| Study programme competencies |
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Code
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Study programme competences
|
| A1 |
Análise e aplicación de metodoloxías e normativa para unha xestión eficiente da enerxía. |
| A2 |
Análisis e implantación de medidas de ahorro y eficiencia energética en los sectores industrial, terciario y residencial. |
| A4 |
Análisis de consumos energéticos y de su costes asociados. |
| A16 |
Capacidad para buscar, analizar, identificar y aplicar nuevas fuentes de energía eléctrica o nuevas técnicas de gestión de la electricidad bajo criterios como eficiencia, sostenibilidad o cooperación, así como el empleo de éstas sobre nuevas aplicaciones. |
| B9 |
Extraer, interpretar y procesar información, procedente de diferentes fuentes, para su empleo en el estudio y análisis. |
| B11 |
Adquirir nuevos conocimientos y capacidades relacionados con el ámbito profesional del máster. |
| B12 |
Analizar de forma crítica la propia experiencia de prácticas. |
| B13 |
Aplicar los conocimientos teóricos a la práctica |
| B16 |
Valorar la aplicación de tecnologías emergentes en el ámbito de la energía y el medio ambiente. |
| B17 |
Desarrollar la capacidad para asesorar y orientar sobre la mejor forma o cauce para optimizar los recursos energéticos en relación con las energías renovables. |
| B18 |
Plantear y resolver problemas, interpretar un conjunto de datos y analizar los resultados obtenidos; en el ámbito de la eficiencia energética y la sostenibilidad. |
| C2 |
Fomentar la sensibilidad hacia temas medioambientales. |
| C4 |
Desarrollar el pensamiento crítico |
| C5 |
Adquirir la capacidad para elaborar un trabajo multidisciplinar |
| Learning aims |
| Learning outcomes |
Study programme competences |
| Apply quantitative methods and computer programs to simulate and analyze control systems required for the design of electrical machines drives to solve engineering problems . |
AJ1
AJ2
AJ4
AJ16
|
BC9
BC11
BC12
BC13
BC16
BC17
BC18
|
CC2
CC4
CC5
|
| Investigate and define problems and identify possible restrictions in the analysis and design of electrical drives , using different technologies. |
AJ2
AJ4
AJ16
|
|
CC4
|
| Understanding the needs of user and consumer in the selection of drives required for different types of electrical machines. |
AJ16
|
BC9
BC12
BC13
|
CC5
|
| Use creativity to establish innovative solutions in the analysis and design of electrical machines drives , according to the different requirements .
|
AJ16
|
BC12
BC13
|
CC4
CC5
|
| Knowing the different processes, products and services related to the design of electrical machines drives of computers. It is able to use technical literature and other sources of information. |
AJ16
|
BC9
BC12
BC13
BC16
BC17
BC18
|
CC4
|
| Have job skills laboratory and workshops. |
|
BC11
BC12
BC13
|
CC4
|
| Contents |
| Topic |
Sub-topic |
| 1. Overview of Wind Turbines |
-Classification of Wind Turbines.
-Turbines of fixed, variable speed. Evaluation.
-Power converted. Controls.
-Types of turbines. |
| 2. Induction machine |
- Description and representation of Induction Machine.
-Steady-State Model. Root Mean Square Values. Real and Reactive
Powers. General Equivalent Circuit. Torque. |
| 3. Synchronous Generator. |
-Description of Synchronous machine. Salient Pole .Rotating
Reference . Steady-State Model. Root Mean Square Values. Real
and Reactive Powers.
-Cylindrical Rotor Synchronous machine. Dynamic Model
-Dynamics of Rotating Mass. Dynamics of Electrical Modes.
Terminal Voltage Dynamics. Electric Torque Dynamics. |
| 4. Type 1 Wind Turbine System. |
-Equivalent Circuit for the Squirrel-Cage Induction Generator. Power Flow. Electric Torque. Maximum Power. Maximum Torque.
-Assessment of Type 1 System.
-Control and Protection of Type 1 System. Reactive Power of Type 1 System. Inrush Current. Turbine Stability. |
| 5. Type 2 Wind Turbine System |
Equivalent Circuit of Type 2 Generator. Real Power. Electric Torque. Assessment of Type 2 System. Control and Protection of Type 2 System. Inrush Current. Turbine Stability. |
| 6. Type 3 Wind Turbine System |
-Equivalent Circuit.
-Simplified Model.
-Power Flow. Apparent Power Flow through RSC. Apparent Power Flow through GSC.
-Speed Control.
-Protection of Type 3 Systems. Electrical Protection. Crowbar System. Chopper System. Electromechanical Protection.
Stator Dynamic Resistance. Rotor Dynamic Resistance. |
| 7. Type 4 Wind Turbine |
-Full Converter.
-Power Flow.
-Real Power Control.
- Reactive Power Control.
-Protection. Chopper System. Dynamic Resistance |
| 8. Electric Vehicle. |
-Types. Asynchronous motor. Synchronous motor permanent magnet.
-Electric. Hybrid . Plug-in hybrids.
-Electric Vehicle: advantages and disadvantages, structure, batteries, motors, power converters. |
| Planning |
| Methodologies / tests |
Competencies |
Ordinary class hours |
Student’s personal work hours |
Total hours |
| Guest lecture / keynote speech |
A1 A2 A4 A16 B9 B11 B12 B13 B16 B17 B18 C2 C4 C5 |
9 |
30 |
39 |
| Practical test: |
A16 B12 B13 C5 |
12 |
7 |
19 |
| Problem solving |
A1 A2 A4 A16 B9 B11 B12 B13 B16 B17 B18 C2 C4 C5 |
0 |
12 |
12 |
| Short answer questions |
A1 A2 A4 A16 B9 B11 B12 B13 B16 B17 B18 C2 |
3 |
0 |
3 |
| |
| 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 |
In-class activity in the classroom, or virtual through videoconference, the fundamentals of the subject are explained . Using multimedia means to facilitate learning. |
| Practical test: |
It allows the evaluation of the projects prepared by the students, their skills, competences and acquired knowledge, in order to assess their ability to apply the knowledge and skills, promote their autonomous work, research capacity and search for reliable information. |
| Problem solving |
The teacher makes standard problems , proposing solutions and providing resources to students. |
| Short answer questions |
The student must answer various questions related to the course program, can use support material, in order to check the mastery of the content and the achievement of the objectives. |
| Personalized attention |
|
Methodologies
|
| Problem solving |
|
| Description |
The work done both in the laboratory and in the proposed problems is analyzed in order to focus on key points, proposed by the teacher.
The students are required to explain or resolve any problems that may arise.be requirirá.
Students doubts are resolved. |
|
| Assessment |
|
Methodologies
|
Competencies |
Description
|
Qualification
|
| Short answer questions |
A1 A2 A4 A16 B9 B11 B12 B13 B16 B17 B18 C2 |
Test carried out under the control of the teacher, where the student must answer various questions related to the program of the subject. Occasionally you can consult documentation, in order to check the mastery of academic content and the achievement of curricular objectives. |
25 |
| Problem solving |
A1 A2 A4 A16 B9 B11 B12 B13 B16 B17 B18 C2 C4 C5 |
Students must solve various problems at the teacher's proposal, the student must reflect with critical thinking, identifying the needs and looking for the correct solutions and integrating the concepts acquired in the course. |
30 |
| Practical test: |
A16 B12 B13 C5 |
It consists of the assessment of projects developed by the students, as well as the skills, competences and knowledge acquired with their preparation. |
45 |
| |
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Assessment comments |
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| Sources of information |
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Basic
|
|
|
KRAUSE,P.C. ; WASYNCZUK, O.; SUDHOFF, S.D. Analysis of Electric Machinery and Drive Systems. Wiley-IEEE Press. March 5th 2002. KRISHNAN, R. Electric Motor Drives Modeling, Analysis, And Control. Prentice Hall,2001. WILDI, T. Máquinas Eléctricas y Sistemas de Potencia. México. Pearson Prentice Hall,2007. BOLDEA, I.; NASAR, S.A. Electric Drives, USA, CRC Press, 1999. |
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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 |
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| Subjects that continue the syllabus |
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