|
Type A
|
Code |
Competences Specific | | | CE2 |
Selecting and studying the viability of energy conversion technologies including the most suitable renewable energies for any given application.
|
|
Type B
|
Code |
Competences Transversal | | | CT2 |
Forming opinions on the basis of the efficient management and use of information. |
| | CT7 |
Apply ethical principles and social responsibility as a citizen and a professional. |
|
Type C
|
Code |
Competences Nuclear |
|
Type A
|
Code |
Learning outcomes |
| | CE2 |
Understand the various technologies of thermal solar systems, photovoltaic solar systems and biomass.
Design and calculate thermal solar installations on the basis of thermal demand and the available solar radiation.
Design and calculate photovoltaic solar systems for installations connected to the grid, autonomous installations and self-generating installations.
Use tools for modelling and simulating thermal and electric solar systems.
Design and calculate installations with biomass boilers for the production of air conditioning and heating.
Design and calculate installations with heat pumps that use aerothermal and geothermal energy.
|
|
Type B
|
Code |
Learning outcomes |
| | CT2 |
Master the tools for managing their own identity and activities in a digital environment.
Search for and find information autonomously using criteria of importance, reliability and relevance, which is useful for creating knowledge.
Organise information with appropriate tools (online and face-to-face) so that it can be updated, retrieved and processed for re-use in future projects.
Produce information with tools and formats appropriate to the communicative situation and with complete honesty.
Use IT to share and exchange the results of academic and scientific projects in interdisciplinary contexts that seek knowledge transfer.
| | | CT7 |
Be aware of gender and other inequalities in their student and/or professional activity.
Analyse the major environmental problems from the perspective of their field of expertise in their student and/or professional activity.
Be able to give arguments based on social values and make proposals for the improvement of the community.
Be personally and professionally committed to applying the ethical and deontological concepts of their field of expertise.
|
|
Type C
|
Code |
Learning outcomes |
| Topic |
Sub-topic |
| 1. Introduction to renewable energies |
|
| 2. Solar thermal systems |
Types, Configurations, Efficiency and Applications |
| 3. Photovoltaic solar systems |
Types, Configurations, Efficiency and Applications |
| 4. Biomass systems |
Types, Configurations, Efficiency and Applications |
| 5. Renewable energies and heat pumps |
Types, Configurations, Efficiency and Applications |
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
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 |
18 |
18 |
| Webcasting |
|
0 |
4 |
4 |
| Self-monitoring activities |
|
0 |
2 |
2 |
| Forums of debate |
|
0 |
4 |
4 |
| Practical cases/ case studies |
|
1 |
19 |
20 |
| Problem solving, exercises |
|
0 |
20 |
20 |
| 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 making 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. |
| Webconferencing |
Presentation of the contents and activities through webconference. This activity requires synchronous presence of students and professors. This activity will be recorded at the time of its development to facilitate subsequent consultation. |
| Reading written documents and graphs |
Reading and analysis of the documentation prepared by the professors in different formats, with the aim of facilitating the students' development of skills and knowledge required for the development of practical activities. It does not require synchronous presence of students and professors. |
| Webcasting |
Presentation of the contents of the subject in previously recorded video format. This activity does not require synchronous presence of students and professors and does not allow interactivity directly. Activities related to the theme of webcasting to be developed by the student will be proposed. |
| Self-monitoring activities |
Activities proposed to the student to self-evaluate its progress in the subject. They can be carried out as many times as desired and will help the student to know what aspects or contents should be reinforced. |
| 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. They will be supervised by the professor who can also introduce arguments and propose activities for the student to work on. |
| 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. |
| Problem solving, exercises |
Formulation, resolution and analysis of a problem or exercise, related to the subject of the course. |
| Personal attention |
The purpose of the personalized attention is: to plan, guide, dynamize, follow and evaluate the learning process of the student. |
|
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.
|
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Self-monitoring activities |
|
Activities proposed to the student so that he can self-regulate its learning. They can be repeated as many times as desired and for the final evaluation, the highest score achieved will be considered. |
10 |
| Forums of debate |
|
The participation and activity of the student will be evaluated. |
10 |
| 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. |
40 |
| Problem solving, exercises |
|
Formulation, resolution and analysis of a problem or exercise, related to the subject of the course |
40 |
| Validation tests |
|
These activities are proposed in order to validate that the student is the author of the training and / or assessment activities planned throughout the course.
The validation tests will consist of individual web conferences in which the professor will ask questions about the activities carried out.
Validation tests are considered required activities to validate the grades obtained and have no weight in the final grade of the student. |
0 |
| Others |
|
|
0 |
| |
|
Other comments and second exam session |
|
|
| Basic |
Ali, Sayigh, Comprehensive Renewable Energy, , 2012
|
|
| Complementary |
Boyle, Godfrey, Renewable Energy: Power for a Sustainable Future, , 2012 (3rd Edition)
Sørensen, Bent, Renewable Energy Conversion, Transmission and Storage, , 2007
|
|
(*)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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