| Study programme competencies |
| Code | Study programme competences |
| A14 | A13 - Coñecemento da enxeñaría de sistemas aplicada á definición dun buque, artefacto ou plataforma marítima mediante a análise e optimización do seu ciclo de vida. |
| B5 | CB10 Que os estudantes posúan as habilidades de aprendizaxe que lles permitan continuar estudando dun modo que haberá de ser en boa medida autodirixido ou autónomo. |
| B6 | G01 Capacidade para resolver problemas complexos e para tomar decisións con responsabilidade sobre a base dos coñecementos científicos e tecnolóxicos adquiridos en materias básicas e tecnolóxicas aplicables na enxeñaría naval e oceánica, e en métodos de xestión. |
| B11 | G06 Capacidade para realizar investigación, desenvolvemento e innovación en produtos, procesos e métodos navais e oceánicos. |
| B12 | G07 Capacidade de integración de sistemas marítimos complexos e de tradución en solucións viables. |
| C2 | C1 Capacidade pra desenrolar a actividade profesional nun entorno multilingue |
| C3 | ABET (a) An ability to apply knowledge of mathematics, science, and engineering. |
| C4 | ABET (b) An ability to design and conduct experiments, as well as to analyze and interpret data. |
| C7 | ABET (e) An ability to identify, formulate, and solve engineering problems. |
| C12 | ABET (j) A knowledge of contemporary issues. |
| C13 | ABET (k) An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| Knowledge of systems engineering applied to the definition of a ship, artifact or maritime platform through the analysis and optimization of its life cycle. | AJ13 |
BC5 BJ1 BJ6 BJ7 |
CC2 CC3 CC4 CC7 CC12 CC13 |
| Contents |
| Topic | Sub-topic |
| The following blocks or themes develop the contents established in the Verification Report, which are: | - General concepts. - Introduction to systems engineering. - Systems utility. - Logistics planning. - Logistics in the life cycle of the system. - Logistics Management. - Life cycle cost analysis. |
| BLOCK I: GENERAL CONCEPTS | Unit 1: Introduction to sustainability. Unit 2: Introduction to the circular economy. Unit 3: Transition management. |
| BLOCK II: SYSTEMS ENGINEERING AND LIFE CYCLE LOGISTICS | Unit 4: Introduction to systems engineering. Utility of the systems. Unit 5: Logistics planning. Logistics in the life cycle of the system. Logistics Management. |
| BLOCK III: LIFE CYCLE ANALYSIS AND LIFE CYCLE COST ANALYSIS | Unit 6: Quantitative and qualitative methods that support life cycle assessment. Unit 7: Life cycle analysis. Normative. Unit 8: Life cycle analysis. stages. Unit 9: Tools for the application of life cycle analysis. Unit 10: Analysis of the life cycle cost. |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Guest lecture / keynote speech | A14 B5 B6 B11 B12 C2 C3 C4 C7 C12 C13 | 20 | 17.5 | 37.5 |
| Problem solving | A14 B5 B6 B11 B12 C2 C3 C4 C7 C12 C13 | 10 | 15 | 25 |
| Supervised projects | A14 B5 B6 B11 B12 C2 C3 C4 C7 C12 C13 | 4 | 20 | 24 |
| Case study | A14 B5 B6 B11 B12 C2 C3 C4 C7 C12 C13 | 10 | 15 | 25 |
| 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 |
| Guest lecture / keynote speech | Oral presentation (using audiovisual material and student interaction) designed to transmit knowledge and encourage learning. Presentations of this type are variously referred to as ‘expository method’, ‘guest lectures’ or ‘keynote speeches’. (The term ‘keynote’ refers only to a type of speech delivered on special occasions, for which the lecture sets the tone or establishes the underlying theme; it is characterised by its distinctive content, structure and purpose, and relies almost exclusively on the spoken word to communicate its ideas.) |
| Problem solving | Applied learning method in which student is required to use knowledge gained from study to propose a solution to a specific problem, where more than one solution may be possible. |
| Supervised projects | Supervised learning process aimed at helping students to work independently in a range of contexts (academic and professional). Focused primarily on learning ‘how to do things’ and on encouraging students to become responsible for their own learning. |
| Case study | Teaching-learning method in which students are presented with a specific set of real-life circumstances and a problem (‘case’) which they must attempt to understand, assess and solve as a group through a process of discussion. Students should be able to analyse a series of facts relating to a particular area of knowledge or activity, and arrive at a rational conclusion via a process of discussion within small work groups. |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Supervised projects | A14 B5 B6 B11 B12 C2 C3 C4 C7 C12 C13 | It will consist in the accomplishment of one or several deliveries during the course | 100 |
| Assessment comments | |||
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In the case of students with some suspended delivery, must deliver it at the second opportunity (July), keeping the notes of the approved deliveries of the supervised work and in the case study until the call for second chance. Students with recognition of part-time dedication and academic exemption of attendance exemption will be evaluated according to their specific characteristics |
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| Sources of information |
| Basic |
Carlos Ruiz Amador (2012). Análisis del ciclo de vida y huella de carbono. UNED
Alfonso Aranda Usón (2006). El análisis del ciclo de vida como herramienta de gestión empresarial. Confederación Confemetal
ISO (2016). ISO 14040:2006 Environmental management — Life cycle assessment — Principles and framework. ISO
Sergio Álvarez Gallego (2017). La huella de carbono y el análisis del ciclo de vida. AENOR
H. Scott Matthews; Chris T. Hendrickson; Deanna H. Matthews (2015). Life Cycle Assessment: Quantitative Approaches for Decisions That Matter. |
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| Complementary | |
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| Recommendations | |
| Subjects that it is recommended to have taken before |
| Subjects that are recommended to be taken simultaneously |
| Subjects that continue the syllabus |
| Other comments | |
To help achieve an immediate sustainable environment and meet the objective of action number 5: "Healthy and sustainable environmental and social teaching and research" of the "Green Campus Ferrol Action Plan": 1. The delivery of the documentary works that are made in this subject: 1.1. It will be requested in digital format and / or computer support. 1.2. It will be done through Moodle, in digital format without the need to print them. 1.3. To be made on paper: - Plastics will not be used. - Double-sided prints will be made. - Recycled paper will be used. - Printing of drafts will be avoided. 2. The importance of ethical principles related to the values ??of sustainability in personal and professional behaviors must be taken into account. 3. According to the different application regulations for university teaching, the gender perspective should be incorporated in this subject (non-sexist language will be used, bibliography of authors of both sexes will be used, intervention in class of students and students will be encouraged). female students, ...) |