CHEM ENG 7051 - Kinetic & Reactor Design
North Terrace Campus - Semester 1 - 2017
General Course Information
Course Code CHEM ENG 7051 Course Kinetic & Reactor Design Coordinating Unit School of Chemical Engineering Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange Y Incompatible CHEM 2510 or CHEM 2530 Course Description This course aims to establish fundamental knowledge for the students in chemical engineering and pharmaceutical engineering. At the end of this course, students should be able to: (i) interpret and analyse chemical and biochemical reaction kinetics data; (ii) apply reaction kinetics principles in chemical and biochemical reaction engineering; (iii) identify and formulate problems in chemical and biochemical reaction engineering and find appropriate solutions; (iv) specify and size the most common industrial chemical and biochemical reactors to achieve production goals for processes involving homogeneous or heterogenous reaction systems.
Course Coordinator: Professor Bo Jin
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 Interpret and analyse chemical and biochemical reaction kinetics data; 2 Apply reaction kinetics principles in chemical and biochemical reaction engineering; 3 Identify and formulate problems in chemical and biochemical reaction engineering and find appropriate solutions; and 4 Specify and size the most common industrial chemical and biochemical reactors to achieve production goals for processes involving homogeneous or heterogenous reaction systems.
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 3.2 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)
2-4 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 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
1-4 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
Fogler, HS, 2005, Elements of Chemical Reaction Engineering, 4th Edition, Prentice Hall
Schuler, ML & Kargi, F, 2002, Bioprocess Engineering, 2nd Edition, Prentice Hall.
Online LearningA range of online resources will be provided via MyUni.
Learning & Teaching Activities
Learning & Teaching ModesThis course uses a number of different teaching and learning approaches including lectures, problem
solving tutorials, a Design project (course Master student only) and a mid-semester test and final examination.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Activity Contact Hours Workload Hours Lectures 22 44 Tutorials 16 32 In-class test 2 10 Design Project 15 30 TOTAL 55 120
Learning Activities SummaryTopic 1: Introduction and Design Fundamentals
· Process design of reactors: relationship between laboratory data, pilot-plant data and commercial plant. Classification of reactors: method of operation, shape, and phases in the reaction mixture.
Examples of industrial chemical and biochemical reactors. Terminology: rate, order, molecularity, conversion, yield, and selectivity. Mole balances, rate laws and stoichiometry.
Topic 2: Isothermal Batch Reactor
· Derivation of the design equation. Calculation of reactor size for known kinetics and specified production rate.
Topic 3: Isothermal tubular plug-flow reactor (PFR)
· Derivation of the design equation for steady-state plug flow. Comparison with batch reactors. Space velocity, space time, mean residence time. Operation of multiple reactors.
Topic 4: Isothermal continuous stirred-tank reactor (CSTR)
· Derivation of the design equation for steady-state well-mixed flow.
Operation of multiple reactors. Comparison of PFR and CSTR.
Topic 5: Reactor design for multiple reaction systems
· Parallel, series, and reversible reactions, and combinations thereof. Elimination of time as an independent variable. Optimisation of product distribution via control of concentration and contacting patterns.
Topic 6: Bioreactions and Bioreactors
· Reaction mechanisms, pathways and rate laws; details of enzyme reactions; pharmacokinetics. Bioreactor fundamentals and design equations.
Topic 7: Non-isothermal Reactor Design
· Influence of temperature on kinetics. Factors affecting choice of
reactor operating temperature land range. Means of keeping a reaction mixture at designed temperature levels. Adiabatic and non-adiabatic reactors. The non-isothermal CSTR: heat generation and heat removal for different reaction types; autothermal operation – “ignition” and “extinction”; relationship between conversion and temperature; energy-balance and mass-balance combination. The non-isothermal batch reactor: calculation of conversion by graphical and integration methods. The non-isothermal PFR: conversion as a function of temperature and reactor length for simple and complex reactions. Runaway reactions.
Topic 8: Catalysis and Catalytic Reactors
· Catalysts, catalysis and catalytic reaction steps. Rate law, mechanism and rate-limiting step for catalytic reactions. Heterogeneous data analysis for reactor design. Porous and nonporous catalysts: internal and external diffusion effects on heterogeneous reactions. Heterogeneous
reactor design: packed bed and fluidized bed reactors. Pressure drop. Catalyst poisoning.
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 8 Assignments 15 group Formative 3 - 7, 8-11 1. 2. 3. 4. Middel term test 15 Individual Summative 9 1. 2. 3. 4. Design project 10 group Formative 11 1. 2. 3. 4. Final Exam 60 Individual Summative 12 1. 2. 3. 4. Total 100
This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.
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.
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