Study programme competencies |
Code
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Study programme competences / results
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A8 |
"Knowledge of the principles of thermodynamics, acoustics and optics adapted and applied to architecture and urbanism " |
A9 |
"Knowledge of of the principles of fluid mechanics, hydraulics, electricity and electromagnetism adapted and applied to architecture and urbanism " |
A63 |
Development, presentation and public review before a university jury of an original academic work individually elaborated and linked to any of the subjects previously studied |
B1 |
Students have demonstrated knowledge and understanding in a field of study that is based on the general secondary education, and is usually at a level which, although it is supported by advanced textbooks, includes some aspects that imply knowledge of the forefront of their field of study |
B2 |
Students can apply their knowledge to their work or vocation in a professional way and have competences that can be displayed by means of elaborating and sustaining arguments and solving problems in their field of study |
B3 |
Students have the ability to gather and interpret relevant data (usually within their field of study) to inform judgements that include reflection on relevant social, scientific or ethical issues |
B4 |
Students can communicate information, ideas, problems and solutions to both specialist and non-specialist public |
B5 |
Students have developed those learning skills necessary to undertake further studies with a high level of autonomy |
B6 |
Knowing the history and theories of architecture and the arts, technologies and human sciences related to architecture |
B10 |
Knowing the physical problems, various technologies and function of buildings so as to provide them with internal conditions of comfort and protection against the climate factors in the context of sustainable development |
B11 |
"Knowing the industries, organizations, regulations and procedures involved in translating design concepts into buildings and integrating plans into planning " |
B12 |
Understanding the relationship between people and buildings and between these and their environment, and the need to relate buildings and the spaces between them according to the needs and human scale |
C1 |
Adequate oral and written expression in the official languages. |
C3 |
Using ICT in working contexts and lifelong learning. |
C4 |
Exercising an open, educated, critical, committed, democratic and caring citizenship, being able to analyse facts, diagnose problems, formulate and implement solutions based on knowledge and solutions for the common good |
C5 |
Understanding the importance of entrepreneurial culture and the useful means for enterprising people. |
C6 |
Critically evaluate the knowledge, technology and information available to solve the problems they must face |
C7 |
Assuming as professionals and citizens the importance of learning throughout life |
C8 |
Valuing the importance of research, innovation and technological development for the socioeconomic and cultural progress of society. |
Learning aims |
Learning outcomes |
Study programme competences / results |
FLUID MECHANICS AND HYDRAULICS |
A8 A9 A63
|
B1 B2 B3 B4 B5 B6 B10
|
C1 C3 C5 C6 C7 C8
|
HEAT TRANSFER IN REAL WALLS |
A8 A9 A63
|
B1 B2 B3 B4 B5 B6 B10 B11 B12
|
C1 C3 C4 C6 C7 C8
|
ACOUSTICS |
A8 A9 A63
|
B1 B2 B3 B4 B5 B6 B10
|
C1 C3 C5 C6 C7 C8
|
ELECTRICITY |
A8 A9 A63
|
B1 B2 B3 B4 B5 B6 B10
|
C1 C3 C5 C6 C7 C8
|
THEORY OF LIGHT AND COLOUR |
A8 A9 A63
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B1 B2 B3 B4 B5 B6 B10
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C1 C3 C5 C6 C7 C8
|
Contents |
Topic |
Sub-topic |
FLUID MECHANICS AND HYDRAULICS |
INTRODUCTION
HISTORY
PROPERTIES OF FLUIDS
HYDROSTATICS
PRESSURE AT A POINT
BASIC PRINCIPLES
FUNDAMENTAL EQUATION
SUBMERGED SURFACE PRESSURES
HYDROSTATIC THRUST
PRESSURE CENTER
PRISMA PRESSURE
FUNDAMENTALS OF FLUID FLOW
CLASSIFICATION OF FLOWS
LINES, POWER WIRES AND TUBES
FLOW. DIMENSIONAL EQUATION. UNITS
ENERGY IN A MOVING FLUID
BERNOULLI THEOREM
IDEAL FLUID
REAL FLUID
HYDRAULIC POWER
FLUID FLOW MEASUREMENT
FLUID FLOW IN PIPES
INTRODUCTION. LAMINAR AND TURBULENT FLOWS
DISTRIBUTION OF SPEED. BOUNDARY LAYER
ADIMENSIONASL NUMBERS. REYNOLDS NUMBER
SURFACE RESISTANCE. PRIMARY LOAD LOSSES
GENERAL EQUATION
MOODY CHART
HIGH LOAD LOSSES
BRANCHED, SERIAL AND PARALLEL PIPING SYSTEMS
MESHES
OPEN CHANNEL FLOW
MANNING AND CHÉZY FORMULA
FORCES DEVELOPED BY FLUID MOTION
PRINCIPLES OF MOMENTUM - MOMENTUM
FORCES ON ELBOWS
WATER HAMMER |
HEAT TRANSFER IN REAL WALLS |
COMBINED ACTION OF THREE MECHANISMS OF HEAT TRANSFER WINTER CONDITIONS
HEAT TRANSFER THROUGH OPAQUE WALLS
TEMPERATURE DISTRIBUTION IN THE ENCLOSURE
HEAT TRANSFER ARISING FROM INFILTRATIONS AND ROOM VENTILATION
SUMMER CONDITIONS
HEAT TRANSFER THROUGH OPAQUE WALLS
THERMAL INERTIA OF THE ENCLOSURE
HEAT TRANSFER THROUGH SEMITRANSPARENT WALLS |
ACOUSTICS |
SOUND. FUNDAMENTAL CONCEPTS
AUDITORY PHYSIOLOGY
PHYSICAL ASPECTS OF SOUND
SOUND INSULATION
SOUND DAMPING
ACOUSTIC CONDITIONING
SOUND ENERGY ABSORBING SYSTEMS
SOUND ENERGY ABSORBING MATERIALS
ARCHITECTURAL ACOUSTICS
CTE - DB-HR
|
ELECTRICITY |
INTRODUCTION
ELECTRIC CHARGE
COULOMB LAW
CONCEPT OF ELECTRIC FIELD. LINES OF FORCE
ELECTRIC POTENTIAL. ELECTRIC POTENTIAL DIFFERENCE
ELECTRICITY
OHM'S LAW
RESISTIVITY
ENERGY IN ELECTRICAL CIRCUITS. ELECTRIC POWER
CURRENT.
AC POWER. C. A. PHASE. C. A. PHASE
DISTRIBUTION NETWORKS
FEATURES. TYPES
LOW VOLTAGE ELECTRICAL INSTALLATIONS
LOW VOLTAGE SUPPLY TO BUILDING
PROTECTION SYSTEMS
|
THEORY OF LIGHT AND COLOUR |
INTRODUCTION. HISTORY
ELECTROMAGNETIC WAVES. FEATURES. CLASSIFICATION
SPREAD OF LIGHT. FRESNEL-HUYGENS PRINCIPLE. REFLECTION AND REFRACTION
PHOTOMETRIC QUANTITIES
PURKINJE EFFECT
LIGHT FIGURES
FLOW. INTENSITY. ILLUMINANCE. LUMINANCE
REFLECTANCE, ABSOTANCE AND TRANSMISSION.
LIGHT AND VISION
THE HUMAN EYE
VISUAL PERFORMANCE FACTORS
GLARE
COLOR TEMPERATURE OF LIGHT
THEORY OF COLOUR |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Introductory activities |
A8 A9 A63 B1 B2 B3 B4 B5 B6 B10 C1 C3 C5 C6 C7 C8 |
2 |
0 |
2 |
Guest lecture / keynote speech |
A8 A9 B1 B2 B3 B4 B5 B6 B10 B11 C4 C8 |
23 |
23 |
46 |
Problem solving |
A8 A9 B1 B2 B3 B4 B5 B6 B10 B11 B12 C1 C3 C4 C7 C8 |
23 |
23 |
46 |
Diagramming |
A8 A9 B1 B2 B3 B4 B10 |
1 |
0 |
1 |
Glossary |
A8 A9 B1 B3 B6 B10 B11 C1 |
0 |
1 |
1 |
Workbook |
A8 A9 B1 B2 B3 B4 B5 B6 B10 B11 B12 C1 C3 C7 C8 |
0 |
28 |
28 |
Supervised projects |
A8 A9 B1 B2 B3 B4 B5 B6 B10 B11 B12 C1 C3 C4 |
1 |
15 |
16 |
Mixed objective/subjective test |
A8 A9 B1 B2 B3 B4 B5 B6 B10 B11 C8 |
4 |
0 |
4 |
Multiple-choice questions |
A8 A9 B1 B2 B3 B4 B5 B6 B10 B11 C8 |
1 |
0 |
1 |
Objective test |
A8 A9 B1 B2 B3 B4 B5 B6 B10 B11 B12 C1 C3 C8 |
4 |
0 |
4 |
|
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 on the subject, explaining its operating issues and objectives. |
Guest lecture / keynote speech |
Lessons in which the teacher will present theoretical or practical contents of the subject on the board or through audiovisual resources, and/or solves doubts about readings that students have carried out. |
Problem solving |
A series of case studies will be presented at class and solved, partially or totally, by the students, with help and advice from the teacher. |
Diagramming |
Scheme-based brief introductions to each topic aim at relating the contents within the knowledge map of the degree. |
Glossary |
The students prepare a summary sheet with definitions, formulation and physical units related to each of the topics of the subject. |
Workbook |
The students select and analyze exercises and/or theory about the subject from the basic and complementary bibliography, or from the materials provided by teachers.
|
Supervised projects |
Students will turn in problems on each of the topics of the subject. They must be solved individually and personally, manuscript in paper format A4. They will allow, along with meeting attendance requirements, to have access to additional marks for the course. |
Mixed objective/subjective test |
Individual solving, at class, theoretical or practical exercises proposed by the teacher throughout the course. |
Multiple-choice questions |
A multiple choice test will assess the level of learning of theoretical and practical aspects of the subject. |
Objective test |
Numerical and graphical problems on the contents of the subject and the support bibliography will be presented. It will assess the level of learning of practical aspects of the subject. |
Personalized attention |
Methodologies
|
Supervised projects |
Problem solving |
|
Description |
Teachers will support, solve and explain personally any doubts that may arise at class, when students are proposed to completely or partially solve problems.
Personalized attention to the supervised works will be carried out according to the tutoring schedule of the teachers. In this sense, the tutoring schedules will be displayed on the platform provided for this purpose by the UDC.
Continued study of the subject is considered fundamental. Therefore, it is especially advisable to attend tutorials, in order to clarify any doubts that may arise during the development of the course. |
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Supervised projects |
A8 A9 B1 B2 B3 B4 B5 B6 B10 B11 B12 C1 C3 C4 |
It is required to individually and personally pose and solve exercises on the items described in the content section of the subject. The teacher will establish the time and form along the course, as well as its deadline for handing in. |
5 |
Multiple-choice questions |
A8 A9 B1 B2 B3 B4 B5 B6 B10 B11 C8 |
Accuracy in answering ten questions about theoretical and practical aspects will be assessed. Each of them will have four options, at least one being correct. The conditions for wrong answers will be set in the formulation of the exercise
|
20 |
Objective test |
A8 A9 B1 B2 B3 B4 B5 B6 B10 B11 B12 C1 C3 C8 |
Problems or case studies based on the syllabus and bibliography will arise, and students will give numerical answer to each of them. They may even have to represent the results graphically.
Each exercise will be answered and will qualify in a separate DIN A3 sheet. Each exercise will be handed in independently, written in indelible ink and folded in A4 size. The student name and group must be written in every paper, including the exam sheet, in order to be assessed.
The result will be given in a clearly visible way, indicating the numeric value with precision and appropiate units. Invalid parts must be clearly cancelled.
|
60 |
Mixed objective/subjective test |
A8 A9 B1 B2 B3 B4 B5 B6 B10 B11 C8 |
It will be necessary to pass the individualized control tests raised by the teacher throughout the academic year. These will be held without prior notice. These control tests can be both theoretical and practical. |
15 |
|
Assessment comments |
EVALUATION CRITERIA
For a favorable assessment, the student must obtain five point out of ten, according to this dissagregation (equal for both 1st and 2nd opportunities):
- Multiple-choice questions: 2 points.
- Objective practical test: 6 points.
- Course mark: supervised projects 0,5 points; objective/subjective test 1,5 points.
a)First opportunity: at the end of the four-month teaching period, students will have access to assessment as long as they comply with the following condicions:
- Having attended to at least 80% of the lessons of the subject.
- Having scored at least 1 point (out of 2) in the course mark (supervised projects + objective/subjective test.
b)Second opportunity: open to all students who have signed up for the subject, regardless of their percentage of attendance and fulfilment of course mark requirements. The dissagregation will remain as indicated above.
During the development of the theoretical questionnaire no materials of any kind will be allowed beyond pens, while for the realization of the practical part, forms, calculator and drawing materials can be used. The exam is individual. Non-compliance with this requirement will result in expulsion and implementing regulations. Mobile phones, smart watches or any other devices for storage, photography, sharing or accessing information are strictly prohibited during the examination. All these devices must remain switched off and off the table. Taking pictures of the examen, during the examination, will lead to expulsión.
Marks will be announced within the legally established time limits. The day and time for the revision will be indicated on the list of marks. This date will meet the requirements of the Academic Regulation for Assessment, Qualifications and Claims.
CORRECTION CRITERIA
The correction criteria are adapted to those derived from professional reality. As a general rule, misconceptions will be valued according to their severity, and may nullify the exercise. The commission of a numerical error is also relevant, given that the professional practice seeks concrete results. In this regard, it is pointed out that a mistaken sign means an error of 200%.
CONDITIONS FOR PART-TIME MODALITY STUDENTS
Students enrolled in the part-time modality (having proved this upon presentation of the enrollment receipt or the resolution of acceptance of this condition from the study centre)will have access to both opportunities, being exempted from the minimum attendance to lessons and the minimum of the course mark. In these cases, the exam will be the only evaluation element, scoring from 0 to 10 points, being necessary to obtain at least 5 points to pass the subject. IMPORTANT NOTE IN RELATION TO THE INCIDENCE OF COVID-19
Both the teaching and the evaluation of the subject will be done in a presence-based modality. In the event that the spatial limitations motivated by the prevention and health measures, or other conditioning factors related to the pandemic, may make it impossible to conduct any or all of the teaching and/or evaluation methodologies on-site, these will be carried out according to what is established in the contingency plan.
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Sources of information |
Basic
|
Arau Puchades, Higini (1999). ABC de la acústica arquitectónica. Barcelona: Planeta
Beranek Leo (1986). Acoustics. McGraw-Hill: New York
Varios (2009). Código Técnico de la Edificación. Documento básico HE. Ahorro de energía. Ministerio de Vivienda, Gobierno de España.
Varios (2009). Código Técnico de la Edificación. Documento básico HR. Protección frente al ruido.. Ministerio de Fomento, Gobierno de España.
López César, I.; Freire Tellado, M.; Muñoz Vidal, M. (2020). Fundamentos de Física para Arquitectos. Universidade da Coruña. Reprografía Noroeste
Varios (2008). Fundamentos Físicos de la Arquitectura I. Departamento de Tecnología de la Construcción. ETSAC
Guerrero, A (). Instalaciones eléctricas en las edificaciones. Editorial McGraw-Hill
Roca Vila, M (1980). Introducción a la mecánica de los fluidos. México: Limusa
Freire Tellado, M.; Muñoz Vidal, M (2007). Introducción a las condiciones Térmicas en Edificación . Departamento de Tecnología de la Construcción . UDC
Ramírez Vázquez, J (). Luminotecnia. Editorial Ceac
Mataix, Claudio (1982). Mecánica de fluidos y máquinas hidráulicas (2ª edición). México: Alfaomega |
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Complementary
|
Colina Tejeda, C., Moreno Arranz, A. (1999). Acústica de la edificación.. Madrid: Fundación Escuela de la Edificación.
Manuel Margarida (). Aislameinto térmico. Editorial Etasa.
Varios (2009). Catálogo de elementos constructivos del CTE.. Redacción: Instituto Eduardo Torroja. Ministerio de vivienda, Gobierno de España.
Augé, R. (). Curso de electricidad general. Editorial Paraninfo
Carrión Isbert, A. (1998). Diseño acústico de espacios arquitectónicos. Barcelona: Edicions UPC.
Bueche, F. J (). Física para estudiantes de ciencias e ingeniería. Editorial McGraw-Hill.
Llinares, J.; Lloppis Regna (). Fundamentos de acústica. Universidad Politécnica de Valencia
López César, I.; Freire Tellado, M.; Muñoz Vidal, M. (2020). Fundamentos de Física para Arquitectos.. Universidade da Coruña. Reprografía Noroeste
Varios (2007). Guía técnica para la rehabilitación de la envolvente térmica de los edificios. Soluciones de aislamiento con vidrios y cerramientos.. Instituto para la diversificación y ahorro de la energía. Ministerio de Industria. Gobierno de Españ
Recuero López, M (1999). Ingeniería acústica.. Madrid: Paraninfo
López Hernández, E; Muñoz Vidal, M (1994). Introducción a las instalaciones de edificación. Departamento de Tecnología de la Construcción. A Coruña
Avilés López, R., Perera Martín, R. (2017). Manual de acústica ambiental y arquitectónica. Madrid: Paraninfo.
Agüera Soriano (). Mecánica de fluidos. Editorial Ciencia y Distribución
Giles, R. V, Evett, J., Liu, C. (1995). Mecánica de los fluidos e hidráulica. Editorial McGraw-Hill Interamericana. Mexico
Guillón, López Rodríguez (1999). Problemas de física (volumen 2). Madrid: Editorial Limusa
Zwikker, C. Kosten, C.W. (). Sound absorbing materials. Amsterdam: Elsevier Publishing Company. |
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Recommendations |
Subjects that it is recommended to have taken before |
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Subjects that are recommended to be taken simultaneously |
Projects 3/630G01011 | Architectural Analysis 1/630G01012 | Geometry of Architectural Form/630G01014 |
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Subjects that continue the syllabus |
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Other comments |
For properly following the subject prior mastery of the following topics is required to the studens:
- Logical Reasoning.
- Unit systems.
- Geometry and Trigonometry.
- Derivation and integration.
- Solving systems of equations.
- Basic knowledge of building materials. |
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