CHEM ENG 3030 - Simulation and Concept Design

North Terrace Campus - Semester 2 - 2015

This course is designed to challenge chemical engineers to combine basic knowledge from other courses and principles and tools for process design in this course with practical elements of economics, business practices and organization along with principles of safety, environmental and sociological issues to design an integrated chemical process plant. The course lecturing materials cover modern strategies for the design of chemical / pharmaceutical processes with an emphasis on a systematic approach. The topics covered in this course are: introduction to process and product design, process synthesis, mass and energy calculation, process simulation, introduction to process optimization, and preliminary plant design. Students are required to complete a process design for a project using the concepts and tools covered by the lectures in groups. This practice aims to develop and improve transferable skills in problem-solving, team-working, independent learning and cooperative learning, project management, time management, oral presentation and technical documentation.

  • General Course Information
    Course Details
    Course Code CHEM ENG 3030
    Course Simulation and Concept Design
    Coordinating Unit School of Chemical Eng and Advanced Materials(Ina)
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 4 hours per week
    Available for Study Abroad and Exchange Y
    Incompatible CHEM ENG 3014
    Assumed Knowledge CHEM ENG 2010
    Assessment final examination, design project
    Course Staff

    Course Coordinator: Dr Hu Zhang

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    At the completion of this course, students will be able to:
    1. Synthesize a process for manufacturing a desired product or parallel products;
    2. Develop a variety of processing alternatives for manufacturing a desired product;
    3. Perform process simulation using a software package;
    4. Utilize different techniques for complex process simulation;
    5. Complete collaboratively a preliminary process design within a given time frame.;
    6. Develop team-building skills, including leadership skills & evaluation of group performance & dynamics;
    7. Develop oral and written communication skills;
    8. Demonstrate awareness of ethical and contemporary issues related to the design and operation of chemical / pharmaceutical process; and
    9. Take regulatory requirements into consideration for the process design.
    University Graduate Attributes

    No information currently available.

  • Learning Resources
    Recommended Resources
    Reference Books

    Seider,  WD, Seader JD & Lewin, DR 2009, Product and Process Design Principles Synthesis, Analysis
    and Evaluation, 3rd Edition, John Wiley & Sons, Inc.

    Biegler, LT, Grossmann EL & Westerberg, AW 1997, Systematic Methods of Chemical Process Design, Prentice Hall

    Douglas, JM 1998, Conceptual Design of Chemical Processes, McGraw-Hill

    Ray, MS & Johns DW 1989, Chemical Engineering Design Project A Case Study Approach, Gordon and Breach

    Peters, MS & Timmerhaus, KD 2002 Plant Design and Economics for Chemical Engineers,  McGraw-Hill

    Baasel, WD 1990, Preliminary Chemical Engineering Plant Design, 2rd edition, Van Nostrand Reinhold.

    Turton; Bailie; Whiting; Shaelwitz Analysis, Synthesis and Design of Chemical Processes; Prentice-Hall: Englewood Cliffs, NJ, 1998.

    Silla, H 2003, Chemical process engineering: design and economics, ebook available from the Barr Smith Library.

    Kayode, A 2003 Ludwig’s applied process design for chemical and petrochemical plants, ebook available from the Barr Smith Library.

  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.


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

    Activity Contact Hours Workload Hours
    Lectures 16 32
    Tutorials 10 20
    Computer Labs 8 16
    Design Project 10 50
    TOTAL 44 118
    Learning Activities Summary
    Topic 1: Introduction to Process Design

    Topic 2: Preliminary Process Synthesis

    Topic 3: Process Simulation

    Topic 4: Design Project

  • 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

    No information currently available.

    Assessment Detail

    No information currently available.


    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 ( 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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