|
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.
|
| | CE3 |
Designing and integrating conversion technologies into efficient energy systems with low greenhouse gas emissions using specific ICT tools. |
| | CE4 |
Modelling and analysing energy demand in buildings using specific ICT tools for integrating efficient energy conversion systems and renewable energies. |
|
Type B
|
Code |
Competences Transversal | | | CT3 |
Solve complex problems critically, creatively and innovatively in multidisciplinary contexts. |
| | CT4 |
Work in multidisciplinary teams and in complex contexts. |
| | CT5 |
Communicate complex ideas effectively to all sorts of audiences. |
|
Type C
|
Code |
Competences Nuclear |
|
Type A
|
Code |
Learning outcomes |
| | CE2 |
Use the IT tool TRNSYS to develop dynamic models of technologies and systems for energy conversion.
| | | CE3 |
Use dynamic simulations to obtain the seasonal performances of energy conversion systems.
Analyse in detail the results of dynamic simulations to find possible modelling and simulation errors.
| | | CE4 |
Identify when it is necessary useful to use tools for the dynamic simulation of energy conversion systems.
|
|
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.
| | | CT4 |
Understand the team’s objective and identify their role in complex contexts.
Communicate and work with other teams to achieve joint objectives.
Commit and encourage the necessary changes and improvements so that the team can achieve its objectives.
Trust in their own abilities, respect differences and use them to the team’s advantage.
| | | 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.
|
|
Type C
|
Code |
Learning outcomes |
| Topic |
Sub-topic |
| 1. Introduction to dynamic simulation. |
1.1. What is TRNSYS?
1.2. Introduction to the interface. Simulation Studio.
1.3. Components in TRNSYS. Main parts of the components.
|
| 2. Initiation with TRNSYS. Use of basic components. |
2.1. Input data reader (Type 9)
2.2. Input functions (Type14)
2.3. Output data writer (Type25)
2.4. Integrator (Type55)
2.5. Equations in TRNSYS
2.6. Practical examples
|
| 3. Use of advanced components in TRNSYS. |
3.1. Weather data and processing
3.2. Modeling of solar thermal collectors
3.3. Modeling chillers and boilers. Performance curves
3.4. Thermal storage
3.5. Control on/off with hysteresis
3.6. Practical examples
|
| 4. Simulation and analysis of results. |
4.1. Simulation parameters in TRNSYS. Time step, convergence and simulation tolerance
4.2. Analysis of daily results
4.3. Analysis of monthly and annual results
4.4. Energy balances
4.5. Practical examples |
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
0.5 |
0 |
0.5 |
| videoconferencing |
|
4.5 |
0 |
4.5 |
| Reading written documents and graphs |
|
15 |
0 |
15 |
| Problem solving, exercises |
|
29 |
0 |
29 |
| Practical cases/ case studies |
|
1.5 |
23 |
24.5 |
| 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 the introduction and collecting information from the 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 subject and exposure of contents and activities through webconference. This activity requires the synchronous presence of students and faculty. This activity will be recorded at the time of its development to facilitate subsequent consultation |
| Reading written documents and graphs |
Reading and work of the documentation published in different formats, prepared by the teachers, with the aim of facilitating the students' development of the most theoretical skills and those knowledge necessary for the development of practical activities. Does not require synchronous presence of students and faculty |
| Problem solving, exercises |
Analysis and resolution of a problem or concrete practical exercise related to the topic of the subject. Its scope is limited and limited in scope. Through the use of the virtual campus. |
| Practical cases/ case studies |
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 |
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 |
|
Description |
|
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, social-labor demand, etc.). The actions that will be carried out are the following: - Welcome to the subject - Weekly revitalization - News and events - Resolution of academic doubts - Feedback 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 Moodle Virtual Campus, within the virtual classroom of each subject. In such a way that the best possible orientation and follow-up is offered considering the face-to-face or virtual modality of each subject. |
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Problem solving, exercises |
|
Analysis and resolution of a problem or concrete practical exercise related to the topic of the subject. Its scope is limited and limited in scope. Through the use of the virtual campus. |
40 |
| Practical cases/ case studies |
|
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 |
60 |
| Validation tests |
|
The validation tests will consist of individual webconferences in which the teacher will ask questions about the activities carried out. |
0 |
| Others |
|
|
|
| |
|
Other comments and second exam session |
|
|
| Basic |
|
|
| Complementary |
|
|
(*)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. |
|