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Type A
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Code |
Competences Specific | | | CE2 |
Selecting and studying the viability of energy conversion technologies including the most suitable renewable energies for any given application.
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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 |
| | CE2 |
Understand the fundamentals of thermodynamic concepts in engineering
Apply analysis of energy and exergy in engineering processes.
Analyse power cycles of gas and steam.
Analyse organic Rankine cycles and combines cycles.
Understand the fundamentals of refrigeration cycles and heat pumps
Understand the new refrigerants for steam compression cycles in terms of their thermodynamic properties and environmental impact.
Describe and analyse steam compression cycles and heat pumps with zeotropic refrigerants and CO2.
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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 |
CHAPTER 1. Review of Basic Concepts and the First Law of Thermodynamics |
1.1 Review of Basic Concepts: energy, energy transfer and energy analysis; Thermodynamic properties of pure substances. Energy analysis of closed systems.
1.2 Mass and Energy analysis of control volumes: Conservation of mass principle; mass balance for steady-flow processes. Flow work and the energy of a flowing fluid. Energy analysis of steady-flow systems. Some steady-flow in engineering devices
1.3 Problem Solving Technique. Engineering Software packages.
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| CHAPTER 2. Review of the Second Law of Thermodynamics |
2.1 The Second Law: Heat Engines; thermal efficiency. Refrigeration and heat pumps; coefficient of performance. Reversible and Irreversible Processes. The Carnot Cycle; the Carnot Heat Engine; the quality of energy. The reverse Carnot Cycle; the Carnot Refrigerator and Heat Pump.
2.2 Entropy and Entropy Balance: Entropy Concept and Entropy change of pure substances. Isentropic Processes. Property diagrams involving entropy. The entropy change of liquids, solids and ideal gases. Reversible steady-flow work. Isentropic efficiencies of steady-flow in engineering devices. Entropy generation associated with a heat transfer process.
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| CHAPTER 3. The Exergy Method |
3.1 Concept of Exergy and Irreversibility: Exergy as work potential of energy. Reversible Work and Irreversibility. Second-Law efficiency.
3.2 Exergy Change of a system: Exergy of a fixed mass (non-flow exergy) or closed system. Exergy of a flow stream: Flow or (stream) exergy. Mechanisms of exergy transfer. Exergy destroyed. Exergy balance in closed systems and control volumes. Exergy balance for steady-flow devices
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| CHAPTER 4. Gas and Vapour Power Cycles |
1 Gas Power Cycles: Basic considerations in the analysis of power cycles. Overview of reciprocating engines: Otto, Diesel, Stirling and Ericsson Ideal Cycles. Brayton Cycles: Ideal cycle for gas turbine engines. Brayton Cycle with intercooling, regeneration and reheating. Micro-gas turbines. Second-Law efficiency Analysis of Gas power cycles.
4.2 Vapour and Combined Power Cycles: The Carnot Vapour Cycle. The Rankine Power Cycle. Energy Analysis of the Ideal Rankine Cycle. Reheat and regenerative Rankine Cycles: Open and closed feedwater heaters. Second-Law Analysis of Vapour Power Cycles. Cogeneration. Combined gas and vapor-power cycles.
4.3 ORC Power Cycles: Rankine cycle for low-grade heat sources; the regenerative ORC Cycle. Thermodynamic properties of working fluids; ORC Technological aspects: Expanders, and ORC configurations. Applications and ORC Plants installed.
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| CHAPTER 5. Refrigeration and Heat Pumps |
5.1 Refrigeration: Definition; Natural and Artificial Refrigeration, Classification. Mechanical and Thermal Refrigeration Systems. Vapour-Compression Cycles. Energy Analysis of Vapour Compression Cycles. Lorenz Cycle. Refrigerants. Environmental Aspects. Natural and Low-Global Warming Impact Refrigerants. Vapour-Compression Cycles with Zeotropic Mixtures. Methods to improve the energy efficiency.
5.2 Advanced Refrigeration Cycles. Multistage refrigeration Cycles. Cascade Refrigeration Systems. Refrigeration Systems with CO2.
5.3 Heat Pumps: Classification of Heat Pumps; Performance Indicators. Vapour- Compression Heat Pumps. Energy Analysis of a Vapor Compression. Refrigerants and Environmental Aspects. Industrial Heat Pumps at high temperatures.
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| Methodologies :: Tests |
| |
Competences |
(*) Class hours
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Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
1 |
0 |
1 |
| Webconferencing |
|
7 |
0 |
7 |
| Reading written documents and graphs |
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0 |
30 |
30 |
| Webcasting |
|
0 |
6 |
6 |
| Self-monitoring activities |
|
0 |
4 |
4 |
| Problem solving, exercises |
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0 |
40 |
40 |
| Forums of debate |
|
0 |
8.5 |
8.5 |
| Practical cases/ case studies in the classroom |
|
0 |
12.5 |
12.5 |
| Personal attention |
|
3 |
0 |
3 |
| |
| 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 competencies that will be worked on. This session will be the first in each non-contact subject |
| Webconferencing |
Presentation of the subject, the contents and activities through webconference (Adobe 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 |
Presentation 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 |
| Problem solving, exercises |
Anàlisi i resolució d'un problema o exercici pràctic concret relacionat amb la temàtica de l'assignatura. El seu abast és acotat i d'extensió reduïda. Mitjançant l'ús del campus virtual. |
| 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 can also introduce arguments and propose activities for students to work |
| Practical cases/ case studies in the classroom |
Statement of a situation (real or simulated) in which the student must work to give a reasoned solution to the topic, solve a series of specific questions or make a global reflection |
| Personal attention |
This orientation is carried out by the teacher of each subject with the students enrolled in it. The purpose of this orientation is: to plan, guide, dynamize, monitor and evaluate the student's learning process taking into account their profile, interests, needs, prior knowledge, etc.) and the characteristics / requirements of the context (EHEA, academic profile / professional, socio-labor demand, etc.). |
|
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 ( EEES, 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
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Description |
Weight |
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|
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| Self-monitoring activities |
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Activities proposed to the student that serve to enable the student to self-regulate their learning. You can repeat it as many times as you like and for the final evaluation it will be considered the highest score obtained |
10 |
| Problem solving, exercises |
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Formulation, analysis, resolution and discussion of problems or exercises, related to the topic of the subject. |
50 |
| Forums of debate |
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The participation and activity of the student will be valued. |
10 |
| Practical cases/ case studies in the classroom |
|
Approach to a situation (real or simulated) in which the student must work to provide an argued solution to the topic, solve a series of specific questions or make a global reflection. |
30 |
| 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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0 |
| |
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Other comments and second exam session |
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| Basic |
Yunus Cengel, Thermodynamics: an Engineering Approach, 9, Mc Graw-hill
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| Complementary |
Dincer, I. and Kanoglin, M., Refrigeration Systems and Applications, 2, John Wiley&Sons
Radermacher, R.,and Hwang,Y., Vapor Compression Heat Pumps with Refrigerant Mixtures, 2, CRC Press
Ennio Macchi and Marco Astolfi, Organic Rankine Cycle (ORC) Power Systems Technologies and Applications, 1, Elsevier Ltd.
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| Subjects that continue the syllabus |
| POLYGENERATION OF ENERGY AND ENERGY INTEGRATION/20755106 | | THERMAL ENERGY CONVERSION TECHNOLOGIES/20755107 | | 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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