| Study programme competencies |
| Code | Study programme competences |
| A5 | A04 - Capacidade para analizar solucións alternativas para a definición e optimización das plantas de enerxía e propulsión de buques. |
| B2 | CB07 Que os estudantes saiban aplicar os coñecementos adquiridos e a súa capacidade de resolución de problemas en ámbitos novos ou pouco coñecidos dentro de contextos máis amplos (ou multidisciplinares) relacionados coa súa área de estudo |
| B3 | CB08 Que os estudantes sexan capaces de integrar coñecementos e enfrontarse á complexidade de formular xuízos a partir dunha información que, sendo incompleta ou limitada, inclúa reflexións sobre as responsabilidades sociais e éticas vinculadas á aplicación dos seus coñecementos e xuízos |
| 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. |
| C2 | C1 Capacidade pra desenrolar a actividade profesional nun entorno multilingue |
| C3 | ABET (a) An ability to apply knowledge of mathematics, science, and engineering. |
| C7 | ABET (e) An ability to identify, formulate, and solve engineering problems. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| Psicrometry, Refrigeration systems, Air Conditioning systems | AJ4 |
BC2 BC3 BC5 |
CC2 CC3 CC7 |
| Contents |
| Topic | Sub-topic |
| 0 The following sub-topics show the contents established in the Verifying Memory: | 1. Introduction: Review of thermodynamic and heat transfer 2. Fundamentals of Psicrometry: Psicrometry, heat transfer from wet surfaces. Processes and equipments. 3. Air conditioning systems: types and design. 4. Cooling and dehumidification coils: Types and desing parameters. 5. Vapor compression cycle: ideal cycle, real cycle, COP, COP enhancement. Flash-gas. Refrigerants. Expansion devices. 6. Multipressure systems: industria refrigeration, Flash-gas removal, intercooling, one evaporator – one compressor, two evaporators – one compressor, one evaporador – two compressors. 7. Compressors: Classification. Performance, power, refrigerant displacement. Performance curves. 8. Cooling tower and evaporative condensers. 9. Heat pumps. |
| 1 Thermodynamic and heat transfer revision | Termodinámica Transferencia de calor |
| 2 Introduction to the exergy analysis of thermal systems | Balance de exergía Sistemas abertos |
| 3 Heat exchangers | 3.1 Design 3.2 Simulation |
| 4 Fundamentals of psicrometry and applications | 4.1 Drying 4.2 Comfort and air condioning |
| 5 Refrigeration systems | Refrixerantes Ciclo de compresión de calor Coeficiente de rendemento Bomba de calor |
| 6 Air and vapor motor cycles | Ciclo Rankine Ciclo Brayton |
| 7 Introduction to optimization techniques and simulation of thermal systems | Optimización Simulación |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Guest lecture / keynote speech | A5 B2 B3 B5 C2 C3 C7 | 12 | 35 | 47 |
| Problem solving | A5 B2 B3 B5 C2 C3 C7 | 15 | 46.5 | 61.5 |
| Objective test | A5 B2 B3 B5 C2 C3 C7 | 3 | 0 | 3 |
| 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 aided with audiovisual material to expose the fundamentals of each chapter |
| Problem solving | Oral presentation audiovisually aided and the introduction of questions with the aim of transmiting knowledge and assisting the learning. |
| Objective test | Written learning progress test, characterised by pre-determined answers. Well-designed tests offer objectively quantifiable results in relation to student knowledge, capacities, skills, performance, aptitudes, attitude, intelligence, etc. Used for diagnostic, formative and summative assessment. May consist of all or any of the following types of questions: multiple choice, ordering and sequencing, short answer, binary, completion, multiple matching. |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Problem solving | A5 B2 B3 B5 C2 C3 C7 | Solved exercises | 20 |
| Objective test | A5 B2 B3 B5 C2 C3 C7 | Written learning progress test, characterised by pre-determined answers. Well-designed tests offer objectively quantifiable results in relation to student knowledge, capacities, skills, performance, aptitudes, attitude, intelligence, etc. Used for diagnostic, formative and summative assessment. May consist of all or any of the following types of questions: multiple choice, ordering and sequencing, short answer, binary, completion, multiple matching. | 80 |
| Assessment comments | |||
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Solved exercises is mandatory. If it is previously agreed with the teacher, the assesment can consist on the objective test only .
Duration: 210 min The objective test will take place on the exam date. It consists on solving 3 or 4 problems similar to those proposed in each chapter. The use of textbook and solved exercises could be allowed during the exam. |
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| Sources of information |
| Basic |
Eastop & Maconky (). Applied thermodynamics for Engineering and Technologists.
Moran y Shapiro (). Fundamentos de termodinámica técnica.
Incropera, F. P. y DeWitt, D. P. (). Fundamentos de transferencia de calor.
Stoecker y Jones (). Refrigeration and air condictioning. |
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| Recommendations | |
| Subjects that it is recommended to have taken before |
| Subjects that are recommended to be taken simultaneously |
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| Other comments | |
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Para axudar a conseguir unha contorna inmediata sostida e cumprir co obxectivo da acción número 5: “Docencia e investigación saudable e sustentable ambiental e social” do "Plan de Acción Green Campus Ferrol": A entrega dos traballos documentais que se realicen nesta materia: • Solicitaranse en formato virtual e/o soporte informático • Realizarase a través de Moodle, en formato dixital sen necesidade de imprimilos • Débese de facer un uso sostible dos recursos e a prevención de impactos negativos sobre o medio natural • Débese ter en conta a importancia dos principios éticos relacionados cos valores da sustentabilidade nos comportamentos persoais e profesionais • Incorpórase perspectiva de xénero na docencia desta materia (usarase linguaxe non sexista, utilizarase bibliografía de autores de ambos os sexos, propiciarase a intervención en clase de alumnos e alumnas…) • Traballarase para identificar e modificar prexuízos e actitudes sexistas, e influirase na contorna para modificalos e fomentar valores de respecto e igualdade. • Deberanse detectar situacións de discriminación e propoñeranse accións e medidas para corrixilas. |