| Study programme competencies |
| Code | Study programme competences |
| A7 | CR1 - Coñecementos de termodinámica aplicada e transmisión de calor. Principios básicos e a súa aplicación á resolución de problemas de enxeñaría. |
| B1 | CB01 - Que os estudantes demostren posuír e comprender coñecementos nunha área de estudo que parte da base da educación secundaria xeral e adoita encontrarse a un nivel que, aínda que se apoia en libros de texto avanzados, inclúe tamén algúns aspectos que implican coñecementos procedentes da vangarda do seu campo de estudo |
| B3 | CB03 - Que os estudantes teñan a capacidade de reunir e interpretar datos relevantes (normalmente dentro da súa área de estudo) para emitiren xuízos que inclúan unha reflexión sobre temas relevantes de índole social, científica ou ética |
| B5 | CB05 - Que os estudantes desenvolvan aquelas habilidades de aprendizaxe necesarias para emprenderen estudos posteriores cun alto grao de autonomía |
| B7 | B5 - Ser capaz de realizar unha análise crítica, avaliación e síntese de ideas novas e complexas |
| B9 | B8 - Adquirir unha formación metodolóxica que garanta o desenvolvemento de proxectos de investigación (de carácter cuantitativo e/ou cualitativo) cunha finalidade estratéxica e que contribúan a situarnos na vangarda do coñecemento |
| C4 | C6 - Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
| C6 | C8 - Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| Learn thermodynamics and heat transfer. Fundamentals and application to engineering. | A7 |
B1 B3 B5 B7 B9 |
C4 C6 |
| Contents |
| Topic | Sub-topic |
| The following blocks or chapters develop the contents established in the verification memory, which are: | Fundamentals Energy and conservation of energy Entropy Exergy Problems applied to engineering |
| 1. Introduction to thermodynamics |
Thermodynamics and energy Systems and control volumes Properties States Processes Energy and enthalpy Specific heat and thermal capacity Phases Ideal gases Temperature and zeroth law of thermodynamics Density Pressure |
| 2. Work, energy and the 1st law of thermodynamics (conservation of energy) | Energy Energy transfer by heat Energy transfer by work The first law of thermodynamics for closed systems, energy balance |
| 3. Properties of pure substances | Introduction Phase-change processes of pure substances Property diagrams Property tables Properties of incompressible substances Properties of ideal gases Reference states |
| 4. Conservation of energy and 1st law of thermodynamics | Introduction Conservation of mass in control volumes Conservation of energy in control volumes Examples |
| 5. Thermodynamic cycles and introduction to the 2nd law of thermodynamics | Introduction Thermal energy reservoirs Thermodynamic cyclic devices: heat engines, refrigerators and heat pumps Kelvin-Planck and Clausius statements for the second law of thermodynamics Maximum thermal efficiency of thermodynamic cyclic devices |
| 6. Entropy | AClausius inequality Entropy Entropy tables Entropy diagrams Tds relations Entropy change of thermal energy reservoirs Entropy change of incompressible substances Entropy change of ideal gases Entropy generation Isentropic processes Entropy balance for closed systems and control volumes Entropy of the universe Isentropic efficiency of pumps, compressors, turbines and nozzles |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| ICT practicals | A7 B1 B3 B5 B7 B9 C4 C6 | 24 | 48 | 72 |
| Guest lecture / keynote speech | A7 B1 B3 B5 B7 B9 C4 C6 | 23 | 46 | 69 |
| Mixed objective/subjective test | A7 B1 B3 B5 B7 B9 C4 C6 | 4 | 4 | 8 |
| 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 |
| ICT practicals | Software |
| Guest lecture / keynote speech | Classes |
| Mixed objective/subjective test | Exam/s |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| ICT practicals | A7 B1 B3 B5 B7 B9 C4 C6 | Students may deliver some exercises. | 30 |
| Mixed objective/subjective test | A7 B1 B3 B5 B7 B9 C4 C6 | Exam/s. | 70 |
| Assessment comments | |||
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Students The evaluation criteria of the 2nd opportunity are the same as those of the 1st opportunity except that, in case of partial exams, the mark obtained in these will not be taken into account in the 2nd opportunity. In order to pass it is necessary to obtain at least 4 in the final exam and 5 in the global score. |
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| Sources of information |
| Basic |
Y. A. Cengel (). Ecuaciones Diferenciales para Ingeniería y Ciencias. McGraw-Hill
M. Moran y H. N Shapiro (). Fundamentos de Termodinámica Técnica. John Willey & Sons
J. Mª Sáiz Jabardo (). Introducción a la Termodinámica.
Y. A. Çengel; M. A. Boles. (). Thermodynamics. McGraw-Hill |
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| Complementary | |
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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 |
| Subjects that continue the syllabus | |||
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| Other comments | |
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To help achieve a sustained immediate 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": The delivery of the documentary works that are made in this matter: • Will be requested in virtual format and / or computer support • It will be done through Moodle, in digital format without the need to print them • If it is necessary to make them on paper: - Plastics will not be used - Double-sided prints will be made. - Recycled paper will be used. - Printing of drafts will be avoided. • A sustainable use of resources and the prevention of negative impacts on the natural environment must be made • The importance of ethical principles related to the values ??of sustainability in personal and professional behaviors must be taken into account • Gender perspective is incorporated into the teaching of this subject (non-sexist language will be used, bibliography of authors of both sexes will be used, intervention in class of students will be encouraged ...) • Work will be done to identify and modify prejudices and sexist attitudes, and the environment will be influenced to modify them and promote values ??of respect and equality. • Discrimination situations must be detected and actions and measures will be proposed to correct them. |