CHEM ENG 4046 - Combustion Processes
North Terrace Campus - Semester 1 - 2018
General Course Information
Course Code CHEM ENG 4046 Course Combustion Processes Coordinating Unit School of 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 Course Description The course covers the basis of thermal energy technologies that are common for combustion and fuels. The transition of our energy systems from their present 80% reliance on fossil fuels to increasing fractions of renewable energy including biomass, waste and concentrated 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 understanding, 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, applications of combustion for power generation and minerals processing, and hybridising combustion with concentrated solar thermal.
Course Coordinator: Dr Philip van EykDr Philip van Eyk (Course Coordinator and Lecturer)
Prof Bassam Dally (Lecturer)
Prof Graham (Gus) Nathan (Lecturer)
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 Recognise 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 Apply the principles of combustion; 3 Explain the complexities of industrial combustion processes; 4 Summarise the mechanisms of combustion generated air pollution and the techniques that can be used to control them; 5 Summarise the complementary roles of measurements, modelling and scaling in understanding combustion, and in solving industrial problems; 6 Summarise the safety and handling issues associated with combustion; 7 Outline the impact of different fuel properties on industrial combustion systems; 8 Explain the responsibility of engineers to the community in terms of providing a safe healthy environment; and 9 Recognise 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
1,7,8,9 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
S.R. Turns “An Introduction to Combustion”, McGraw Hill,
PJ Mullinger and B.G. Jenkins “Design and Operation of Industrial and Process Furnaces”, Elsevier
Learning & Teaching Activities
Learning & Teaching ModesThe course is heavily biased toward practical problem solving, with 4 hours per week of normal tutorials and design project tutorials, compared with 2 hours per week of lectures. It is centred around a Design Project, which has the objective of designing the combustion system for a rotary cement kiln and includes mass and enegy balances to size the kiln and momentum-based mixing calculations to size the burner. If available, a plant tour of a large and leading cement plant is undertaken, 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. In addition to the marked assignments, progress reports and final report for the design project, many other in-class 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. In addition, two assignments are given during the early sections of the course. 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 SummaryTopic 1: Significance and Applications
Topic 2: Process efficiency
Topic 3: Stoichiometry & thermochemistry
Topic 4: Premixed and non-premixed flames
Topic 5: Fuels & Fuel Handling
Topic 6: NOx & other pollutants
Topic 7: NOx control
Topic 8: Scaling and Modelling
Topic 9: Measurement
Topic 10: Hybridisation
Topic 11: Gasification
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 SummaryKiln Design Project: 30%
Final Exam: 60%
No information currently available.
- Stoich. & Thermo. Assignment end of week 4
- Flames Assignment end of week
Progress Report 1 due end of week 5Progress Report 2 due end of week 9Final Report due end of week 12
- Kiln Design Project:
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.
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