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PORTALE DELLA DIDATTICA

PORTALE DELLA DIDATTICA

PORTALE DELLA DIDATTICA

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Advanced technologies for risk-based decision making

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A.A. 2024/25

Course Language

Inglese

Degree programme(s)

1st degree and Bachelor-level of the Bologna process in Ingegneria Chimica E Alimentare - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Meccanica (Mechanical Engineering) - Torino
1st degree and Bachelor-level of the Bologna process in Design E Comunicazione - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Dell'Autoveicolo (Automotive Engineering) - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Informatica (Computer Engineering) - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Dell'Autoveicolo - Torino
1st degree and Bachelor-level of the Bologna process in Electronic And Communications Engineering (Ingegneria Elettronica E Delle Comunicazioni) - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Dei Materiali - Torino
1st degree and Bachelor-level of the Bologna process in Architettura (Architecture) - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Elettrica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Aerospaziale - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Biomedica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Civile - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Edile - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Energetica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Meccanica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Per L'Ambiente E Il Territorio - Torino
1st degree and Bachelor-level of the Bologna process in Matematica Per L'Ingegneria - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Elettronica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Informatica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Fisica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Del Cinema E Dei Mezzi Di Comunicazione - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Gestionale - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Gestionale - Torino
1st degree and Bachelor-level of the Bologna process in Architettura - Torino
1st degree and Bachelor-level of the Bologna process in Civil And Environmental Engineering - Torino

Course structure
Teaching Hours
Lezioni 50
Esercitazioni in aula 10
Lecturers
Teacher Status SSD h.Les h.Ex h.Lab h.Tut Years teaching
Demichela Micaela Professore Ordinario ICHI-01/C 50 0 0 0 3
Co-lectures
Espandi
Context
SSD CFU Activities Area context
ING-IND/26 6 D - A scelta dello studente A scelta dello studente
Statistiche superamento esami
2024/25
The course is intended to disclose the opportunities of more recent technological advancement for the benefit of safety in the work environment and the equipment, with their impact on quality and sustainability. The risk-based approach is now the guiding light not only for safety (both from a process, equipment, and workplace point of view) but also for quality and the environment. Thus, in the course an overview of the risk-based approach will be initially given, followed by a review of the methodologies required to support it in different domains and applications. Then the technological advancements will be discussed with particular attention to the adoption of Virtual and Augmented reality (for operations, maintenance, safety, and training) and the use of Industry 4.0 solutions with a specific glance to the data collection and analysis from smart sensor and the capabilities of machine learning to exploit the data collected.
The course is intended to disclose the opportunities of more recent technological advancement for the benefit of safety in the work environment and the equipment, with their impact on quality and sustainability. The risk-based approach is now the guiding light not only for safety (both from a process, equipment, and workplace point of view) but also for quality and the environment. Thus, in the course an overview of the risk-based approach will be initially given, followed by a review of the methodologies required to support it in different domains and applications. Then the technological advancements will be discussed with particular attention to the adoption of Virtual and Augmented reality (for operations, maintenance, safety, and training) and the use of Industry 4.0 solutions with a specific glance to the data collection and analysis from smart sensor and the capabilities of machine learning to exploit the data collected.
At the end of the course, the students will gain a specific practical insight to the adoption of methods and applications of the more advanced technologies for data collection, analysis, and exploitation in the risk-based decision-making framework. At the end of the course, students will be able to: - Recognize and interpret sources of data and information (laws, technical standards, technical data; expert judgment, etc.) - Define the inputs and results of a risk assessment - Interpret the results obtained from the risk assessment - define and use data useful for risk-based decision-making - Identify the methodological and technological tools to support the risk-based decision-making process
At the end of the course, the students will gain a specific practical insight to the adoption of methods and applications of the more advanced technologies for data collection, analysis, and exploitation in the risk-based decision-making framework. At the end of the course, students will be able to: - Recognize and interpret sources of data and information (laws, technical standards, technical data; expert judgment, etc.) - Define the inputs and results of a risk assessment - Interpret the results obtained from the risk assessment - define and use data useful for risk-based decision-making - Identify the methodological and technological tools to support the risk-based decision-making process
No specific preliminary knowledge is required for the successful fruition of this course, but it is necessary to have the ability to work in a team and to accept a complex interdisciplinary challenge with creativity and a critical spirit.
No specific preliminary knowledge is required for the successful fruition of this course, but it is necessary to have the ability to work in a team and to accept a complex interdisciplinary challenge with creativity and a critical spirit.
1. Risk based approach for safety decision making in the work environment [4,5 h] 2. Identification and analysis of more relevant hazard factors [9 h] 3. Analysis and management of the safety of products and equipment [9 h] 4. The management of safety for sustainability [6 h ] 5. Adoption of VR and AR for the benefit of safety [ 9 h] 6. Industry 4.0 solution for the enhancement of safety [9 h ] 7. maintenance and management of change [4,5 h] 8. Project work on AI use for safety or quality [9 h]
1. Risk based approach for safety decision making in the work environment [4,5 h] 2. Identification and analysis of more relevant hazard factors [9 h] 3. Analysis and management of the safety of products and equipment [9 h] 4. The management of safety for sustainability [6 h ] 5. Adoption of VR and AR for the benefit of safety [ 9 h] 6. Industry 4.0 solution for the enhancement of safety [9 h ] 7. maintenance and management of change [4,5 h] 8. Project work on AI use for safety or quality [9 h]
The course is structured in: - 50 hours of classroom lessons, aimed at developing knowledge through a micro-learning approach, based on teacher lessons and student peer collaboration on papers, open software or open data to buil a common knowledge base on the relevant subjects (as detailed in the program), but elaborated through personal experience and capacities. - 10 hours will be devoted to the worked exercises that will constitute the skeleton for the exam.
No specific reading material is required, if not the one shared and used during the lessons.
Slides; Strumenti di simulazione; Strumenti di collaborazione tra studenti;
Lecture slides; Simulation tools; Student collaboration tools;
Modalità di esame: Prova orale obbligatoria; Elaborato progettuale in gruppo;
Exam: Compulsory oral exam; Group project;
... The exam aims to verify achievement in terms of responsibility and autonomy, according to the following evaluation matrix: Group work 30% Classroom exercises 10% Oral exam 60%
Gli studenti e le studentesse con disabilità o con Disturbi Specifici di Apprendimento (DSA), oltre alla segnalazione tramite procedura informatizzata, sono invitati a comunicare anche direttamente al/la docente titolare dell'insegnamento, con un preavviso non inferiore ad una settimana dall'avvio della sessione d'esame, gli strumenti compensativi concordati con l'Unità Special Needs, al fine di permettere al/la docente la declinazione più idonea in riferimento alla specifica tipologia di esame.
Exam: Compulsory oral exam; Group project;
The exam aims to verify achievement in terms of responsibility and autonomy, according to the following evaluation matrix: Group work 30% understanding of the contents, tools and methodologies for risk based decision making 20% Capability of working in groups of multidisciplinary students to reach a common objective 10% Classroom exercises & activities 10% Participation to the classroom activities 10% Oral exam (individual) 60% Knowledge of the basic concepts of risk based decision making 30% Competence in communicating the gained knowledge 20% Critical thinking in the discussion of the results of the group works or about the course content in general 10%
In addition to the message sent by the online system, students with disabilities or Specific Learning Disorders (SLD) are invited to directly inform the professor in charge of the course about the special arrangements for the exam that have been agreed with the Special Needs Unit. The professor has to be informed at least one week before the beginning of the examination session in order to provide students with the most suitable arrangements for each specific type of exam.
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