CHEM ENG 4050 - Advanced Chemical Engineering
North Terrace Campus - Semester 1 - 2020
General Course Information
Course Code CHEM ENG 4050 Course Advanced Chemical Engineering Coordinating Unit School of Chemical Engineering 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 Prerequisites Level II Maths Incompatible CHEM ENG 4003 Assumed Knowledge CHEM ENG 3031, CHEM ENG 3035 Course Description This course is composed of two equal parts. Part A is concerned with advanced process dynamics & control. Part B is focussed on particulate properties & design. The course aims to introduce you to advanced process control design tools (Part A). In this section, considerable use will be made of the Matlab & Simulink software packages to specify and design conventional and advanced controllers. As well, design heuristics will be introduced to provide you with the skills to synthesize plant-wide control systems. Part B will focus on particulate technology and its challenges when applied to chemical processing. Key topics to be covered in Part A include: Revision of level III work; analysis & design of controllers by frequency response techniques; analysis & design of complex control systems; practical examples of difficult to control systems; discrete control issues; and, finally, multivariable (MIMO) modelling and control design. Key topics to be covered in Part B include: Storage and flow of powders; solids mixing and segregation; particle size reduction; size enlargement; hazards of fine powders. By the end of this course you should be able to model non-linear dynamic processes, design appropriate analog or digital controllers, deal with interaction in MIMO (multiple input, multiple output) systems, and finally perform basic design calculations and analysis of typical industrial processes involving particulate matters.
Course Coordinator: Dr Dzuy Nguyen
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 Complete plant tests to determine dynamic characteristics (e.g. in a first-order plus dead time model); 2 Tune various forms of controllers (P, PI, PID) using a number of techniques (e.g. open-loop step test, closed-loop step test); 3 Explain typical control structures for a variety of commonly encountered processes; 4 Specify advanced controllers (e.g. dead time compensation, feed-forward, IMC, model-based controllers); 5 Specify & model multi-variable control structures & de-couplers; 6 Devise plant-wide control structures; 7 Use the z-transform in digital control; 8 Design controllers for discrete systems; 9 Characterise and describe particulate systems in terms of their basic physical properties; and 10 Perform basic design calculations and analysis of typical particulate processes, such as mixing, size reduction and enlargement, storage and transport of powders.
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 1.5 2.1 2.3 3.1 3.3 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)
1-10 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
2,4,5,6,10 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
Stephanopoulos, G 2005, Chemical Process Control; An Introduction to Theory & Practice, Prentice-Hall
Seborg, DE, Edgar TF & Mellichamp DA 2008, Process Dynamics & Control, 2nd Edition, John Wiley.
Rhodes, M 2008, Introduction to Particle Technology, 2nd Edition, John Wiley.
Perry, RH & Green, DW, Perry's Chemical Engineers' Handbook, McGraw-Hill.
Learning & Teaching Activities
Learning & Teaching Modes
No information currently available.
No information currently available.
Learning Activities SummaryPart A. Advanced Process Dynamics & Control.
Topic 1: Revision
Fundamentals - control objectives; feedback control; standard elements; dynamic analysis; Laplace transform solution; open-loop responses; stability; PID controllers; block-diagram algebra; closed-loop responses; valve characteristics, PID diagrams.
Topic 2: Analysis & design by frequency response techniques
General frequency response characteristics; Bode and Nyquist diagrams; Bode stability criterion; gain and phase margins; controller design - Zeigler Nichols; controller synthesis; modern tuning algorithms; process identification; transient response from closed-loop frequency response.
Topic 3: Analysis and design of complex control systems
Dead time and inverse responses, & appropriate compensator designs; IMC tuning and model-based control; multiple loops - cascade, selective control; ratio control; feed-forward control and controller design.
Topic 4: Examples
pH control & chemical reactor control; fuzzy control.
Topic 5: Discrete control
Sampling: zero-order hold; z transforms; control algorithms; discrete transfer functions and digital filters; closed-loop transfer functions & responses; direct design of digital controller.
Topic 6: Multivariable Processes
Inventory control; control system synthesis;
loop interaction and decoupling; state-space formulation.
Part B. Introduction to Particulate Processes.
Topic 1: Storage and flow of powders
Material characteristics; powder flow behaviour; storage hopper design; forces in bins; hopper discharge and flow.
Topic 2:Solids mixing and segregation
Particulate mixing; segregation of powder; powder mixing mechanisms; assessment of mixture quality; statistical analysis of mixing; solids mixing equipment.
Topic 3:Particle size reduction
Particle fracture mechanisms; energy requirement; prediction of product size distributions; comminution equipment.
Topic 4: Size enlargement
Methods of size enlargement; agglomeration processes; agglomerate bonding mechanisms; granulation rate processes; equipment for size enlargement.
Topic 5: Hazards of fine powders
Health effects; fire and explosion hazards.
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 Task Weighting (%) Individual/ Group Formative/ Summative Due (week)* Hurdle criteria Learning outcomes Assignments 30 Group Formative 2,4,6,8,10,12 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Final Examination 70 Individual Summative 15 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Total 100
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, the following revisions to assessment have been made:-
Final Exam - to be held online as Two 2-hour open-book exams:
Paper 1 – Advanced Control
Paper 2 – Particulate Processes
The two exams will be scheduled on different dates. Details will be available in due course.
Revised Weightings for the assessment tasks:
1. Tutorial Assignments - submitted as group work 50%
2. Final Exam – individual assessment 50%
No information currently available.
No information currently available.
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.