CHEM ENG 2010 - Principles of Process Engineering

North Terrace Campus - Semester 1 - 2020

This course prepares you to formulate and solve material & energy balances for both reactive and non-reactive systems. More fundamentally, it introduces the engineering approach by breaking a process down into its components, establishing the relations between known and unknown process variables, assembling the information needed to solve for the unknowns, and finally obtaining the solution using appropriate computational methods. The goal is for you to become familiar with numerous problem-solving strategies and to practice using them. This course is delivered through a combination of lectures, tutorials, and small group discovery via the design project.

Open All

Course Details

Course Code	CHEM ENG 2010
Course	Principles of Process Engineering
Coordinating Unit	School of Chemical Eng and Advanced Materials(Ina)
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 4 hours per week
Available for Study Abroad and Exchange	Y
Assumed Knowledge	CHEM ENG 1007
Assessment	Quizzes, mid-Semester test, design project, final examination

Course Staff

Course Coordinator: Steven Amos

Lecturer: Associate Professor Yung Ngothai
School of Chemical Engineering
Email: yung.ngothai@adelaide.edu.au
Office: N114 (North Engineering Building, Level 1)
Phone:8313 5445
Consulting time: Wednesday 11-12pm; Friday: 3-4pm

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

On successful completion of this course students will be able to:

1	Perform calculations with different systems of units and apply concepts of dimensional consistency;
2	Explain the various basic concepts used in chemical engineering and process calculations;
3	Formulate and solve problems involving mass and energy balances;
4	Demonstrate how to use computers for solving process design problems;
5	Outline the various stages involved in undertaking engineering projects in the chemical process industry;
6	Use key concepts of process simulation to solve an open-ended mass & energy balance for a relatively complex process flowsheet;
7	Work efficiently and productively in small teams; and
8	Compose a properly formatted design report.

The above course learning outcomes are aligned with the Engineers Australia Stage 1 Competency Standard for the Professional Engineer.
The course is designed to develop the following Elements of Competency: 1.1 1.2 1.3 1.6 2.1 2.2 2.3 2.4 3.2 3.3 3.4 3.5 3.6

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	3,5,6
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	5,7,8
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	7-8
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	7-8
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	7-8

Learning Resources

Recommended Resources

Textbook:
• R.M. Felder, R.W. Rousseau, & L.G. Bullard, 2015, Elementary Principles of Chemical Processes, 4th Edition, Wiley.

Reference books:
1. D. M. Himmelblau & J. B. Riggs, “Basic Principles and Calculations in Chemical Engineering”, Prentice-Hall, 8th Edition, 2012.
2. G.V. Reklaitis, “Introduction to Material and Energy Balances”, Wiley, 1983.
3. B. E. Poling, J. M. Prausnitz, & J. P. O’Connell, “The Properties of Gases and Liquids”, McGraw-Hill, 5th Edition, 2001.
4. S. Skogestad, “Chemical and Energy Process Engineering”, CRC Press, 2009.
5. R. M. Murphy, “Introduction to Chemical Processes: Principles, Analysis, Synthesis”, McGraw-Hill, 2007.
6. D. Shallcross, “Physical Property Data Book for Engineers and Scientists”, IChemE, 2004.
7. G.F.C. Rogers & Y.R. Mayhew, “Thermodynamic and Transport Properties of Fluids - SI Units”, Blackwell, 5th Edition, 1995. 8. R.H. Perry & D. Green, “Perry's Chemical Engineers' Handbook”, McGraw-Hill, 7th Edition, 1997.

Online Learning

A range of online resources will be provided via MyUni.
Learning & Teaching Activities

Learning & Teaching Modes

No information currently available.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Activity Contact hours Workload hours Expected total student workload

Lectures 19 38 57

Tutorials 16 32 48

Design Project (SGDE) 10 30 40

In-class test 2 10 12

TOTAL 47 110 157

Learning Activities Summary

Topic 1: Material Balances (8L)
Fundamentals of material balances;material balance calculations; balances on multiple-unit processes; recycle and bypass; purge; material balances with chemical reactions; combustion process.

Topic 2: Single-phase Systems (2L)
Ideal gas; real gas relationships; gaseous mixtures; equations of state; compressibility charts;

Topic 3: Multiphase Systems (2L)
Phase rule; gas-liquid systems: one condensable component, multicomponent gas-liquid systems, multiphase systems.

Topic 4: Energy Balances (7L)
Concepts and units; forms of energy; use of thermodynamic data; the general energy balance; energy balances on physical processes; the
mechanical energy balance; energy balances with chemical reaction.

Topic 5: Introduction to Chemical Process Design (2L)
Stages involved in the evolution of chemical engineering projects; and introduction to the concept design process: establishing a process flowsheet, and preparing mass and energy balances. Written Communication.

Topic 6: Design Project - SGDE
The project teamwork will provide groups with mutually agreeable times to conduct team meetings and coordinate their report work.

Specific Course Requirements

HURDLE REQUIREMENTS

A hurdle requirement is a minimum standard of achievement that a student must attain in order to successfully complete a course. The School of Chemical Engineering has determined that each student must achieve a minimum of 50% in the continuous assessment component of any CHEM ENG coded course. Failure to achieve 50% or greater in the continuous assessment in a course may result in an overall fail grade being awarded for the course even if you achieve 50% or more overall.

Continuous assessment is where written works, tests, class participation, etc during the first 12 weeks of the semester.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Weighting (%)	Individual/ Group	Formative/ Summative	Due (week)*	Hurdle criteria	Learning outcomes
Design Project (Progress report)	5	Group	Formative	Week 7		1. 2. 3. 4. 5. 6. 7. 8.
Design Project (Final report)	20	Group	Formative	Week 12		1. 2. 3. 4. 5. 6. 7. 8.
Mid Semester test	10	Individual	Formative	Week 8		1. 2. 3.
Online Quizzes	10	Individual	Formative	Weeks 2-12		1. 2. 3.
Final Exam	55	Individual	Summative			1. 2. 3.
Total	100

* The specific due date for each assessment task will be available on MyUni.

This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.

Due to the current COVID-19 situation modified arrangements have been made to assessments to facilitate remote learning and teaching. Assessment details provided here reflect recent updates.

To support the changes to teaching arrangements, the following revisions to assessment have been made:-

Final Exam - to be held online as a 3-hour open-book examination

Mid semester test - to be held as a 2-hour open-book test

Revised Weightings for the assessment tasks:
1. Final Exam – individual assessment 40%
2. Tutorial Assignments - submitted as group work 30%
3. Mid semester test - individual assessment 5%
4. Design Report - group assessment 20%
5. Preliminary Design update - group assessment 5%

Assessment Detail

No information currently available.

Submission

No information currently available.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator