|
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 | | | CT2 |
Forming opinions on the basis of the efficient management and use of information. |
| | CT3 |
Solve complex problems critically, creatively and innovatively in multidisciplinary contexts. |
| | 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 |
|
Type A
|
Code |
Learning outcomes |
| | CE2 |
Understand the problems associated with feeding electricity that is produced using renewable technologies into the electricity grid.
| | | CE3 |
Understand the possibilities of renewable energies to produce electricity for electric grids.
Analyse integration configurations of renewable electricity production technologies including storage, conversion and use
| | | CE4 |
Design and apply models for the integration of renewable energies into electricity production using calculation tools
|
|
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.
| | | 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.
| | | 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 |
| Topic |
Sub-topic |
| 1. Revisión de tecnologías para la producción y almacenamiento de energía eléctrica con energías renovables. |
|
| 2. Configuraciones de sistemas eléctricos renovables y conexionado a redes inteligentes. |
|
| 3. Estimación de las demandas eléctricas en diversos ámbitos: comercial, residencial y terciario, incluida la de los vehículos eléctricos. |
|
| 4. Diseño de sistemas eléctricos renovables descentralizados |
|
| 5. Ejemplos prácticos. |
|
| 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 |
29 |
29 |
| Webcasting |
|
0 |
1 |
1 |
| Problem solving, exercises |
|
0 |
35 |
35 |
| Forums of debate |
|
0 |
1 |
1 |
| Self-monitoring activities |
|
0 |
5 |
5 |
| Practical cases/ case studies |
|
0 |
32 |
32 |
| Personal attention |
|
2 |
0 |
2 |
| |
| 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 |
Activitats encaminades a prendre contacte i a recollir informació dels estudiants i presentació de l'assignatura a través d'una de les webconferències. |
| videoconferencing |
Exposició de continguts de l'assignatura, presentació d'activitats, resolució de problemes i dubtes mitjançant webconferència. Aquesta activitat requereix presència síncrona d'estudiants i professorat. Aquesta activitat serà enregistrada en el moment del seu desenvolupament per tal de posar-la a dispocisió dels estudiants a l'aula virtual i facilitar-ne la seva consulta posterior. |
| Reading written documents and graphs |
Lectura i treball de documentació seleccionada o elaborada pel professorat, amb l'objectiu de facilitar a l'estudiant el deenvolupament de les competències de caire més teòric i dels coneixements necessaris pel desenvolupament d'activitats pràctiques. |
| Webcasting |
Exposició d'alguns continguts de l'assignatura en format vídeo enregistrat prèviament. Aquesta activitat no requereix presència síncrona d'estudiants i professorat. |
| Problem solving, exercises |
Resolució per part dels alumnes i amb l'ajut del professor de problemes i exercicis seleccionats. |
| Forums of debate |
Els estudiants argumenten, confronten idees o exposen dubtes sobre un tema determinat proposat pel professor o pels propis estudiants, mitjançant l'ús d'eines asíncrones com el fòrum del Campus Virtual. |
| Self-monitoring activities |
Activitats proposades que serveixen per a que l'estudiant pugui autoregular el seu aprenentatge. Habitualment seran test d'autoseguiment o preguntes curtes. |
| Practical cases/ case studies |
Plantejament d'un cas pràctic obert en la que ha de treballar l'estudiant per donar una solució utilitzant coneixements adquirits durant el curs. |
| Personal attention |
Resolució de dubtes de teoria i sorgits de la resolució de problemes i exercicis. |
|
Description |
|
Per a realitzar qualsevol consulta relacionada amb l'assignatura, contactar amb: Prof Joan Carles Bruno Dep. Enginyeria Mecànica, Despatx 112 Tel: 977 297068 juancarlos.bruno@urv.cat |
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Problem solving, exercises |
|
Resolució per part dels alumnes i amb l'ajut del professor de problemes i exercicis seleccionats. |
40% |
| Forums of debate |
|
Els estudiants argumenten, confronten idees o exposen dubtes sobre un tema determinat proposar pel professor o els propis estudiants, mitjançant l'ús d'eines asíncrones com el fòrum del Campus Virtual. |
10% |
| Self-monitoring activities |
|
Activitats proposades que serveixen per a que l'estudiant pugui autoregular el seu aprenentatge. Habitualment seran test d'auto seguiment o preguntes curtes. |
10% |
| Practical cases/ case studies |
|
Plantejament d'un cas pràctic obert en el que ha de treballar l'estudiant per donar una solució utilitzant els coneixements adquirits durant el curs. |
40% |
| Validation tests |
|
Les proves de validació consistiran en webconferències individuals en què el professorat plantejarà preguntes sobre les activitats realitzades. |
0% |
| Others |
|
|
|
| |
|
Other comments and second exam session |
|
The second call will consist of a global exam of the contents of the subject, whose grade will constitute 60% of the final evaluation. The grades previously achieved with regard to the resolution of practical cases / case studies will be kept to calculate the final grade. |
| Basic |
Math H. Bollen and Fainan Hassan, Integration of distributed generation in the power system, 2011, Wiley
|
|
| 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. |
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