Degree | Type | Year | Semester |
---|---|---|---|
2501915 Environmental Sciences | FB | 1 | 1 |
Although, due to being a first-year assignee, there are no specific requisites to attend the course, it is very recommendable that students have previously taken the courses of physics offered by the school previous to the beginning of the term, especially all those students who have not followed any physics program in their stage in secundary school.
The aim of the subject is that the student can be able by himself to face conceptual and numerical problems that may arise within the scope of his professional activity. In general, the subject must provide the student with enough tools to be able to face general conceptual challenges of the type 'How to know if the natural or energetic resources of a territory are adequately provided to its population? '' How to make an energy balance that takes into account the performance of each element that intervenes, and how is it possible to optimize this balance? 'or concrete ones such as' What are the physical mechanisms that govern the dispersion of pollutants in the natural environment? "What characteristics define the capacity of a given environment to mitigate sound levels"
In addition, it contributes to the professional training of students, since it fosters learning in a series of general competences (among which are the ability to reason critically and improve autonomous work strategies), cross-cutting (how to discriminate between the key elements of a given problem and to be able to correctly size) and specific (distinguish the biophysical aspects of human activity and identify and analyze the environmental impacts of economic activity) that will be very useful for future professionals in the evaluation and management of all kinds of problems related to the environment, the use of natural resources and energy generation.
The subject of Physics is one of the subjects of basic and compulsory in the Environmental Sciences program. The main purpose of this subject, as well as those that form the basic training block, is to provide students with the basic analytical and methodological knowledge and tools to start developing transversal competences in the area of environmental science studies. In particular, the subject must serve so that students can understand the fundamental laws thatgovern natural processes, with special emphasis on issues related to the transfer of matter and energy in fluid media (air and water), and that they were capable to size properly environmental problems.
0. Introduction
0.1. Dimensional analysis
0.2. Laws of scale
1. The movement
1.1. Uniform and accelerated movement.
1.2. Newton's laws. Forces
1.3. Circular and harmonic movement
1.4. Inertia, centrifuge, Coriolis
1.5. The movement of solids
1.6. Elasticity
2. Energy
2.1. Work-energy. Mechanical energy
2.2. Dissipative forces
2.3. Energy consumption
3. Fluids
3.1. Continuous media
3.2. Principle of Pascal. Archimedes' principle
3.3. Cohesion forces. Surface tension
3.4. Continuity equation. Bernouilli equation
3.5 Wind energy
3.6. Viscosity of a fluid. Law of Poiseuille
3.7. Sedimentation in a fluid
4. The heat
4.1. First Law of thermodynamics
4.2. Calorimetry
4.3. Ideal gases
4.4. Second principle of thermodynamics
4.5. Generation of work: Thermal machines
5. Flux of matter
5.1. Diffusion
5.2. Transport of pollutants
6. Oscillations i ones
6.1. Oscillations
6.2. Wave propagation
6.3. Superposition and interference of waves
6.4. Nature of light
6.5. Sound waves
6.6. Acoustic pollution
7. Electromagnetism
7.1. The electrostatic field
7.2. DC
7.3. Electromagnetic induction
The bulk of the course is made up of the theoretical and problem classes, where the theoretical and practical contents are explained, which will be done with recorded classes containing the basic skeleton of the course. In the face-to-face classes, practical examples of the content of the non-face-to-face classes will be discussed and doubts will be discussed. The rest of the training consists of the student's personal work, which is divided between hours of study and hours devoted to viewing videos proposed in the bibliography an in lectures(demonstrations of experiments, etc.) with the aim of consolidating some concepts of the contents of the subject.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Practical lectures | 4 | 0.16 | 2, 15, 6, 5, 12, 13, 11, 16 |
Problem solving lectures | 16 | 0.64 | 2, 15, 6, 5, 12, 13, 11, 16 |
Theoretical lectures | 55 | 2.2 | 2, 3, 4, 8, 9, 10, 12, 13, 11, 14, 16 |
Type: Supervised | |||
Practical advising | 10 | 0.4 | 2, 15, 6, 5, 1, 17 |
Type: Autonomous | |||
Personal study | 84 | 3.36 | 15, 5, 16, 18 |
Video of Theoretical lectures | 10 | 0.4 | 3, 9, 12, 13, 11, 16, 18 |
70% of the final grade is calculated based on the average of the marks of the two exams, as long as the minimum grade of 3.5 is obtained.The exams consist of theoretical questions with test questions and two practical problems.
The remaining 30% of the final grade corresponds to the grade obtained from the practices that must be delivered during the course and the Moodle questionnaires related to them that will be discussed during the practical classes.
The recovery exam is organized for those students who have not reached the average mark of 3.5 and covers the entire course syllabus, both in terms of the theoretical questionnaire and in terms of solving practical problems. In order to participate in the recovery exam, the student must have participated in evaluated activities that involve, at least, 2/3 of all the evaluable activities of the course.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Exam: first part | 30 | 2 | 0.08 | 15, 3, 9, 12, 13, 11, 16, 1, 18 |
Exam: second part | 40 | 2 | 0.08 | 2, 15, 4, 7, 8, 10, 12, 13, 11, 14, 16, 1 |
Moodle questionnaires | 10 | 12 | 0.48 | 15, 1, 18, 17 |
Practices | 20 | 30 | 1.2 | 2, 6, 5, 16, 1, 17 |
Reference books
Jou, D, Llebot, J.E. y Pérez Garcia, C. Física para ciencias de la vida. Mc Graw-Hill. Biblioteca Ciències 53.Jou
Kane, J.W. y Sternheim, M.M. Física. Ed. Reverté.
Jaque, F. y Aguirre de Cárcer, I. Bases de la física medioambiental. Ariel.
Tipler/Mosca. Física per a la ciència i la tecnologia. Ed. Reverté 6a. ed. 2010
Electronic resources
Physics Today - http://www.physicstoday.org/
Física con ordenador – http://www.sc.ehu.es/sbweb/fisica/default.htm
Online learning center with PowerWeb – http://highered.mcgraw-hill.com/sites/0070524076/student_view0/interactives.html
Animaciones interactivas de física general – http://www.fisica.uh.cu/bibvirtual/fisica_aplicada/fisica1y2/animaciones.htm
Idaho National Laboratory for Renewable Energies – https://inlportal.inl.gov/portal/server.pt?open=512&objID=419&parentname=CommunityPage&parentid=3&mode=2
Laboratorio de Física - http://iris.cnice.mec.es/fisica/index.php
Flipping physics https://www.flippingphysics.com/
Illustrative videos
Relació entre el moviment circular i el moviment harmònic - http://www.youtube.com/watch?v=Cw9eFeVY74I
Demostració de l’efecte Coriolis al laboratori - http://www.youtube.com/watch?v=Wda7azMvabE
Importància de la geometria dels objectes en la dinàmica de rotació - http://www.youtube.com/watch?v=iBDJvsE5Es4
Conservació del momentlineal en les col·lisions: les boles de Newton - http://www.youtube.com/watch?v=KNNxUIOLt_o&feature=fvwrel
Vídeo sobre el consum energètic del cotxe - http://www.uab.cat/servlet/Satellite?c=Page&cid=1203938399434&pagename=v-OAID%2FPage%2FTemplatePageOAIDReproduccioMenuVideo¶m1=10DocenciaOAID¶m2=11-Experimentals¶m4=116-Fisica&url_video=1302158392355
Explosió d’un aerogenerador - http://www.youtube.com/watch?v=7nSB1SdVHqQ&feature=player_embedded
Equilibri de sedimentació - http://polimedia.uab.cat/#v_172
Energia solar tèrmica - http://polimedia.uab.cat/#v_177
Explicació força de Stokes - http://polimedia.uab.cat/#v_171
Vídeo sobre llei de Fourier i aïllaments tèrmics - http://polimedia.uab.cat/#v_242
Motor Stirling - http://www.youtube.com/watch?v=8GGzlUMzNpQ