ECTS credits ECTS credits: 4.5
ECTS Hours Rules/Memories Student's work ECTS: 74.2 Hours of tutorials: 2.25 Expository Class: 18 Interactive Classroom: 18 Total: 112.45
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Applied Physics, Electronics and Computing, Particle Physics
Areas: Applied Physics, Electronics, Atomic, Molecular and Nuclear Physics, Condensed Matter Physics
Center Faculty of Physics
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable
Scenario 1:
The Physics of the Energy is a new subject fitted in an interdisciplinary scientific area where there come together the physics, the biology, the chemistry, the engineering and the mathematics principally, and that at present constitutes a wide and dynamic educational and investigative working field. As an example the Massachusetts Institute of Technology (MIT) introduced this subject in its formative program since 2009-2010 when was presented as a world novelty (http://physicsofenergy.mit.edu/).
The main objective of this subject is to deeply study all the energetic processes, to improve their performances and the diversification of the energetic sources as basic premise for the maintenance of the technological current society. Therefore its formative value in the Degree of Physics is fundamental.
Results of learning
With respect to the matter physics of energies, the student will demonstrate:
- Be able to recognize the transversal knowledge acquired previously in other subjects of the degree and use them when analyzing the operation of thermal machines, studies of conversion, transport and storage of energy, and the use of units and scales of habitual energy use .
- Demonstrate proficiency in certain calculation techniques and problem solving algorithms in a diverse field such as renewable energy.
- Be able to develop and defend a work in the field of energies in the complex framework of sustainability and climate change.
- To extend the "theoretical" knowledge acquired by the pupils, and to apply them consciously to the energy world as one more part of his integral formation as professional qualified futures.
Scenarios and 3: No changes
Scenario 1:
The development of the list of topics is based on a few thematic definite and interrelated blocks, and that we have tried to construct them in an intuitive way on the base of a natural process of presentation of very transverse knowledge and of evolution of learning:
1. The first block, consisting of 3 topics, is merely introductory and consists of the UNIT 1. Introduction, the UNIT 2. Bases of energetics, and the UNIT 3. Basics of transfer and storage of energy. This block presents the basic premises for understanding the conversion, storage, conservation, and transfer of energy. The main idea is to present the subject and the bases in energetics that will allow the student to understand the rest of the agenda and relate it to the knowledge acquired during their training.
2. The second block is made up of UNIT 4. Energy sources. In this block all available energy sources are developed, from the conventional ones based on fossil fuels to the different renewables through nuclear energy.
3. The third block is constituted by UNIT 5. Efficiency and energy management in different industrial processes. This block is transversal to the first two and helps to have a global idea of multitude of energetic processes in different industrial processes. The main models of energy transition are presented.
4. The last formative block is constituted by 3 subjects of complement very generalist, transversal and thought so that the student sees the applicability of what has been transmitted to him during the matter. So we have the UNIT 6. Energy and the environment, the UNIT 7. Current situation of renewable energies in Spain and Galicia and Review of emblematic projects, and the UNIT 8. Processes and models of energetic transition. These issues present the problems related to the mismanagement of conventional energies and the global environmental problems that are being produced simultaneously, and in the form of options, present different current proposals and future projects in renewable energies, and relate to Global environmental problems.
UNIT 1. INTRODUCTION. Energy doubt in today's technological society, is energy sustainability possible?
UNIT 2. BASES OF ENERGY. Units and scales of energetic use. Types of energy. What are thermal machines and what makes them efficient. Engines and turbines.
UNIT 3. TRANSFER AND POWER STORAGE FUNDAMENTALS. Conversion, storage, conservation, and energy transfer. Superconductors Fuel cells. Hydrogen technology. Electrochemical cells
UNIT 4. POWER SOURCES. Solar energy (solar energy, fusion and emission of black bodies, solar spectrum on Earth, potential evaluation, utilization facilities, semiconductors, photovoltaic cells and efficiency), fossil energies, biomass, wind (fluid dynamics, Energy resources, oceanic energies (tidal, tidal and wave force), geothermal energy, nuclear energy and fossil fuels.
UNIT 5. ENERGY EFFICIENCY AND MANAGEMENT IN DIFFERENT INDUSTRIAL PROCESSES. Energy transition: CLEWs models and NEXUS protocol.
UNIT 6. ENERGY AND THE ENVIRONMENT. The Physics of Climate Change. Capture and storage of CO2.
UNIT 7. CURRENT SITUATION OF RENEWABLE ENERGIES IN SPAIN AND GALICIA. REVIEW OF EMBLEMATIC PROJECTS.
UNIT 8. PROCESSES AND MODELS OF ENERGETIC TRANSITION.
Scenarios and 3: No changes
Scenario 1:
Basic bibliography:
R L. Jaffe, W. Taylor The Physics of Energy. Cambridge University Press 2018. Curso MIT; Cambridge.University Press
https://ocw.mit.edu/courses/physics/8-21-the-physics-of-energy-fall-200…
J. A. Carta González, R. Calero Pérez, A. Colmenar Santos, M. A. Castro Gil, Centrales de energías renovables: generación eléctrica con energías renovables, PEARSON EDUCACIÓN S.A., 2009.
Supplementary bibliography:
Jaime González Velasco Energías renovables. Editorial Reverté. 2009. Barcelona.
David A. Coley. Energy and Climate Change. John Wiley & Sons, Ltd. 2008. England.
Alternative Energy Demystified. McGraw Hill. 2007. New York.
David J. C. MacKay .Sustainable Energy-without the hot air. UIT Cambridge Ltd. 2009. Cambridge.
J. M. de Juana. Energías renovables para el desarrollo. Ed. Thomson Paraninfo 2007
https://www.youtube.com/watch?v=RW2DPHAoXiQ
https://www.youtube.com/watch?v=6GICcoRxgjc
http://physicsofenergy.mit.edu/
http://www.energiasrenovablesinfo.com/
http://www.inega.es/enerxiasrenovables/
http://www.idae.es/index.php
http://www.energy.gov/
https://www.carbonfootprint.com/
https://www.technologyreview.es/c/energia
Scenarios and 3: No changes
Scenario 1:
Basic skills:
CB1 - Students must have demonstrated that they possess and understand knowledge in an area of study that starts from the base of general secondary education, and is usually found at a level that, although supported by advanced textbooks, also includes some aspects that imply knowledge coming from the vanguard of their field of study.
CB2 - Students must know how to apply their knowledge to their work or vocation in a professional manner and possess the skills that are usually demonstrated through the elaboration and defense of arguments and the resolution of problems within their area of study.
CB3 - Students must have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include a reflection on relevant social, scientific or ethical issues.
General skills:
CG1 - Know the most important concepts, methods and results of the different branches of Physics, together with a certain historical perspective of their development.
CG2 - Have the ability to gather and interpret data, information and relevant results, obtain conclusions and issue reasoned reports on scientific, technological or other issues that require the use of knowledge of Physics.
CG3 - Apply both the theoretical and practical knowledge acquired as well as the capacity for analysis and abstraction in the definition and posing of problems and in the search for their solutions both in academic and professional contexts.
Transversal skills:
CT1 - Acquire analysis and synthesis capacity.
CT2 - Have the capacity for organization and planning.
CT5 - Develop critical reasoning.
Specific skills:
CE2 - Be able to clearly handle orders of magnitude and make appropriate estimates in order to develop a clear perception of situations that, although physically different, show some analogy, allowing the use of known solutions to new problems.
CE4 - Be able to compare new experimental data with available models to check its validity and suggest changes that improve the agreement of the models with the data.
CE7 - Be able to interpret calculations independently. In addition, the graduate should be able to develop software programs.
CE8 - Be able to manage, search and use bibliography, as well as any source of relevant information and apply it to research projects and technical development of projects.
Scenarios and 3: No changes
Scenario 1:
A course will be activated in the Moodle platform of the Virtual Campus, which will contain information of interest for the
student and different teaching materials.
Development of the theoretical syllabus in 30 classes of 1.5 hours in which master classes, seminars-colloquium, problem solving and laboratory work are combined both individually and in groups. In parallel, seminars can be held during tutorials, other sessions with the teacher and other training activities that may arise.
The theoretical part develops with help of different audio-visual means that generate an attractive offer of the contents and facilitate the comprehension of the same ones.
The pupils will be able to have access to the list of topicss and to the rest of the used material (books, videoes, etc.) across the web of the subject, and that will be able to be located across the Virtual Campus
Scenarios 2 and 3:
See the contingency plan in the comments section below.
For the evaluation of the student, two processes can be followed:
First Opportunity:
1. Continuous assessment. The student must necessarily meet the following requirements
a) regularly attend class, meaning regular attendance greater than 60% of classes with an active aptitude (will have a rating of 5%)
b) carry out the activities proposed in the subject by the different teachers (valuation of 35%)
c) carry out a final project that can be done in a group individually (30% assessment)
d) pass the final control (30%).
2. If any of the above requirements are not met, the student who wants to pass the subject must take a test (100% assessment). The grade obtained in this examination will be the one that the student obtains as a definite note in the evaluation process of the learning.
Second opportunity:
The student who wants to pass the subject must take a test (100% assessment). The grade obtained in this examination will be the one that the student obtains as a definite note in the evaluation process of the learning.
Students who did not show up for the exam and did not undergo any other compulsory activity will obtain the grade of not presented.
Scenarios 2 and 3:
See the contingency plan in the comments section below.
This parameter depends much on the "capacities acquired" for the pupil along his academic life as student.
Presential Hours: 45
Interactive classes: 21
Seminars: 15,5
Lab: 5,5
Tutorials: 3,0
Non presential hours to prepare each of the previous paragraphs: 67,5
Autonomous individual study or in group: 20
Writing of exercises, conclusions or other works: 8
Programming / experimentation or other works in computer / laboratory: 8
Recommended readings, activities in library or similar: 10
Preparation of oral presentations, debate or similar: 10
Assistance to chats, exhibitions or other recommended activities: 1
Other tasks proposed by the teacher: 10,5
Total hours: 112,5
Scenarios and 3: No changes
Scenario 1:
It is recommended to attend to the classes and to intervene actively in them. Realize original related seminars according to the list of topics.
To attend to the tutorships in order to solve doubts and to develop the seminars proposed for his oral presentation.
Working in group from the first day at each and every of the points (theoretical study, resolution problems and questions, work to presenting and defending, etc.).
To use the book that is advised in every chapter.
To attend constantly to the classes along the course, since during the classes the final exam is outlined during the debates and in the questions that appear in class.
Any doubt will be solved with teacher inside the schedule of the tutorships or by the Virtual Campus. The whole recommended bibliography is in the USC Library (BUSC) or in the particular library of the teacher that is at the disposal of the pupil.
RECOMMENDED PRIOR REQUIREMENTS
Having studied the subjects of the first two grades of the degree. Likewise, a basic knowledge of English would be recommended. It would also be advisable to gain knowledge at the computer user level to become familiar with new technologies when giving quality to public oral presentations, data processing programs to analyze the data obtained in laboratory work, and Internet browsing for have the most direct and quick access to as much information as possible.
The skills in the search for material for the development of the topics, the ability to synthesize in the elaboration of works and the mastery of the topics will be valued.
With respect to the physical matter of energies, the student will demonstrate:
- Be able to recognize the transversal knowledge acquired previously in other subjects of the degree and use them when analyzing the operation of thermal machines, studies of conversion, transport and storage of energy, and the use of units and scales of habitual energy use .
- Demonstrate proficiency in certain calculation techniques and problem solving algorithms in a diverse field such as renewable energy.
- Be able to develop and defend a work in the field of energies in the complex framework of sustainability and climate change.
Scenarios and 3: No changes
The teaching will be taught mainly in Galician and Spanish.
CONTINGENCY PLAN in the case of a possible change of scenario:
1) Objectives: unchanged
2) Contents: unchanged
3) Bibliographic material: unchanged
4) Competencies: unchanged
5) Methodology:
Scenario 2:
Part of the teaching will be carried out telematically:
If the measures adopted by the health authorities allow it, the expository classes will be carried out electronically (via
Teams, Virtual Campus) and the interactive ones in person, respecting the official class schedule approved by the center.
If the limitation of capacity dictated by the health authorities does not allow all students to attend interactive face-to-face
classes, these will be broadcast in streaming. Students will take turns attending face-to-face classes. The number of
students per shift will be conditioned by the rules in force at all times.
At the time of scheduling the activity of the subject, priority will be given to face-to-face assessment tests over the faceto-face interactive classes. If, due to the inevitable rotation of the students, the assessment tests consumed an
unbearable number of hours, the corresponding teaching would be delivered electronically.
The tutorials may be face-to-face or telematic and will need an appointment.
Scenario 3:
Teaching will be telematic and classes will be held synchronously during official class time. It may be that, due to
unsuccessful causes, some of the classes take place asynchronously, which will be communicated to the students in
advance.
The tutorials will be telematic and will need an appointment
6) Evaluation system
Scenarios 2 and 3:
The evaluation activities that cannot be carried out in person, if they cannot be postponed, will be carried out
electronically using the institutional tools in Office 365 and Moodle (Teams and Virtual Campus). In this case, it will
require the adoption of measures that could require that the student have a device with a microphone and camera while
there is no adequate assessment software. Students may be called for an interview to comment or explain part or all of
the test.
7) Study time and personal work: unchanged.
8) Recommendations for the study of the subject: unchanged.
Antonio Jesus Garcia Loureiro
- Department
- Electronics and Computing
- Area
- Electronics
- Phone
- 881816467
- antonio.garcia.loureiro [at] usc.es
- Category
- Professor: University Professor
Jose Antonio Rodriguez Añon
- Department
- Applied Physics
- Area
- Applied Physics
- Phone
- 881814005
- ja.rodriguez.anon [at] usc.es
- Category
- Professor: University Lecturer
Josefa Fernandez Perez
Coordinador/a- Department
- Applied Physics
- Area
- Applied Physics
- Phone
- 881814046
- josefa.fernandez [at] usc.es
- Category
- Professor: University Professor
Ma Angeles Lopez Aguera
- Department
- Particle Physics
- Area
- Atomic, Molecular and Nuclear Physics
- Phone
- 881813974
- a.lopez.aguera [at] usc.es
- Category
- Professor: University Lecturer
Pablo Taboada Antelo
- Department
- Particle Physics
- Area
- Condensed Matter Physics
- Phone
- 881814111
- pablo.taboada [at] usc.es
- Category
- Professor: University Professor
Jorge Costoya Noguerol
- Department
- Particle Physics
- Area
- Condensed Matter Physics
- Category
- Researcher: Juan de la Cierva Programme
| Monday | |||
|---|---|---|---|
| 09:00-10:30 | Grupo /CLE_01 | Spanish | 3rd Virtual Classroom |
| Tuesday | |||
| 09:00-10:30 | Grupo /CLE_01 | Spanish | 3rd Virtual Classroom |
| Friday | |||
| 17:00-18:00 | Grupo /CLE_01 | Spanish | 3rd Virtual Classroom |
| 06.01.2021 09:00-14:00 | Grupo /CLE_01 | 3 (Computer Science) |
| 06.01.2021 09:00-14:00 | Grupo /CLE_01 | Classroom 0 |
| 06.01.2021 09:00-14:00 | Grupo /CLE_01 | Classroom 130 |
| 06.01.2021 09:00-14:00 | Grupo /CLE_01 | Classroom 140 |
| 06.01.2021 09:00-14:00 | Grupo /CLE_01 | Classroom 6 |
| 06.01.2021 09:00-14:00 | Grupo /CLE_01 | Classroom 830 |
| 06.01.2021 09:00-14:00 | Grupo /CLE_01 | Classroom 840 |
| 06.01.2021 09:00-14:00 | Grupo /CLE_01 | Main Hall |
| 07.09.2021 09:00-14:00 | Grupo /CLE_01 | Classroom 130 |
| 07.09.2021 09:00-14:00 | Grupo /CLE_01 | Classroom 140 |