MECH ENG 7021 - Combustion Technology & Emissions Control
North Terrace Campus - Semester 1 - 2020
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General Course Information
Course Details
Course Code MECH ENG 7021 Course Combustion Technology & Emissions Control Coordinating Unit School of Mechanical Engineering Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 6 hours per week Available for Study Abroad and Exchange Y Assessment Assignments, design project, final exam Course Staff
Course Coordinator: Professor Peter Ashman
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
On 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 Outline the potential of combining combustion and solar thermal technologies as a route towards sustainable energy production
The above course learning outcomes are aligned with the Engineers Australia .
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)
1-8 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
1-7 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
1-7 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 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
1-8 -
Learning Resources
Recommended Resources
The following texts are highly relevant and strongly recommended, but are not followed directly:
S.R. Turns “An Introduction to Combustion”, McGraw Hill,
PJ Mullinger and B.G. Jenkins “Design and Operation of Industrial and Process Furnaces”, Elsevier (This book is available as an e-book, via the Barr Smith library, for students enrolled at the 成人大片.
Online Learning
Copies of all presentations will be made available after each lecture
Supplementary material for the design project will be provided
Links to public lectures and seminars from the Environment Institute will be provided
A range of other material is available via MyUni
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Learning & Teaching Activities
Learning & Teaching Modes
The 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.
Workload
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. The virtual combustion laboratory can be completed in the allocated time provided students are well organised and focussed on the task. 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 Summary
No information currently available.
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Assessment
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 Summary
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.
* The specific due date for each assessment task will be available on MyUni.Assessment Task Weighting (%) Individual/ Group Formative/ Summative Due (week)* Hurdle criteria Learning outcomes Assignments x 4 35 Individual Summative Week 5,7,10,12 1. 2. 3. 7. Design Project Progress Report 1 5 Individual Summative Week 6 1. 2. 3. 4. 6. 7. Design Project Progress Report 2 10 Individual Summative Week 8 1. 2. 3. 4. 6. 7. Design Project Final Report 25 Individual Summative Week 13 1. 2. 3. 4. 6. 7. Open-book online quiz 25 Individual Summative Examination 1. 2. 3. 4. 5. 6. 7. 8. Total 100
This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.
Assessment Related Requirements
Tutorials are considered to be compulsory. Whether or not students have submitted each assignment will be considered strongly in assessing marks which are border-line between grade options (e.g. border-line pass/fail or credit/distinction).
Assessment Detail
Details on the assessment tasks will be providedSubmission
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Stoich. & Thermo. Assignment end of week 4
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Flames Assignment end of week 7
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Kiln Design Project:
Progress Report 1 due end of week 5
Progress Report 2 due end of week 9
Final Report due end of week 12
Course Grading
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 .
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Student Feedback
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.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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