| Study programme competencies |
| Code | Study programme competences |
| A13 | CR7 - Coñecemento dos principios de teoría de máquinas e mecanismos. |
| 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 |
| B2 | CB02 - Que os estudantes saiban aplicar os seus coñecementos ao seu traballo ou vocación dunha forma profesional e posúan as competencias que adoitan demostrarse por medio da elaboración e defensa de argumentos e a resolución de problemas dentro da súa área 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 |
| B6 | B3 - Ser capaz de concibir, deseñar ou poñer en práctica e adoptar un proceso substancial de investigación con rigor científico para resolver calquera problema formulado, así como de comunicar as súas conclusións –e os coñecementos e razóns últimas que as sustentan– a un público tanto especializados como leigo dun xeito claro e sen ambigüidades |
| B7 | B5 - Ser capaz de realizar unha análise crítica, avaliación e síntese de ideas novas e complexas |
| B8 | B7 - Deseñar e realizar investigacións en ámbitos novos ou pouco coñecidos, con aplicación de técnicas de investigación (con metodoloxías tanto cuantitativas como cualitativas) en distintos contextos (ámbito público ou privado, con equipos homoxéneos ou multidisciplinares etc.) para identificar problemas e necesidades |
| 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 |
| C1 | C3 - Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida. |
| C5 | C7 - Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| Know and understand the method of virtual works and the potential for their application in the resolution of static problems. | A13 |
B1 B2 B3 B6 B7 B8 B9 |
C1 C5 |
| Know and understand the kinematics of the solid, being able to apply the composition of movements. | A13 |
B1 B2 B3 B6 B7 B8 B9 |
C1 C5 |
| Know and understand the laws of dynamics, both in its vector and analytical formulation. | A13 |
B1 B2 B3 B6 B7 B8 B9 |
C1 C5 |
| Contents |
| Topic | Sub-topic |
| Kinematics of the rigid solid. Static Dynamic of systems. | Fundamental laws of dynamics Rigid body movement in 2D Rigid body movement 3D body Equilibrium, stability and oscillations |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Guest lecture / keynote speech | A13 B1 B2 B3 C5 | 21 | 42 | 63 |
| Problem solving | A13 B1 B2 B3 C1 | 21 | 42 | 63 |
| Supervised projects | A13 B1 B2 B3 B6 B7 B8 B9 C1 C5 | 3 | 9 | 12 |
| Mixed objective/subjective test | A13 B1 B2 | 10 | 0 | 10 |
| Personalized attention | 2 | 0 | 2 | |
| (*)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 with the use of audio-visual media to develop the syllabus of the subject and make explanations and examples that allow the understanding of the principles of the subject to be able to apply them to practical examples. |
| Problem solving | Resolution of problems corresponding to the different subjects of the syllabus in order to understand the theoretical principles and know their practical application, comparing different methods highlighting the advantages of each. |
| Supervised projects | Individual student work designed to promote autonomous learning under the tutelage of the teacher. The theme is chosen to apply the knowledge developed in the subject but also includes aspects not addressed in the lectures to develop the capacity for research and self-learning. |
| Mixed objective/subjective test | They are written tests that consist of questions of different types (short answer, essay, exercises or problems) about the contents of the subject. The number of tests will be specified in the evaluation section. |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Mixed objective/subjective test | A13 B1 B2 | The four mixed tests will be of continuous evaluation, so the contents of all the previous ones will be included in each test. The weight of each test will be 10%, 20%, 30% and 40% of the total of the mixed test. The dates of these late-night tests appear on the course planning calendar published by the school. |
80 |
| Supervised projects | A13 B1 B2 B3 B6 B7 B8 B9 C1 C5 | The work is of an individual nature, so originality will be rewarded and the copying of results or the method used will be penalized. Each student must deliver their report within the established period and attend the mandatory tutorials on the established calendar. If these conditions are not met, the work will be scored as 0. The delivery will be made through the UDC online training platform. |
20 |
| Assessment comments | |||
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Onlystudents who do not attend any of the mixed tests will be classified as NOTPRESENTED. Theacademic exemption is admitted in the terms established in point 5 of article 7of the "Norm that regulates the regime of dedication to study and thepermanence and progression of undergraduate and master's students at theUniversity of A Coruña", approved by the Social Council on 05/04/2017Therefore, students with academic dispensation late-night evaluated at thefirst opportunity using the same system as the rest of the students, that is,supervised work 20% + 80% mixed test. In the2nd opportunity, continuous evaluation will not be possible, so the grade ofthe work will be that of the 1st opportunities and the mixed test will be asingle mixed test on the date indicated for the final test in the exam calendarof the school. |
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| Sources of information |
| Basic |
J.M. Bastero; J. Casellas (1991). Curso de Mecánica (4ª Ed.). EUNSA
C.F. González (2003). Mecánica del sólido rígido. Ariel |
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LIBROS DE PROBLEMAS: SPIEGEL, M.: "Teoría y Problemas de Mecánica Teórica". McGraw-Hill CARRIL, R.D., FANO, J.: "Mecánica. Problemas Explicados". Jucar (1987) MESHERSKI, I.: "Problemas de Mecánica Teórica". Mir 2ªed (1985) LUMBROSO, H.: "Problemas resueltos de mecánica…". Reverté (1986) ESTELLÉS, H: "Problemas de Dinámica". UPV 2ªed (1989) SEELY, ENSIGN: "Mecánica Analítica para Ingenieros". UTEHA 3ªed (1992) KOTKIN, SERBO: "Problemas de Mecánica Clásica". MIR 2ª ed (1988) WELLS, D. A.: "Teoría y Problemas de Dinámica de Lagrange". McGraw-Hill (1972) |
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| Complementary |
Goldstein, Herbert (2002). Classical Mechanics. San Francisco : Addison Wesley
Prieto Alberca, Manuel (1986-1994). Curso de mecánica racional. Aula Documental de Investigación
Fernández-Rañada, Antonio (1990). Dinámica clásica. Alianza |
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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 | |||
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| Subjects that continue the syllabus | |||
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| Other comments | |