CHEM ENG 2010 - Process Design II

North Terrace Campus - Semester 1 - 2024

Design of chemical processes starts by properly formulating and solving material and energy balances for whole process flowsheets. In this course, the concepts covered in CHEM ENG 1007 Introduction to Process Engineering are built upon to include multiple units, both reactive and non-reactive systems, single and multiple phases, and steady state and transient processes. More fundamentally, it introduces problem solving strategies used by chemical engineers to solve large and more complex problems 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. This will be reinforced by undertaking a process design project in small teams. This course is delivered through a combination of online theory lectures, practice workshops, tutorials, and process design sessions.

  • General Course Information
    Course Details
    Course Code CHEM ENG 2010
    Course Process Design II
    Coordinating Unit Chemical Engineering
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 6 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites CHEM ENG 1007
    Assessment Quizzes, mid-Semester test, design project, final examination
    Course Staff

    Course Coordinator: Associate Professor Philip van Eyk

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:
    1 Use a generalised problem solving strategies to solve a range of material and energy balances
    2 Formulate and solve material balances for steady state and transient processes, single and multiple unit operations, with and without chemical reactions, and for single and multiphase situations.
    3 Formulate and solve energy balances for mechanical energy situations, with and without chemical reactions.
    4 Demonstrate how to use computers (specifically Microsoft Excel) for solving open-ended mass & energy balance for a relatively complex process flowsheet;
    5 Work efficiently and productively in a small team; and
    6 Compose properly formatted progress and final design reports.

    The above course learning outcomes are aligned with the Engineers Australia Entry to Practice Competency Standard for the Professional Engineer. The course develops the following EA Elements of Competency to levels of introductory (A), intermediate (B), advanced (C):  

    C B A C B C C C C A C A C C C
    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)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.


    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.


    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.


    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.


    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.


    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.


    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

  • Learning Resources
    Recommended Resources
    R.M. Felder, R.W. Rousseau, and L.G. Bullard, Elementary Principles of Chemical Processes, 4th Edition, Wiley, 2018.

    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
    The activities for this course are structured by week and include the following activities:

    Online Theory Lectures

    To be viewed before Workshop session

    Practice Workshops

    Solve problems together in class and go through solutions


    Solve problems individually and submit answers for assessment

    Due a week after tutorial

    Design Project Workshops

    Process design project (mass and energy balances) undertaken in pairs

    Progress based on course content

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

    Activity In-class hours Out-of-class hours Expected total student workload
    Lectures 0 12 12
    Tutorials 24 24 48
    Design Project 24 42 66
    Practice Workshops 20 10 30
    TOTAL 68 88 156
    Learning Activities Summary
    Topic 1 Introduction and fundamentals of mass balance:
    Presentation of the course, content, and assessment
    Mass balance of single units (refresh of PPE and unsteady state intro)
    Degrees of freedom and 10 steps problem solving strategy

    Topic 2 Multiple units and unsteady state:
    Multiple units process and system boundaries (envelopes)
    Recycle, purge and bypass
    Standard symbols for chemical process diagrams

    Topic 3 Mass balances with reaction:
    Stoichiometry and extent of reaction
    Limiting reagent and molecular balances
    Multiple reaction, yield, and selectivity

    Topic 4 Combustion systems:
    Elemental balances on combustions reactions
    Theoretical and excess air.
    Types of fuel, composition, and analysis

    Topic 5 Single-phase systems:
    Density, ideal gas, and gas mixtures
    Real gases and equations of state
    Compressibility charts and real gas mixtures

    Topic 6 Multiphase systems:
    Single component phase equilibrium
    Gibbs phase rule
    One condensable and multi-component system

    Topic 7 Energy balances and mechanical systems (W):
    The first law of thermodynamics
    Energy balance procedures
    Mechanical energy balances

    Topic 8 Energy balances on non-reactive systems (Q):
    Changes in temperature and changes pressure at constant temperature
    Sensible heat and phase changes (latent heat) calculations
    Psychrometric chart

    Topic 9 Energy balances on reactive systems:
    Heat of reaction and Hess’s law
    Heat of formation and heat of combustion
    Mixing and solutions

    Topic 10 Computational Aided Balances and Transient Processes:
    Degrees of Freedom for compuer calculations
    Algebraic equation systems and their solution on computers
    Transient mass and energy balances

    Design Project:
    Guided plant design for ammonia production (Haber-Bosch)
    Block diagram (based on assignment description) and degrees of freedom
    Mass balances (overall, reactor, mixers, splitters and more)
    Gas phase balances (compression and heat exchange)
    Multiphase balances (separation processes: flash and absorption)
    Mechanical energy balances (compressors)
    Energy balances non-reactive systems (heat exchange, flash)
    Energy balances reactive systems (reactor)
    Final Process Flow Diagram
  • Assessment

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

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

    Assessment Summary
    Assessment Task Weighting (%) Individual/ Group Formative/ Summative
    Due (week)*
    Learning outcomes
    Quizzes (weekly) 5 Individual Formative Weeks 2-13 1. 2. 3. 4.
    Workshop Engagement 5 Individual Formative Weeks 1-13
    Tutorials (weekly) 15 Individual Formative Weeks 2-13 1. 2. 3. 4.
    Design Assignments (x3) 10 Group Formative Weeks 4,7,11 1. 2. 3. 4. 5. 6.
    Design Project (Final report) 15 Group Formative Week 13 1. 2. 3. 4. 5. 6. 7.
    Tests (x2) 20 Individual Formative Week 7,13 1. 2. 3. 4.
    Final Exam 30 Individual Summative 1. 2. 3. 4.
    Total 100
    * The specific due date for each assessment task will be available on MyUni.
    Assessment Detail
    In this course the following assessments will be completed:

    Quizzes (individual) - weekly online quizzes before the next workshop based on the theory covered in the online lecture videos.

    Workshop Engagment (individual) - engagement during workshops throughout the semester.

    Tutorials (individual) - weekly problems submitted a week after the tutorial session.

    Design Assignments (pairs) - regular submission of design calculations and spreadsheets towards final design project report.

    Design Project Final Report (pairs) - final report outlining all work done on the design project throughout the semester and including all calculations, discussion and conclusions about the final design.

    Tests (individual) - 2 tests taken in class covering mass balances and energy balances respectively.

    Final Exam - undertaken during the exam period.
    All quizzes, tutorials, design assignments and final design report will be submitted via MyUni. The tests will occur in class.
    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 ( 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
  • Fraud Awareness

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