IDENTIFYING DATA

2020_21

Subject (*)

MODELLING AND DYNAMIC SIMULATION OF ENERGY CONVERSION SYSTEMS

Code

20755202

Study programme

Energy Conversion Systems and Technologies (2019)

Cycle

2nd

Descriptors

Credits

Type

Year

Period

4.5

Optional

Language

Anglès

Department

Mechanical Engineering

Coordinator

PRIETO GONZÁLEZ, JUAN

E-mail

juan.prieto@urv.cat

Lecturers

PRIETO GONZÁLEZ, JUAN

Web

General description and relevant information

<p>This subject is taught in two ways. In the own (face-to-face) mode, there is no change and you can consult the information in the corresponding sections of this guide. With regard to online teaching, the contents, skills and learning outcomes will be the usual ones and you can consult them in the corresponding section of the guide. The methodologies, planning and evaluation will be as similar as possible to the face-to-face modality and you need to consult the details in the section “Evaluation. "Other comments and second call".</p>

Competences

Type A	Code	Competences Specific
	CE3	Designing and integrating thermal 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.
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.
Type C	Code	Competences Nuclear

Learning outcomes

Type A	Code	Learning outcomes
	CE3	Use the IT tool TRNSYS t develop dynamic models of energy conversion. 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. Incorporate effective strategies for monitoring dynamic simulation models to optimise the seasonal performance of energy conversion systems.
	CE4	Identify when it is necessary 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.
Type C	Code	Learning outcomes

Contents

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. Simulation and analysis of results.	3.1. Simulation parameters in TRNSYS. Time step, convergence and simulation tolerance 3.2. Analysis of daily results 3.3. Analysis of monthly and annual results 3.4. Energy balances 3.5. Practical examples
4. Use of advanced components in TRNSYS.	4.1. Modeling chillers and boilers. Performance curves 4.2. Modeling of solar thermal collectors 4.3. Thermal storage 4.4. Control of Energy Conversion Systems 4.5. Practical examples
5. Modeling of energy conversion systems in TRNSYS	5.1. Practical example 1: solar thermal system for heating and cooling with an absorption chiller 5.2. Practical example 2: cogeneration system with gas turbine for heating and power production

Planning

Methodologies :: Tests

Competences

(*) Class hours

Hours outside the classroom

(**) Total hours

Introductory activities

0.5

Problem solving, exercises

7.5

12.5

Practical cases/ case studies

Lecture

17.5

Personal attention

(*) 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

Methodologies

	Description
Introductory activities	Activities aimed at the inrtroduction 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. This session will be the first and will last 30 min
Problem solving, exercises	Development, analysis, resolution and debate of a problem or exercise, related to the theme of the subject
Practical cases/ case studies	Approach of a situation (real or simulated) in which the student must work to give an argued solution to the topic, solve a series of specific questions or make a global reflection.
Lecture	Statement of the subject contents
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

Personalized attention

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.

Assessment

Methodologies

Competences

Description

Weight

Problem solving, exercises

Formulation, analysis, resolution and debate of a problem or exercise, related to the theme of the subject.

Practical cases/ case studies

Approach of a situation (real or simulated) in which the student must work to give an argued solution to the topic, solve a series of specific questions or make a global reflection.

Others


Other comments and second exam session
The evaluation method will be the same, whether in person or online

Sources of information

Basic

Complementary

Recommendations

Subjects that are recommended to be taken simultaneously

POLYGENERATION OF ENERGY AND ENERGY INTEGRATION/20755106

Subjects that it is recommended to have taken before

CHARACTERISATION AND MODELLING OF ENERGY DEMAND IN BUILDINGS/20755102

(*)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.