|
Type A
|
Code |
Competences Specific | | | A2.1 |
A2.1. Presenting results in line with the format of experimental scientific literature and in accordance with the commonly accepted standards. |
| | A2.2 |
A2.2. Critically evaluating the results of research in the field of nanotechnology, materials and products and process design. |
| | A2.4 |
A2.4 Developing awareness in environmental and social issues related to nanoscience, materials and the general field of chemical technology. |
|
Type B
|
Code |
Competences Transversal | | | B1.1 |
Communicate complex ideas effectively to all sorts of audiences. |
| | B4.1 |
Be able to learn autonomously in order to maintain and improve the personal competencies relating to continuous improvement acquired during the course. |
| | B4.2 |
Develop abilities to manage their professional career. |
|
Type C
|
Code |
Competences Nuclear |
|
Type A
|
Code |
Learning outcomes |
| | A2.1 |
A2.1 Acquire the specialised language of nanochemistry and chemical and biochemical nanoengineering.
A2.1 Learn efficient communication and presentation techniques from constructive criticism of the presentations they attend.
A2.1 Communicate in writing by presenting reports of seminars.
| | | A2.2 |
A2.2 Have wide-ranging knowledge of current research issues in nanochemistry and nanoengineering.
A2.2 Acquire a broad overview of nanoscience and chemical technology through the multidisciplinarity of seminars.
| | | A2.4 |
A2.4 Can assess the environmental factors that are important for a research project.
|
|
Type B
|
Code |
Learning outcomes |
| | B1.1 |
Can intervene effectively and transmit relevant information.
Prepare and deliver structured presentations, complying with the requirements.
Plan their communication: generate ideas, seek information, select and order information, make schemes, decide on the audience and the aims of the communication, etc.
Draft documents with the appropriate format, content, structure, language accuracy, and register, and can illustrate concepts using the correct conventions: format, headings, footnotes, captions, etc.
Be aware of the strategies that can be used in oral presentations (audiovisual support, eye contact, voice, gesture, timing, etc.).
Use language that is appropriate to the situation.
Produce grammatically correct oral texts.
Produce well structured, clear and effective oral texts.
Produce oral texts that are appropriate to the communicative situation.
Produce grammatically correct written texts
Produce well-structured, clear and rich written texts
Produce written texts that are appropriate to the communicative situation
| | | B4.1 |
Autonomously adopt the appropriate learning strategies in every situation.
Set their own learning objectives.
Select a procedure from among the possibilities suggested by the lecturer.
Ask the appropriate questions for solving doubts or open questions, and search for information with criteria.
| | | B4.2 |
Identify their training needs.
Identify their own academic and professional interests and motivations.
Define and study their curriculum bearing in mind their training needs, and their academic and professional interests and motivations.
Develop resources and strategies that will ease their transition into working life.
|
|
Type C
|
Code |
Learning outcomes |
| Topic |
Sub-topic |
| To learn about the state-of-the-art in areas related to chemical technology at the frontier, especially nanoscience, materials science and process engineering. |
|
| To understand about the importance of multidisciplinarity in research problems. |
|
| To learn effective communication and presentation skills. |
|
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
0.5 |
0 |
0.5 |
| Seminars |
|
30 |
43.5 |
73.5 |
| Personal attention |
|
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 |
Session in which the structure, objectives and evaluation of the course will be described. |
| Seminars |
One hour long seminars in which top experts will present current research related to the area of interest. |
| Personal attention |
The coordinator will meet with each one of the students to discuss any special circumstances that may arise during the course. |
|
Description |
|
Students can meet with the coordinator at the times indicated in the moodle workspace. It is advised to ask for a citation, preferably using the moodle workspace. |
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Seminars |
|
It is mandatory to attend the seminars. For each seminar, students will have to fill in and present a form about the seminar using the template available in the moodle workspace. |
100% |
| Others |
|
|
|
| |
|
Other comments and second exam session |
|
If the average from the questionnaires is lower than 5, the student will have the option of improvig the grade by submitting a corrected version of the questionnaires. |
| Basic |
|
Articles/Books recommended in each seminar or through the web pages of the presenters. |
| 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. |
|