| Competences |
| Type A | Code | Competences Specific |
| A1.1 | Demonstrate a thorough knowledge and understanding of the disciplines within in the ambit of environmental engineering and sustainable energy. | |
| A1.2 | Analyse the dynamic interactions in complex environmental systems. | |
| A1.3 | Provide scientific advice in the implementation of decisions and policies that are sustainable, environmentally friendly and foster energy saving and efficiency in accordance with the current legislation. | |
| A1.4 | Understand and apply tools and strategies for the management and/or design of processes and products in the ambit of environmental and energy sustainability. | |
| A1.5 | Formulate the strategies needed to collect data for the design and application of conceptual and calculation modelsz in order to better understand complex systems in engineering and environmental and energy management. | |
| Type B | Code | Competences Transversal |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1.1 |
Understand the basic tools for sustainability. Analyse results, define preventive measures and manage resources. | |
| A1.2 |
Learn how to use sustainability as a transversal tool in engineering. | |
| A1.3 |
Apply the best practices and strategies in sustainability, measurement, communication, tools and technologies to industry. | |
| A1.4 |
Use combined knowledge to carry out a preliminary or feasibility study. | |
| A1.5 |
Apply data handling techniques to environmental data. Understand and apply the various sustainability tool models. | |
| Type B | Code | Learning outcomes |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| 1. Introduction to sustanability tools | |
| 2. Life cycle assessment | Inventory of lyfe cycle Characterization Factors Life cycle impact assessment Distribution of environmental burden Uncertainty Software |
| 3. Environmental risk assessment and decision making | Introduction to environmental risk:REACH Directive Risk Identification Toxicology/epidemiology Dose-Response Evaluation Exposure Evaluation Risk Characterization |
| 4. Ecodesign and ecolabeling | Ecodesign guides Tools Evaluation of the environmental improvement ambiental Communication |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1 | 0 | 1 | ||||||
| Lecture |
|
15 | 20 | 35 | ||||||
| Problem solving, exercises |
|
24 | 47.5 | 71.5 | ||||||
| Personal tuition |
|
1 | 0 | 1 | ||||||
| Objective short-answer tests |
|
2 | 0 | 2 | ||||||
| Mixed tests |
|
2 | 0 | 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 | Introduction to the course |
| Lecture | Through lectures the theory contained in the course program will be explained. |
| Problem solving, exercises | Guided solving of problems or exercises by the students in lecture room. During the week students are requested to solve problems and exercises. Results have to be delivered within the term fixed by the teacher. Development of a case study of an environmental assessment based on life cycle and risk assessment techniques. |
| Personal tuition | Students have the possibility to be assisted personally by the course teachers. |
| Personalized attention |
| Description |
| Individual meeting: Prior appointment by e-mail |
| Assessment |
| Methodologies | Competences | Description | Weight | |||||
| Problem solving, exercises |
|
The problems and exercises proposed weekly by the teacher will be evaluated. |
30% |
|||||
| Objective short-answer tests |
|
Final exam at the end of the term. | 40% | |||||
| Mixed tests |
|
Report of the case study base on life cycle assessment and human health risks. Oral presentation (in English). | 30% | |||||
| Others |
| Other comments and second exam session | |||
| Sources of information |
| Basic |
Göran Finnveden, Michael Z. Hauschild, Tomas Ekvall, Jeroen Guinée, Reinout Heijungs, Stefanie Hellw, Recent developments in Life Cycle Assessment, , (2009) 91: 1-21
Sonnemann G, Castells F, Schuhmacher M, Integrated Life-Cycle and risk assessment for industrial processes, Lewis Publishers, 2004 |
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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.