| Competences |
| Type A | Code | Competences Specific |
| A1 | A1.1. Successfully studying and learning about the chosen research ambit: evaluating the technical and scientific importance, the technological potential and the viability of the nanoscience, design, preparation, properties, processes, developments, techniques and applications of materials. | |
| A2 | A1.2. Carrying out exhaustive bibliographic searches in highly specialized areas of nanoscience, materials and product and process design. | |
| A3 | A1.3 Planning and executing R+D+I projects related to the field of nanoscience, materials and chemical technologies, drawing conclusions and preparing reports. | |
| A4 | A1.4. Conceiving, designing, constructing, reformulating and maintaining equipment, applications and efficient designs for experimental and numerical simulation studies in chemical technology. | |
| A8 | A2.2. Critically evaluating the results of research in the field of nanotechnology, materials and products and process design. | |
| A9 | A2.3. Evaluating the legal, economic and financial aspects of applying research results in the fields of nanoscience, materials and chemical technology to industry. | |
| A10 | 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 |
| B9 | B1.1. Communicating and discussing proposals and conclusions in specialized and non-specialized multilingual forums in a clear and unambiguous manner. | |
| B14 | B3.1. Collaborative teamwork, with responsibility shared among multidisciplinary, multilingual and multicultural teams. | |
| B15 | B4.1. Continuously learning. | |
| B16 | B4.2 Learning autonomously and by using initiative. | |
| B17 | B5.1. Working autonomously whilst remaining responsible and using initiative, in a research and innovative context. | |
| B18 | B5.2. Solving complex problems in new environments and in innovative and multidisciplinary contexts. | |
| B19 | B5.3. Applying critical, logical and creative thought in a research and innovative context. | |
| Type C | Code | Competences Nuclear |
| C1 | Have an intermediate mastery of a foreign language, preferably English | |
| C2 | Be advanced users of the information and communication technologies | |
| C3 | Be able to manage information and knowledge | |
| C4 | Be able to express themselves correctly both orally and in writing in one of the two official languages of the URV | |
| C5 | Be committed to ethics and social responsibility as citizens and professionals |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1 |
A1.1 Have a good command of industrial product design in the chemical industry. A1.1 Have a good command of the analysis and design of industrial processes in the chemical industry, and can use design and simulation methodologies. A1.1 Understand how product design and process need to be integrated into the chemical industry and other similar industries. A1.1 Perceive the complex nature of process and product design, and how it is related to other aspects of engineering. A1.1 Can solve problems of sequential, simultaneous and discontinuous process design. | |
| A2 |
A1.2 Are capable of making searches in specialised databases using the necessary parameters for designing specific products and processes. A1.2 Carry out bibliographical searches on the design of specific products and processes. | |
| A3 |
A1.3 Can plan and carry out RDI projects that include aspects related to product design and process. | |
| A4 |
A1.4 Can conceive and design efficient protocols for research into chemical technology at both the computational and the experimental level. | |
| A8 |
A2.2 Critically assess the results of research on issues related to product and process design. | |
| A9 |
A2.3 Can advise on issues in nanoscience and legal, economic and financial engineering and apply research results in industry. | |
| A10 |
A2.4 Understand the impact of engineering in the social/global context, including the ethical implications of the decisions taken. A2.4 Understand the impact and the risks on the environment of the decisions taken during the process and product engineering phase. | |
| Type B | Code | Learning outcomes |
| B9 |
B1.1 Can intervene effectively and transmit relevant information. B1.1 Plan their communication: generate ideas, seek information, select and order information, make schemes, decide on the audience and the aims of the communication, etc. B1.1 Prepare and deliver structured presentations, complying with the requirements. B1.1 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. B1.1 Use language that is appropriate to the situation. B1.1 Are aware of the strategies that can be used in oral presentations (audiovisual support, eye contact, voice, gesture, timing, etc.). | |
| B14 |
B3.1 Accept and comply with the rules of the group. B3.1 Take active part in planning the team’s work, distributing tasks and respecting deadlines. B3.1 Contribute to the positive management of any differences, disagreements and conflicts that arise in the team. B3.1 Make their personal contribution in the time expected and with the resources available. B3.1 Take active part and share information, knowledge and experiences. B3.1 Take into account the points of view of others and give constructive feedback. | |
| B15 |
B4.1 Autonomously adopt the appropriate learning strategies in every situation. B4.1 Set their own learning objectives. | |
| B16 |
B4.2 Ask the appropriate questions for solving doubts or open questions, and search for information with criteria. B4.2 Select a procedure from among the possibilities suggested by the lecturer. | |
| B17 |
B5.1 Analyse their own limitations and potential for undertaking a particular task. B5.1 Decide how to manage and organize the work and time required to carry out a task from the basis of a general plan. B5.1 Decide how to manage and organize the work and time. B5.1 Reflect on their learning process and learning needs. | |
| B18 |
B5.2 Direct the decision-making process in a participative manner. B5.2 Can draw up strategies for solving problems. B5.2 Can get support from others to guarantee the success of their decisions. B5.2 Can provide alternative solutions to the same problem and assess possible risks and advantages. B5.2 Select the information required to solve problems using objective criteria. | |
| B19 |
B5.3 Follow a logical method for identifying the causes of a problem. | |
| Type C | Code | Learning outcomes |
| C1 |
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. | |
| C2 |
Understand basic computer hardware. Understand the operating system as a hardware manager and the software as a working tool. 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. | |
| C3 |
Locate and access information effectively and efficiently. Critically evaluate information and its sources, and add it to their own knowledge base and system of values. Have a full understanding of the economic, legal, social and ethical implications of accessing and using information. Reflect on, review and evaluate the information management process. | |
| C4 |
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 | |
| C5 |
Respect fundamental rights and equality between men and women. Be respectful of and promote human rights and the principles of universal accessibility, equal opportunities, non-discrimination and universal accessibility for th ose with special educational needs. Be respectful of the values of a culture of peace and democracy. |
| Contents |
| Topic | Sub-topic |
| Els continguts de la matèria responen a l'objectiu d'introduir els conceptes i eines de disseny de producte i procés amb èmfasi a processos i productes nanoestructurats i basats en nanomaterials. El disseny del producte basat en nano / micro tecnologies i en el qual les propietats de materials són la principal contribució a la cadena de valor no és substancialment diferent del disseny de producte i procés d'indústries més tradicionals però el professional investigador que treballa en aquest camp ha de poder complir amb dues tasques diferenciades: - L'edificació d'un pont eficaç entre les escales nano / micro (que confereixen les propietats del producte) i l'escala macro (que permet l'ús orientat del producte) i - L'aplicació de mètodes de fabricació a gran escala que, tot i que es basen en processos els principis formen part de la formació bàsica d'un Enginyer de procés, requereixen uns coneixements addicionals sobre la pràctica de la seva realització. Aquesta assignatura ha per tant incloure necessàriament una part de presentació bastant fenomenològica i descriptiva de mètodes de fabricació a gran escala que al seu torn té una part força ben establerta però també una part que s'actualitza anualment per seguir els avenços en mètodes de fabricació de nanopartícules i especialment de materials alotrópicos de carbó. Aquesta necessitat d'actualització es reflecteix amb la inclusió del tema 10. D'altra banda, per evitar una assignatura descriptiva de casos específics, les temes 1 a 5 de presenten els principis i metodologies de disseny de producte i la seva integració en els mètodes i simuladors de disseny de procés i els temes 6 a 8 els elements de les ciències d'enginyeria més rellevants per al disseny de processos per a productes nanoestructurats i basats en nanomaterials / nanopartícules. Finalment, l'assignatura conclou amb una breu revisió d'aplicacions específiques de nanoproductes que s'examinen en profunditat en les assignatures optatives. D'aquesta manera l'assignatura ofereix al egresado les eines que li permetran desenvolupar des del concepte a la seva aplicació productes amb propietats específiques. Tema 1. Síntesi de procés i disseny de producte: conceptes i integració. Tema 2. Ús de simuladors seqüencials i simultanis. Tema 3. Disseny del procés discontinu: scheduling Tema 4. Mètodes moleculars per al disseny de producte CAMD / CAMMD Tema 5. Mètodes d'integració de disseny de procés i producte: Stage Gate i Necessitat / Idea / Selecció / Manufactura Tema 6. Microfluídica i microreacción: scale-up i number-up Tema 7. Dispersió i agregació: termodinàmica i cinètica Tema 8. Reactors multifàsics, emulsions Tema 9. Processos de microfabricació i nanofabricació bottom-up i top-down aplicats en gran escala Tema 10. Mètodes actuals de producció de materials nanoestructurats i nanopartícules Tema 11. Revisió d'aplicacions de nano / ciència / materials i enginyeria de procés / disseny de producte en catàlisi, nous materials, biotecnologia, electrònica i dispositius Tema 12. Mètriques d'avaluació de procés i producte. Impacte social del disseny de producte i procés. Eines d'avaluació de sostenibilitat. |
| Planning |
| Methodologies :: Tests | |||||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | ||||||||||
| Introductory activities |
|
2 | 4 | 6 | |||||||||
| Lecture |
|
25 | 50 | 75 | |||||||||
| Practicums/Case studies |
|
2 | 8 | 10 | |||||||||
| Personal tuition |
|
1 | 2 | 3 | |||||||||
| Oral tests |
|
1 | 30 | 31 | |||||||||
| (*) 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 | |
| Lecture | |
| Practicums/Case studies | |
| Personal tuition |
| Personalized attention |
| Description |
| Assessment |
| Methodologies | Competences | Description | Weight | |||||||||
| Lecture |
|
Final exam | 50 | |||||||||
| Practicums/Case studies |
|
Grade given by project supervisor | 15 | |||||||||
| Oral tests |
|
Defense of the project proposal | 35 | |||||||||
| Others |
| Other comments and second exam session | |||
| Sources of information |
| Basic |
Seider, Seader, Lewin, Widagdo, Product and process design principles. Synthesis, analysis and evaluation, third, |
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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.