| Study programme competencies |
| Code | Study programme competences |
| A14 | Knowledge of the applied thermodynamics and of the transmission of the heat. |
| B2 | That the students know how to apply its knowledge to its work or vocation in a professional way and possess the competences that tend to prove itself by the elaboration and defense of arguments and the resolution of problems in its area of study |
| B3 | That the students have the ability to bring together and to interpret relevant data (normally in its area of study) to emit judgments that include a reflection on relevant subjects of social, scientific or ethical kind |
| B4 | That the students can transmit information, ideas, problems and solutions to a public as much specialized as not specialized |
| B5 | That the students developed those skills of learning necessary to start subsequent studies with a high degree of autonomy |
| B6 | Be able to carrying out a critical analysis, evaluation and synthesis of new and complex ideas. |
| C1 | Using the basic tools of the technologies of the information and the communications (TIC) necessary for the exercise of its profession and for the learning throughout its life. |
| C4 | Recognizing critically the knowledge, the technology and the available information to solve the problems that they must face. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| Model and calculate systems and processes related to the employment and generation of energy | A14 |
B2 B3 B4 B5 B6 |
C1 C4 |
| Contents |
| Topic | Sub-topic |
| The following blocks or chapters develop the contents established in the verification memory, which are: | Introduction Conservation of energy Properties of pure substances 2nd law Practical applications |
| 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 | Clausius inequality Entropy Entropy tables Entropy diagrams T-ds 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 | A14 B2 B3 B4 B5 B6 C1 C4 | 20 | 20 | 40 |
| Guest lecture / keynote speech | A14 B2 B3 B4 B5 B6 C1 C4 | 30 | 30 | 60 |
| Problem solving | A14 B2 B3 B4 B5 B6 C1 C4 | 20 | 20 | 40 |
| Mixed objective/subjective test | A14 B2 B3 B4 B5 B6 C1 C4 | 9 | 0 | 9 |
| 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 | Classes using software |
| Guest lecture / keynote speech | Classes |
| Problem solving | Classes about problem solving |
| Mixed objective/subjective test | Exam/s |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Mixed objective/subjective test | A14 B2 B3 B4 B5 B6 C1 C4 | Exam/s. | 70 |
| ICT practicals | A14 B2 B3 B4 B5 B6 C1 C4 | Students may deliver some exercises. | 30 |
| Assessment comments | |||
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Students The evaluation criteria of the 2nd and extra opportunity are the same as those of the 1st 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. |