objective short-answer tests |
|
4 | 0 | 4 | |||||||||
| (*) 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: description of the contents and objectives. Course plannig and evaluation criteria. |
| Lecture | Sessions that will present the fundamental concepts of the course. All material used will be provided to students using the moodle workspace. |
| Problem solving, classroom exercises | Formulation, resolution and discussion of a problem or exercise, related to the subject. |
| Practicals using information and communication technologies (ICTs) in computer rooms | Application, at a practical level, of the theory of a knowledge area in a certain context. Practical exercises using IT. |
| Personal tuition | Personal meetings scheduled with the professor to provide further help and guidance to the students individually |
| Personalized attention |
| Description |
| Teaching professors will be available at his office durin the official timetable disponibility. Also students can use the e-mail facilities (jaume.giralt@urv.cat) to ask for atrtendance at any time. |
| Assessment |
| Methodologies | Competences | Description | Weight | |||||||||
| Problem solving, classroom exercises |
|
Resolution and delivery of exercises in the classroom. | 25% | |||||||||
| Practicals using information and communication technologies (ICTs) in computer rooms |
|
Studies, using suitable software, about proces simulation and control | 30% | |||||||||
| Objective short-answer tests |
|
Individual written test, mostly focused on the practical application of the main concepts introduced along the course. | 45% | |||||||||
| Others |
| Other comments and second exam session | |||
|
The second call will take place in the time scheduled by the center. This session will develop a short exercise and the mark achieved will replace individual test. Others components in the evaluation will be maintained. During testing assessment, mobile phones, tablets and other devices that are not expressly authorized for the test must be switched off and out of sight |
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| Sources of information |
| Basic |
Smith, C.L., Advanced proces Control. Beyond Single loop Control, 2010, John Willey and Sons
King, M, Process Control: A Practical Approach , 2011, John Willey and Sons |
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| Complementary | |||||||||
| Recommendations |
| Subjects that are recommended to be taken simultaneously | ||
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| Subjects that it is recommended to have taken before | ||
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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.