CHEM ENG 4053 - Pinch Analysis and Process Synthesis
North Terrace Campus - Semester 1 - 2020
General Course Information
Course Code CHEM ENG 4053 Course Pinch Analysis and Process Synthesis 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 Course Description This course covers the key concepts of heat pinch analysis and is designed to serve as an introduction to methods likely to be of use to practicing graduates in chemical engineering. Emphasis is on the development of specific quantitative skills that will be useful in a wide range of processes. Pinch analysis is the key to the design of inherently energy-efficient plants. It is a methodology for minimizing energy consumption in chemical processes. Pinch analysis is also known as process integration, energy integration or pinch technology.
Course Coordinator: Dr Kenneth Davey
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 Explain the role of thermodynamics in process design; 2 Find the minimum heating and cooling requirements for a process; 3 Identify existing non-optimal arrangements of heat exchangers; 4 Find lower cost solutions for arrangements of heat exchangers; and 5 Critically assess any design changes to process.
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 1.3 1.6 2.1 2.3 3.2 3.4
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 2 3 4 5 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 2 3 4 5 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 2 3 4 5 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
1 2 3 4 5
Kemp I C 2007 Pinch Analysis and Process Integration – A user guide on Process Integration for the Efficient Use of Energy 2nd Edn (IChemE Publications-Butterworth-Heinemann, Oxford).
Linnhoff B 1997 Introduction to Pinch Analysis In: Developments in the Design of Thermal Systems (Ed. R F Boehm) (Cambridge University Press, Cambridge)
Seider W D, Seader J D, Lewin D R and Widagdo S 2009 Product and Process Design Principles – Synthesis, Analysis and Evaluation 3rd Edn (John Wiley & Sons, NY)
Online LearningA range of online resources will be provided via MyUni.
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 22 44 Assignments 22 44 Mid-term Test 2 10 Design Project 10 TOTAL 46 108
Learning Activities SummaryTopic 1: Introductory Modules
Review material, definitions, heat exchange and pinch basics
Topic 2: Pinch Analysis
What is pinch analysis?, history, concept of process synthesis, role of thermodynamics
Topic 3: Key Concepts
Heat recovery and heat exchange, basic concepts, temperature-enthalpy diagram, composite curves, Problem Table, grand composite curve (GCC) and shifted composite curve
Topic 4: The Pinch and its Significance
The pinch and significance
Topic 5: Heat Exchanger Network Design
Network grid representation, commonsense network design, maximum energyrecovery, design strategy
Topic 6: Choosing ΔTmin
Implications of choice of ΔTmin
Topic 7: Methodology of Pinch Analysis
The range of pinch analysis techniques, how to do a pinch study
Topic 8: Data Extraction
The heat and mass balance, calculating heat loads, summary guidelines, case study, energy targeting
Topic 9: Heat Exchanger Network Design
Heat exchanger equipment, stream splitting, retrofit
Topic 10: Applying the Technology
How to do a pinch analysis, worked example, targeting and network design, industrial experience.
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 (1 - 6) 10 Group Summative Weeks 2-12 1. 2. 3. 4. 5. Mid-term Test 10 Individual Summative Week 8 1. 2. 3. 4. 5. Design Project 10 Group Summative Week 12 1. 2. 3. 4. 5. Final Exam 70 Individual Summative week 13 1. 2. 3. 4. 5. 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.
1. The Design Project will now be a traditional Professional Engineering Report.
2. The Examination is to be replaced by a Summative Design Project.
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.