|
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 | | | CT3 |
Solve complex problems critically, creatively and innovatively in multidisciplinary contexts. |
|
Type C
|
Code |
Competences Nuclear |
|
Type A
|
Code |
Learning outcomes |
| | CE2 |
Understand the different technologies for thermal heat pumps and refrigeration systems.
Calculate the performance of adsorption refrigerators and adsorption heat pumps.
Identify different types of adsorption refrigerators and adsorption heat pumps.
Use tools for thermodynamic modelling and the properties of fluids for adsorption refrigerators and adsorption heat pumps.
Calculate thermodynamic properties of mixtures for adsorption systems.
Understand the principal components of adsorption refrigerators, heat pumps and power production cycles.
|
|
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.
|
|
Type C
|
Code |
Learning outcomes |
| Topic |
Sub-topic |
| CHAPTER 1. Fundamentals of Thermodynamics thermal energy conversion systems. |
Definitions and Classification of Heat Conversion Systems. Solutions exchanging heat at two and three temperatures. |
| CHAPTER 2. Thermodynamic properties of working fluids. |
Introduction. Thermodynamic diagrams of pure working fluids and mixtures. Thermodynamic properties required for working mixtures of absorption systems. thermodynamic PTX (Y) and HTX (Y) diagrams of H2O / LiBr and NH3 / H2O mixtures. Other working mixtures |
| CHAPTER 3. Basics of absorption heat pumps and chillers. |
Introduction. Ideal cycle of heat pump and refrigeration thermal systems. Single-stage absorption cycle. Conventional working mixtures. Performance indicators. Multistage absorption cycles. The current state of absorption technology. Commercial and market aspects
|
| CHAPTER 4. Modelling processes in components of absorption refrigeration systems. |
Introduction. Adiabatic mixing with fluid mixtures. Desorption. Absorption. Evaporation and condensation. Pumping and expansion processes in valves and throttling devices. Heat recovery in heat exchangers. Ammonia purification in ammonia/water systems. Heat transfer in components of absorption systems |
| CHAPTER 5. Absorption refrigeration systems. Technologies and modelling |
Introduction. Water systems / LiBr: technological aspects, thermodynamic modelling and analysis of the operation of the basic cycle. Representation of the cycle in a Duhring diagram (PTX). Thermodynamic modelling with heat transfer with external circuits. Multistage cycles. Double-effect, triple-effect and half-effect cycles.
Ammonia/water cooling systems; technological aspects. Thermodynamic modeling and analysis of the. operation of the basic cycle. Representation of the cycle in a Duhring diagram (PTXY) Improvement of the operation of the basic cycle. GAX cycles. Concept, configurations and design of the cycle. |
| CHAPTER 6. Absorption Heat Pumps and Heat Transformers |
Introduction. Absorption heat pumps: working fluids and cycle configurations. Absorption heat pumps type I: Operational envelop of Water/LiBr and commercial products. Absorption heat transformers technology and commercial products. Modelling of the single-stage absorption heat transformer cycle. Modelling of the heat transformer with external circuits heat transfer.
|
| CHAPTER 7. Absorption Power Systems and combined absorption systems for power and Refrigeration |
Introduction. The Kalina Cycle; The basic Kalina Cycle. Kalina Cycle Systems for low- mid and high-grade heat sources.Modelling and performance. Combined absorption systems for refrigeration and power production. Configurations for low and mid-grade heat sources. Modelling and performance .
|
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
1 |
0 |
1 |
| Webconferencing |
|
7 |
0 |
7 |
| Reading written documents and graphs |
|
0 |
30 |
30 |
| Webcasting |
|
0 |
6 |
6 |
| Self-monitoring activities |
|
0 |
4 |
4 |
| Problem solving, exercises |
|
0 |
40 |
40 |
| Forums of debate |
|
0 |
11 |
11 |
| Practical cases/ case studies in the classroom |
|
0 |
12 |
12 |
| Personal attention |
|
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 |
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 non-attendance course |
| Webconferencing |
Presentation of the subject, the 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 |
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 |
Analysis and resolution of a specific problem or practical exercise related to the topic of the subject. Its scope is limited and of limited extension. Through the use of the virtual campus. |
| Forums of debate |
Activitats en les quals, individualment o en grup, els participants, argumenten i confronten idees sobre un tema determinat, mitjançant l'ús d'eines asíncrones com el Fòrum del Campus Virtual. Seran supervisades pel professor que també podrà introduir arguments i proposar activitats perquè els estudiants treballin |
| Practical cases/ case studies in the classroom |
Approach to 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 |
| 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 EEES, academic / professional profile, social-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.
|
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Self-monitoring activities |
|
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 |
5 |
| Problem solving, exercises |
|
Formulation, analysis, resolution and debate of a problem or exercise, related to the topic of the subject. |
35 |
| Forums of debate |
|
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. |
50 |
| Others |
|
|
|
| |
|
Other comments and second exam session |
|
|
| Basic |
Keith E. Herold, Reinhard Radermacher, and Sanford A. Klein;, Absorption Chillers and Heat Pumps, CRC Press, 2015
|
|
| Complementary |
ASHRAE, ASHRAE Handbook- Fundamentals. Absorption Refrigeration Cycles, ASHRAE, 2017
Tangellapalli Srinivas, N. Shankar Ganesh, R. Shankar, Flexible Kalina Cycle Systems, Apple Academic Press, March 2019
I. Dincer, T.A.H. Ratlamwala, Integrated Absorption Refrigeration Systems, Springer. Series: Green Energy and Technology, 2017
G. Alefeld and R. Radermacher, G. Alefeld and R. Radermacher;, CRC Press, 1994
|
|
(*)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. |
|