Identifying Data 2023/24
Subject (*) Analysis and Optimization of the Life Cycle Code 730496210
Study programme
Mestrado Universitario en Enxeñaría Naval e Oceánica (plan 2018)
Descriptors Cycle Period Year Type Credits
Official Master's Degree 1st four-month period
Second Obligatory 4.5
Language
Spanish
Galician
English
Teaching method Face-to-face
Prerequisites
Department Enxeñaría Naval e Industrial
Coordinador
Castro Santos, Laura
E-mail
laura.castro.santos@udc.es
Lecturers
Castro Santos, Laura
E-mail
laura.castro.santos@udc.es
Web
General description A materia pretende conseguir un coñecemento da enxeñaría de sistemas aplicada á definición dun buque, artefacto ou plataforma marítima mediante a análise e optimización do seu ciclo de vida

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 complemented by the use of audiovisual media and the introduction of some questions addressed to the students, in order to transmit knowledge and facilitate learning. It will be possible to attend a conference in the field of the subject.
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
Methodologies
Problem solving
Supervised projects
Case study
Description
Supervised projects, problem solving and case studies will be proposed throughout the course, so students will be guided in their development, requiring personalized attention.

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

Students with recognition of part-time dedication and academic exemption from attendance will be evaluated in the same way as general students.

The evaluation criteria for the second opportunity are the same as those for the first opportunity. In this context, the approved parts will be saved for the second chance.

The evaluation criteria for the extraordinary call are the same as those for the first opportunity.

Note: In the creation of works, plagiarism and the use of non-original material, including that obtained through the Internet, without an express indication of its origin and, as the case may be, without the permission of its author, may be considered cause of suspension qualification in the activity. All of that without prejudice to the disciplinary responsibilities that could take place after the corresponding procedure.


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.

Complementary


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
(A) To help achieve an immediate sustainable environment and comply with the Green Campus Ferrol action plan:

1. The delivery of documentary work carried out 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.
2. The importance of ethical principles related to the values of sustainability in personal and professional behavior must be taken into account.

(B) In relation to the gender perspective:

1. As stated in the different university teaching regulations, the gender perspective must be incorporated in this matter (non-sexist language will be used, a bibliography of authors of both sexes will be used, student participation in class will be encouraged... ).
2. Work will be done to identify and modify prejudices and sexist attitudes and influence the environment to modify them and promote values of respect and equality.
3. Situations of discrimination based on gender must be detected and actions and measures to correct them will be proposed.


(*)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.