| Study programme competencies |
| Code | Study programme competences |
| A9 | Knowledge of the theory of circuits and of the characteristics of you hatch them electrical and ability to carry out calculations of systems that these elements take part in. |
| B1 | That the students proved to have and to understand knowledge in an area of study what part of the base of the secondary education, and itself tends to find to a level that, although it leans in advanced text books, it includes also some aspects that knowledge implicates proceeding from the vanguard of its field of study |
| B2 | That the students know how to apply its knowledge to its work or vocation in a professional way and possess the competences that tend to prove itself by the elaboration and defense of arguments and the resolution of problems in its area of study |
| B3 | That the students have the ability to bring together and to interpret relevant data (normally in its area of study) to emit judgments that include a reflection on relevant subjects of social, scientific or ethical kind |
| B4 | That the students can transmit information, ideas, problems and solutions to a public as much specialized as not specialized |
| B5 | That the students developed those skills of learning necessary to start subsequent studies with a high degree of autonomy |
| B6 | Be able to carrying out a critical analysis, evaluation and synthesis of new and complex ideas. |
| C1 | Using the basic tools of the technologies of the information and the communications (TIC) necessary for the exercise of its profession and for the learning throughout its life. |
| C2 | Coming across for the exercise of a, cultivated open citizenship, awkward, democratic and supportive criticism, capable of analyzing the reality, diagnosing problems, formulating and implanting solutions based on the knowledge and orientated to the common good. |
| C3 | Understanding the importance of the enterprising culture and knowing the means within reach of the enterprising people. |
| C4 | Recognizing critically the knowledge, the technology and the available information to solve the problems that they must face. |
| C5 | Assuming the importance of the learning as professional and as citizen throughout the life. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| Apply Ohm's law and Kirchhoff's laws. Use correct general methods of analysis of DC circuits. Analyze any direct current circuit using the most appropriate method. | A9 |
B1 B2 B3 B4 B5 B6 |
C1 C2 C3 C4 C5 |
| Interpret and differentiate between different types of AC power. Use correctly general methods of analysis of alternating current circuits. Analyzing any AC circuit using the most appropriate method. | A9 |
B1 B2 B3 B4 B5 B6 |
C1 C2 C3 C4 C5 |
| To analyze the operation of the three-phase balanced and unbalanced circuits. Interpret, differentiate and measure various types of power present in three-phase circuits. | A9 |
B1 B2 B3 B4 B5 B6 |
C1 C2 C3 C4 C5 |
| Understanding the difference between the transitional regime and the steady or stationary state of a circuit. Learn to get the relevant initial conditions in an electrical circuit. Clearly identify the final steady state (elapsed long enough) expected of a circuit. Distinguish circuits first and second order. Get representative differential equation for each circuit transient. | A9 |
B1 B2 B3 B4 B5 B6 |
C1 C2 C3 C4 C5 |
| Know the basic principles of electromagnetic energy conversion system. Know the basics and general operating principles of electric machines. | A9 |
B1 B2 B3 B4 B5 B6 |
C1 C2 C3 C4 C5 |
| Contents |
| Topic | Sub-topic |
| Analysis of DC circuits | Basics Circuit elements Association of elements Waveforms Mesh analysis Nodal analysis Circuit Theorems |
| Analysis of AC circuits | Basics Analysis of circuits in sinusoidal steady state Power and energy steady state sinusoidal Theorems steady state sinusoidal |
| Analysis three-phase circuits | Overview Balanced and unbalanced three-phase circuits Power in three-phase circuits Measurement of power in three-phase circuits |
| Circuit analysis transient | Basics First order circuits Second order circuits Laplace Transform |
| Introduction to the operation of electric machines | Magnetic circuits and energy conversion General principles of electrical machines |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Introductory activities | A9 C5 | 1.5 | 0 | 1.5 |
| Guest lecture / keynote speech | A9 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 | 24 | 38 | 62 |
| Problem solving | A9 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 | 22 | 33 | 55 |
| Laboratory practice | A9 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 | 9 | 5 | 14 |
| Objective test | A9 B1 B2 | 2 | 12 | 14 |
| Multiple-choice questions | A9 B1 B2 | 0.5 | 2 | 2.5 |
| Personalized attention | 1 | 0 | 1 | |
| (*)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 | Presentation of the subject, in large group (GG). |
| Guest lecture / keynote speech | Oral presentation complemented the use of media and the introduction of questions aimed at motivating students, in order to impart knowledge and facilitate learning. Corresponds to the kind of theory, large group (GG). |
| Problem solving | Technique by to be solved a particular problem situation, from the knowledge and procedures that have been studied and worked. Corresponds to the class of problems, medium group (GM). |
| Laboratory practice | Methodology that allows students to apply the knowledge acquired through the completion of practical activities. It is for the workshop exercises, small group (GP). |
| Objective test | Written test used for the assessment of learning. In order to more rigorously assess the achievement of the objectives, the test consists of two parts: multiple choice questions (items) and problem solving. Multiple choice questions (items) is a measuring instrument, whose distinctive feature is that it allows the answers qualify as correct or not; and to assess the knowledge acquired. Troubleshooting: part that is intended to evaluate conceptual, procedural and attitudinal. It is for the consideration of theory and problems. |
| Multiple-choice questions | Objective test consisting raise a question as direct question or incomplete statement with several response options or alternatives that provide possible solutions, of which only one is valid. Corresponds to practice exam workshop. |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Multiple-choice questions | A9 B1 B2 | The grade will be the sum of the amount of the assistance and assessment practices workshop note, which is valued between 0 and 5 points, and the note of a final exam (multiple choice test), which was also assessed from 0 to 5 points. | 10 |
| Objective test | A9 B1 B2 | This test involves problem solving and / or items, and will be computed between 0 and 10 points. | 80 |
| Laboratory practice | A9 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 | The grade will be the sum of the amount of the assistance and assessment practices workshop note, which is valued between 0 and 5 points, and the note of a final exam (multiple choice test), which was also assessed from 0 to 5 points. | 10 |
| Assessment comments | |||
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To pass the course is necessary to approval the exam of theory and problems part and the exam of practice and laboratory part. The final score is the sum of (note of theory and problems) * 0'80 and (note laboratoria practices) * 0'20. In the presentation of the subject (first day of class) teacher may indicate additional activities whose value will be added to the note of the objective test of theory and problems. In any case, note this part may not exceed 10 points. |
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| Sources of information |
| Basic |
Fraile Mora, J. (2012). Circuitos eléctricos. Madrid: Pearson
Paul, C.R. (2001). Fundamentals of electric circuits analysis. USA: John Willey and Sons
Alexander, C.K. y Sadiku, M.N.O. (2013). Fundamentos de circuitos eléctricos. Méjico: McGraw-Hill
Fraile Mora, J. (2008). Máquinas eléctricas. Madrid: McGraw-Hill
Eguiluz Morán, L.I. y Sánchez Barrios, P. (1989). Pruebas de examen de teoría de circuitos. Santander: Universidad de Cantabria
Eguiluz Morán, L.I. et al. (2001). Pruebas objetivas de circuitos eléctricos. Barañáin (Navarra): EUNSA
Eguiluz Morán, L.I. (1986). Pruebas objetivas de ingeniería eléctrica. Madrid: Alhambra
Sánchez Barrios, P. et al. (2007). Teoría de circuitos: problemas y pruebas objetivas orientadas al aprendizaje.. Madrid: Pearson/Prentice Hall
Humet, L., Alabern, X. y García, A. (1997). Tests de Electrotecnia. Fundamentos de circuitos. Barcelona: Marcombo
Parra, V. et al. (1976). Unidades didácticas de teoría de circuitos (2 vols.). Madrid: UNED |
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| Recommendations | |||
| Subjects that it is recommended to have taken before | |||
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