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Type A
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Code |
Competences Specific | | | CE1 |
Understanding, experimentally determining and modelling the thermodynamic and transport properties of multicomponent fluids for energy conversion systems and technologies. |
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Type B
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Code |
Competences Transversal | | | CT3 |
Solve complex problems critically, creatively and innovatively in multidisciplinary contexts. |
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Type C
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Code |
Competences Nuclear |
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Type A
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Code |
Learning outcomes |
| | CE1 |
Defining the various volumetric, thermal and transport properties of fluids.
Using current experimental devices to measure the thermodynamic and transport properties of fluids.
Estimating the thermodynamic and transport properties of fluids.
Calculating the volumetric properties of fluids by applying the principal of corresponding states and/or equations of state.
Solving phase equilibrium problems in multicomponent systems.
Applying mixing and combining rules to the mixing of fluids.
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Type B
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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.
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Type C
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Code |
Learning outcomes |
| Topic |
Sub-topic |
| 1. Pure fluid constants |
1.1. Introduction
1.2. Critical properties
1.3. Acentric factor and dipolar momentum |
| 2. Volumetric properties |
2.1. Introduction
2.2. Principle of corresponding states
2.3 Equations of State
2.4. Estimation of density;
2.5. Rules of mixing and combination |
| 3. Phase Equilibrium in multicomponent systems |
3.1. Introduction
3.2. Fugacity and activity coefficients
3.3. Liquid-vapor equilibrium
3.4. Solid-liquid equilibrium |
| 4. Thermodynamic properties |
4.1. Introduction
4.2. Fundamental thermodynamic relationships
4.3. Starting functions
4.4. Heat capacity |
| 5. Transport properties |
5.1. Introduction
5.2. Viscosity;
5.3. Thermal conductivity
5.4. Diffusivity |
| 6. Analytical methods for the determination of the composition |
6.1. Introduction
6.2. Spectroscopic methods |
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
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Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
0.5 |
0 |
0.5 |
| Webconferencing |
|
3.5 |
0 |
3.5 |
| Reading written documents and graphs |
|
0 |
50 |
50 |
| Webcasting |
|
0 |
5 |
5 |
| Self-monitoring activities |
|
0 |
10 |
10 |
| Assignments |
|
0 |
36 |
36 |
| Forums of debate |
|
0 |
5.5 |
5.5 |
| Personal attention |
|
1.5 |
0 |
1.5 |
| |
| Validation tests |
|
0.5 |
0 |
0.5 |
| |
(*) 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 |
Activities aimed at taking contact and collecting information from students. There will also be a presentation of the subject describing the learning objectives, contents, methodologies, evaluation systems and skills to be worked on. This session will be first in each face-to-face subject and will last for 30 minutes |
| Webconferencing |
Presentation of the subject and exhibition of contents and activities through web conference (Abobo Connect). This activity requires a synchronous presence of students and teachers. This activity will be recorded at the time of its development to facilitate subsequent consultation |
| Reading written documents and graphs |
Reading and working of the documentation published in different formats, prepared by the teaching staff, with the aim of facilitating the development of competences of a more theoretical nature and those knowledge necessary for the development of practical activities. It does not require a synchronous presence of students and teachers |
| Webcasting |
Exhibition of contents of the subject in pre-recorded video format. This activity does not require a synchronous presence of students and teachers and does not allow interactivity directly. Activities related to the topic of webcasting to be developed by the student will be proposed |
| Self-monitoring activities |
Activities proposed to the student to self-evaluate their progress in the subject. They can be performed as many times as they want and will help the student to know what aspects or contents should reinforce |
| Assignments |
Exercises carried out by the student from material and references provided by the teaching staff. This activity has a scope and extension superior to solving problems |
| Forums of debate |
Activities in which, individually or in groups, the participants argue and confront ideas on a specific topic, using asynchronous tools such as the Virtual Campus Forum. They will be supervised by the teacher who will also be able to introduce arguments and propose activities for students to work |
| Personal attention |
This guidance is carried out by the teacher of each subject with the students enrolled in the same. The purpose of this guidance is to plan, guide, dynamise, monitor and evaluate the student's learning process, taking into account their profile interests, needs, previous knowledge, etc.) and the characteristics / requirements of the context EHEA, academic / professional profile, social-labor demand, etc.). |
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Description |
|
This guidance is carried out by the teacher of each subject with the students enrolled in the same. The purpose of this guidance is to plan, guide, dynamise, monitor and evaluate the student's learning process, taking into account their profile interests, needs, previous knowledge, etc.) and the characteristics / requirements of the context ( EHEA, academic / professional profile, social-labor demand, etc.).
The actions that will be carried out are the following:
- Welcome to the subject
- Weekly dynamism
- News and events
- Resolution of academic doubts
- Retroaction with the correction of activities
- Abandonment of the subject
- End of the subject
The development of these actions will be carried out with the support of the tools offered by the Virtual Campus Moodle, within the virtual classroom of each subject. So that the best orientation and possible follow-up is offered considering the face-to-face or virtual modality of each subject. |
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Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Self-monitoring activities |
|
Activities proposed to the student to self-evaluate their progress in the subject. They will be able to perform as many times as they want and will help the student to know what aspects or contents should reinforce |
5 |
| Assignments |
|
Exercises carried out by the student from material and references provided by the teaching staff or as a result of the laboratory practices. This activity has a scope and extension superior to the resolution of problems |
90 |
| Forums of debate |
|
The participation and activity of the student will be valued |
5 |
| Validation tests |
|
The validation tests will consist of individual webconferences in which the teacher will ask questions about the activities carried out. |
0 |
| Others |
|
|
|
| |
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Other comments and second exam session |
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| Basic |
|
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| Complementary |
Bruce E. Poling (Author), John M. Prausnitz, John P. O'Connell, The Properties of Gases and Liquids, 5th, McGraw-Hill Education, 2000
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| Subjects that continue the syllabus |
| INTEGRATED LABORATORY ON ENERGY CONVERSION SYSTEMS/20755108 |
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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. |
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