MECH ENG 4112 - Combustion Technology & Emission Control
North Terrace Campus - Semester 1 - 2017
General Course Information
Course Code MECH ENG 4112 Course Combustion Technology & Emission Control Coordinating Unit School of Mechanical Engineering Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4.5 hours per week Available for Study Abroad and Exchange Y Incompatible MECH ENG 4002, CHEM ENG 4046 Assumed Knowledge MECH ENG 2021, MECH ENG 3102, MECH ENG 3101 Course Description The course covers the basis of thermal energy technologies that are common not only to combustion, but also to high temperature solar thermal production of fuels and commodities. The transition of our energy systems from their present 80% reliance on fossil fuels to increasing fractions of renewable energy including biomass, waste and concentrating solar thermal, is driven by the need to mitigate CO2 emissions and is expected to take around 50 years. Managing this change brings many technical challenges, since any change in fuel composition or energy mix will influence the design of the combustion system, fuel consumption and pollutant emissions. The course will equip the participant with the knowledge and skills necessary to address these challenges. It covers the understand, analysis and design of modern combustion systems to account for fuel properties, maximise output and minimise air pollution. Combustion involves both mixing of the fuel and oxidant and the subsequent chemical reactions. The course therefore involves consideration of both combustion aerodynamics and fuel properties. It covers fuel selection, alternative and waste fuels, the design principals involved in reducing pollutant emissions, modelling and safety.
Course Coordinator: Dr Philip van Eyk
The course lecturers are all international leaders in their fields and active members of the University’s leading Centre for Energy Technology - visit CET website and follow the links to home pages of the individual staff. The lecturers combine leading experience both in the practice and development of combustion technology and other energy-related systems.
A brief summary of the background of the participating staff is as follows:
Professor Graham ‘Gus’ Nathan School of Mechanical Engineering
Director, Centre for Energy Technology
Leader of the research team that developed the Gyrotherm low NOx kiln burner, supported by three patents, each accepted internationally; Joint leader in development of Sydney Olympic Torch burner and a wide range of other ceremonial flame systems
Published extensively in international journals and consulted widely to many industries spanning cement, lime, alumina, steel and power generation
Assoc Prof Zeyad Alwahabi School of Chemical Engineering
Specialist in the development and application of advanced measurement techniques for combustion systems, where he collaborates with Lund University, Sweden;
Published extensively in international journals; Led the development of the Virtual combustion laboratory
Assoc Prof Peter Ashman School of Chemical Engineering
Co-Deputy Director, Centre for Energy Technology
Director, South Australian Coal Research Laboratory
Specialist in the use of solid fuels, such as coal, biomass and micro-algae;
Leader of a range of research programs spanning coal-to-liquids, coal gasification and extraction of fuel from micro-algae
Published extensively in international journals and consulted widely to industry; A national award winning teacher
Dr Paul Medwell School of Mechanical Engineering
Specialist researcher in the application of laser diagnostics for combustion;
Specialist in MILD combustion (Flameless oxidation)
Published extensively in international journals
Assoc Prof Peter Mullinger School of Chemical Engineering
Founder and former director of leading combustion company, FCT-Combustion (www.fctinternational.com)
Lead author on text book for the course;
Widely experienced in the practice and design of combustion systems and the development of novel combustion technology
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course students will be able to:
1 Understand the ongoing role of combustion, both of fossil and bio-fuels, in providing a more sustainable energy source for society, and the environmental challenges to be met to achieve this; 2 Have a sound understanding of the principles of combustion; 3 Understand the complexities of industrial combustion processes; 4 Have a basic understanding of the mechanisms of combustion generated air pollution and the techniques that can be used to control them; 5 Have a basic understanding of the complementary roles of measurements, modelling and scaling in understanding combustion, and in solving industrial problems; 6 Have a basic understanding of the safety and handling issues associated with combustion; 7 Be aware of the impact of different fuel properties on industrial combustion systems; 8 Have a sound understanding of the responsibility of engineers to the community in terms of providing a safe healthy environment; and 9 Understand the need for lifelong learning.
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 1.4 1.5 1.6 2.1 2.2 2.3 2.4 3.1 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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1-9 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
1-9 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
1-9 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1,7,8 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
1,7-9 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
The following texts are highly relevant and strongly recommended, but are not followed directly:
S.R. Turns “An Introduction to Combustion”, McGraw Hill,
PJ Mullinger and B.G. Jenkins “Design and Operation of Industrial and Process Furnaces”, Elsevier (This book is available as an e-book, via the Barr Smith library, for students enrolled at the University of Adelaide.
Copies of all presentations will be made available after each lecture
Supplementary material for the design project will be provided
Links to public lectures and seminars from the Environment Institute will be provided
A range of other material is available via MyUni
Learning & Teaching Activities
Learning & Teaching Modes
The course is heavily biased toward practical tools, with 15 hours of tutorials, 6 hours of laboratory work and a 2 hour tour, compared with 21 hours of lectures. It is centred around a Design Project, which designs the combustion system for a rotary cement kiln and includes undertaking a mass and enegy balances to size the burner and a momentum-based mixing parameter. The tour is of a large and leading cement plant to provide insight into the facility being designed by students in the classroom. The lectures are structured to provide relevant input to the design process. The virtual combustion laboratory is a unique learning tool developed by the lecturing staff, in which the user can assess the effect on the performance of a flame of varying the fuel flow rate based on real-flame data recorded in our laboratories and presented in an interactive format. This is linked to the lectures on premixed and non-premixed flames.
In addition to the marked assignments, three other tutorials are provided that are not examined.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The design project is undertaken in groups of four for Final Year students, and individually for Masters students. It is a significant undertaking, but can be readily managed by working steadily through the semester. The virtual combustion laboratory can be completed in the allocated time provided students are well organised and focussed on the task. The work-load has been refined over the ten years in which the course has been run to provide a balanced work-load that is well reflected in the value of the 3 point subject.
Learning Activities Summary
No information currently available.
Specific Course Requirements
Long-sleeves, long pants and closed toe shoes are a requirement for the industrial tour. Students should be aware that they will be walking through a dusty plant, so that strong work-shoes or work-boots are recommended and one should avoid wearing “best” white or polished shoes if you want them to remain in their original state.
Buses will be provided and students must nominate for the early or late time option. Details will be provided in the lectures.
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.
Kiln Design Project: 25%,
Assignments 3 @ 3.33% 10%
Virtual Combustion Lab 2 @ 5% 10%
Final Exam 55%
Assessment Related Requirements
Tutorials are considered to be compulsory. Whether or not students have submitted each assignment will be considered strongly in assessing marks which are border-line between grade options (e.g. border-line pass/fail or credit/distinction).
Details on the assessment tasks will be provided
Stoich. & Thermo. Assignment end of week 4
Flames Assignment end of week 6
VCL 2 due end of week 9
Kiln Design Project due end of week 10
VCL 3 due end of week 11
Measurement Assignment end of week 11
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.
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.
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