| Competences |
| Type A | Code | Competences Specific |
| CE2 | Understand, model and select 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. | |
| CT5 | Communicate complex ideas effectively to all sorts of audiences. | |
| CT7 | Apply ethical principles and social responsibility as a citizen and a professional. | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| 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. Design and determine the dimensions of wind energy installations for grid-connected installations, autonomous installations and off-grid installations. 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. | |
| 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. | |
| CT7 |
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 |
| Contents |
| Topic | Sub-topic |
| 1. Introduction to renewable energies | 1.1 Description of renewable energy sources 1.2 Benefits, growth, investment and deployment 1.3 Energy related environmental problems |
| 2. Solar thermal systems | 2.1 Solar thermal collectors (stationary collectors and sun tracking concentrating collectors 2.2 Thermal analysis of solar thermal collectors 2.3 Performance of solar thermal collectors 2.4 Applications of solar thermal collectors |
| 3. Photovoltaic systems | 3.1 Photovoltaic generation - Solar Modules and Solar Generators 3.2. Canonical elements / parameters for power conversion 3.3. PV Energy systems – PV installation sizing 3.4 DC-DC conversion - DC-AC conversion |
| 4. Wind energy | 4.1 Wind Turbine description: Operation principle, Components, and Types 4.2 Wind power and power control 4.3 Utilisation of Wind Energy: Off-Grid, Isolated-Grid, Central-Grid |
| 5. Bioenergy systems | 5.1 Introduction to bioenergy 5.2 Methods for biomass and organic waste energy conversion 5.3 Thermochemical conversion: Pyrolysis and gasification processes 5.4 Anaerobic digestion systems |
| 6. Geothermal Energy & Heat Pumps | 6.1 Introduction to geothermal energy 6.2 Geothermal power plants 6.3 Geothermal heat pumps |
| Planning |
| 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 | 40 | 40 | ||||||
| Self-monitoring activities |
|
0 | 4 | 4 | ||||||
| Practical cases/ case studies |
|
0 | 20 | 20 | ||||||
| Problem solving, exercises |
|
0 | 40 | 40 | ||||||
| Personal attention |
|
1 | 0 | 1 | ||||||
| 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. |
| videoconferencing | 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. |
| 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. |
| 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. |
| Personalized attention |
| 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. |
| Assessment |
| 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. | 15% | ||||
| 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. | 45% | ||||
| 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 |
| Other comments and second exam session | |||
|
The second call will consist of a global examination of the contents of the subject, whose grade will constitute 70% of the final evaluation. The exam will consist of solving problems or case studies. The grades obtained previously regarding the resolution of problems in class and the preliminary application project will be maintained. |
|||
| Sources of information |
| Basic |
Ali, Sayigh, Comprehensive Renewable Energy, , 2012
Sergio Capareda, Introduction to Biomass Energy Conversions, CRC Press, 2013
Heinrich Häberlin, Photovoltaics System Design and Practice, , |
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| Complementary |
Boyle, Godfrey, Renewable Energy: Power for a Sustainable Future, 3rd, 2012
Sørensen, Bent, Renewable Energy Conversion, , 2007 |
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| Recommendations |
(*)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.