CHEM ENG 4059 - Pyrometallurgy
North Terrace Campus - Semester 1 - 2020
General Course Information
Course Code CHEM ENG 4059 Course Pyrometallurgy 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 aims to provide the Chemical Engineering students with an understanding of the principles governing a range of thermal processes applied to extract metals from mineral ores produced from Australian and overseas mines.
The course provides an introduction to the thermodynamics of pyrometallurgical processes including predominance area and Ellingham diagrams and the physical chemistry and transport phenomena involved in a number of pyrometallurgical unit operations including, agglomeration, roasting, smelting, thermal and electrolytic refining.
The course covers the processes used in zinc roasting, copper smelting and refining, iron and steel making, lead smelting and refining, nickel smelting, aluminium production, synthetic rutile and titanium production.
At the end of this course you should be able to undertake a range of pyro-metallurgical calculations and have an appreciation of the wide range of thermal processes used to extract useful metals and minerals from their ores.
Course Coordinator: Raymond Newell
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 thermodynamics, kinetics and physical chemistry of pyrometallurgy; 2 Apply basic engineering principles to the design of pyrometallurgical process; 3 Predict from published data the extent to which metallurgical reactions will proceed; 4 Describe the structure and properties of metallurgical slags and their influence on smelting and refining processes; 5 Compare alternative processes on the basis of energy requirements, pollution potential and engineering aspects; and 6 Produce conceptual designs for pyrometallurgical processes.
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 3.1 3.2 3.3
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)
1-6 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
1-4, 6 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
3-6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1-6 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
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
Recommended ResourcesReference Books
J.J. Moore, Chemical Metallurgy, 2nd Ed., Butterworths, 1990.
Y.K. Rao, Stoichiometry and Thermodynamics of Metallurgical Processes, Cambridge University Press, 1985.
J.D. Gilchrist, Extraction Metallurgy, 3rd Ed., Pergamon Press, 1989.
Guthrie, R.I.L, Engineering in Process Metallurgy, Clarendon Press, 1992
Note that these books are out of print but are sometimes available second hand.
Learning & Teaching Activities
Learning & Teaching ModesThis course uses a number of different teaching and learning approaches including:
· Problem solving class exercises covering basic calculation skills and process safety tools.
· Problem solving assignments
· 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 24 36 Tutorials 24 48 TOTAL 48 84
Learning Activities SummaryIntroduction
· the place of pyrometallurgy in the life-cycle of metallic components
· sintering and pelletising, heat transfer and combustion
Thermodynamics of Pyrometallurgical Operations
· influence of thermodynamics on process selection, determination and use of Predominance Area and Ellingham (∆Go-T) Diagrams, phase diagrams, prediction of suitable reduction agents and process temperature, reaction kinetics, furnace atmospheres, thermal refining, identification of metal compounds that cannot be reduced by thermal processes.
Physical chemistry of Pyrometallurgical Processes
· slag structure and properties, slag-metal reactions and their importance, reduction and oxidation of metals and impurities
Transport Phenomena in Pyrometallurgical Processes
· fluid bed roasting, blast furnace aerodynamics and control, basic oxygen steelmaking, electrolytic refining
Pyrometallurgical Process Overview
· copper smelting and refining, iron and steel making, lead smelting and refining, nickel smelting, synthetic rutile production, titanium production and zinc roasting.
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 Six fortnightly assignments 35 Individual Summative Weeks 2-12 1. 2. 3. 4. 5. 6. Final written examination 65 individual Summative Exam period 1. 2. 3. 4. 5. 6. 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:-
The final assessment will consist of a written paper to be completed and submitted online for assessment. Students will be able to use all available resources and so a higher standard than normal will be expected.
The final exam will constitute 65% of the final mark with the assignments making up the other 35%
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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