|
Type A
|
Code |
Competences Specific | | | CE4 |
Modelling and analysing energy demand in buildings using specific ICT tools for integrating efficient energy conversion systems and renewable energies. |
|
Type B
|
Code |
Competences Transversal | | | CT3 |
Solve complex problems critically, creatively and innovatively in multidisciplinary contexts. |
| | CT5 |
Communicate complex ideas effectively to all sorts of audiences. |
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Type C
|
Code |
Competences Nuclear |
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Type A
|
Code |
Learning outcomes |
| | CE4 |
Model the thermal performance of buildings using specific software.
Calculate the annual thermal loads of buildings.
Determine the dimensions of the air-conditioning systems required by buildings to meet thermal demand
Carry out parametric analyses of the different variables in a building to study their effect on energy demand, costs and environmental performance.
Optimise building energy demand, costs and environmental performance of different building variables such as building geometry, orientation composition of the enclosure
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|
Type B
|
Code |
Learning outcomes |
| | CT3 |
Recognise the situation as a problem in a multidisciplinary, research or professional environment, and take an active part in finding a solution.
Follow a systematic method with an overall approach to divide a complex problem into parts and identify the causes by applying scientific and professional knowledge.
Design a new solution by using all the resources necessary and available to cope with the problem.
Draw up a realistic model that specifies all the aspects of the solution proposed.
Assess the model proposed by contrasting it with the real context of application, find shortcomings and suggest improvements.
| | | CT5 |
Produce quality texts that have no grammatical or spelling errors, are properly structured and make appropriate and consistent use of formal and bibliographic conventions.
Draw up texts that are structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas.
Draw up texts that are appropriate to the communicative situation, consistent and persuasive.
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|
Type C
|
Code |
Learning outcomes |
| Topic |
Sub-topic |
| 1. Introduction. Parameters that influence the thermal demand of the building. |
- Weather and design conditions
- Heat balance in a building
- Heat transfer through walls and roofs
- Heat transfer through windows
- Solar heat gain through windows
- Infiltration heat load
- Heat gain from people, lights and equipment
- Human thermal comfort
|
| 2. 3D Thermal modeling of the building. |
- EnergyPlus introduction
- EnergyPlus IDF editor
- Geometry modeling using SketchUp-Euclid
|
| 3. Definition of model data and simulation options. |
- Thermal zones
- Materials and constructions
- Schedules
- Internal gains
- Infiltration
- Controlled ventilation
- Shading devices
- Ideal loads HVAC
|
| 4. Simulation adjustment and interpretation of simulation results. |
- Analysis of time series outputs
- Analysis of tabular outputs
- Figures of merit
|
| 5. Parametric analysis. |
|
| 6. Case studies. |
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| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
1 |
0 |
1 |
| videoconferencing |
|
6 |
0 |
6 |
| Reading written documents and graphs |
|
0 |
10 |
10 |
| Webcasting |
|
0 |
4 |
4 |
| Problem solving, exercises |
|
0 |
17 |
17 |
| Forums of debate |
|
0 |
7 |
7 |
| Practical cases/ case studies |
|
0 |
27 |
27 |
| Self-monitoring activities |
|
0 |
3 |
3 |
| Personal attention |
|
1 |
1 |
2 |
| |
| Validation tests |
|
1 |
0 |
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 |
Activitats dirigides a prendre contacte i recollir informació dels estudiants. També es farà una presentació de l'assignatura descrivint els objectius d'aprenentatge, continguts, metodologies, sistemes d'avaluació i competències que es treballaran. |
| videoconferencing |
Presentation of subject contents and/or activities presentation through webconference. This activity requires synchronous presence of students and faculty. Its development allows different degrees of interactivity depending on the intended objectives. This activity can be recorded at the time of its development to facilitate subsequent consultation. |
| Reading written documents and graphs |
Reading and working of documentation published in different formats, with the aim of facilitating the development of competences with more theoretical nature and acquire the knowledge necessary for the development of practical activities. |
| Webcasting |
Presentation of subject contents in previously recorded video format. This activity does not require synchronous presence of students and teachers and does not allow interactivity directly. However, it can be used to propose asynchronous interactive activities such as a forum. |
| Problem solving, exercises |
Analysis and resolution of a problem or concrete practical exercise related to the topic of the subject. This activity has a more limited scope and a smaller extension than the assignments. This activity has a more limited scope and a smaller extension than the assignments. |
| Forums of debate |
Activities in which, individually or in groups, the participants argue and confront ideas on a specific topic, by using asynchronous tools such as the Virtual Campus Forum. |
| Practical cases/ case studies |
Statement of a situation (real or simulated) in which the student must work to give a solution to the topic, solve a series of specific questions or make a global reflection. |
| Self-monitoring activities |
Activities proposed to the student, with a minimum weight, which serve so that the student can self-regulate their learning. |
| Personal attention |
Planificar, guiar, dinamitzar, seguir i avaluar el procés d'aprenentatge de l'estudiant tenint en compte el seu perfil interessos, necessitats, coneixements previs, etc.) i les característiques / exigències del context |
|
Description |
|
Antonio Carrillo Andrés acarrillo@uma.es |
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Problem solving, exercises |
|
Formulation, analysis, resolution and debate of a problem or exercise, related to the theme of the subject. |
40 |
| Forums of debate |
|
The participation and activity of the student will be valued. |
10 |
| Practical cases/ case studies |
|
Statement of a situation (real or simulated) in which the student has to work to give a solution to the topic, solve a series of specific questions or make a global reflection. |
40 |
| Self-monitoring activities |
|
Activities proposed to the student, with a minimum weight, that serve to enable the student to self-regulate their learning. It can be repeated as many times as you want and for the final evaluation it will be considered the highest mark achieved |
10 |
| Validation tests |
|
The validation tests will consist of individual webconferences in which the teacher will ask questions about the activities carried out. |
0 |
| Others |
|
|
|
| |
|
Other comments and second exam session |
|
The second call will consist of a global examination of the content of the subject, which will be 70% of the final grade. The grades of the course activities will be kept. |
| Basic |
|
EnergyPlus web based documentation https://bigladdersoftware.com/epx/docs/ Y. Cengel y A. Ghajar, Heat and Mass
Transfer: Fundamentals and Applications, 5 ed., McGraw-Hill Education, 2014. Lawrence Berkeley National Laboratoy,
WINDOW 7 User manual LBNL-48255, 2019. Windows for high-performance commercial
buildings. https://www.commercialwindows.org/ ASHRAE. 2009. 2009 ASHRAE
Handbook—Fundamentals, chapters 14-19. Atlanta: American Society of Heating,
Refrigerating and Air-Conditioning Engineers, Inc. Unmet hours: question and answer resource
for the building energy modelin community https://unmethours.com/ EnergyPlus HelpDesk http://energyplus.helpserve.com/ Proceedings of the International Building
Performance Simulation Association. https://www.ibpsa.org DesignBuilder Tutorials: http://designbuilder.co.uk/training/online-learning/tutorials
|
| 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. |
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