CHEM ENG 1007 - Introduction to Process Engineering

North Terrace Campus - Semester 1 - 2020

This course introduces process engineering and, predominately through example, some of the key basic principles that define the discipline. Three main areas of process engineering are introduced - material & energy balances, heat transfer, and fluid mechanics - in the context of three major areas of the discipline: gas process engineering, bioprocessing, and pharmaceutical processing. The course is delivered through a combination of lectures, tutorials, self-directed learning and small group discovery. Once you have completed the course, you should be aware of the contribution process engineering makes to society and be able to understand and analyse simple processes.

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Course Details

Course Code	CHEM ENG 1007
Course	Introduction to Process Engineering
Coordinating Unit	School of Chemical Eng and Advanced Materials(Ina)
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
Assumed Knowledge	SACE Stage 2 Mathematics, SACE Stage 2 Chemistry
Assessment	Quizzes, practicals, test, assignments, final examination

Course Staff

Course Coordinator: Dr Woei Saw

Coordinator and Lecturer: Dr Woei Saw
School of Chemical Engineering and Advanced Materials
Email: woei.saw@adelaide.edu.au
Office: A104 (Annex Engineering Building, Level 1)
Phone:8313 1182

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

On successful completion of this course students will be able to:

1	Recognise and use concepts, conventions and calculations important in process engineering;
2	Draw and interpret pictures and diagrams depicting processes;
3	Define and describe important processing engineering unit operations and equipment;
4	Identify and work with units and dimensions - including units' conversion between SI and the American Enginering units' systems;
5	Explain and apply the basic principles of materials and energy balances;
6	State the importance of fluid flow behaviour (such as viscosity, Reynods Number & velocity profile) in process engineering systems and learn application of the mechanical energy balance for pipe design and pump selection;
7	Use heat transfer equipment for conduction and convection problems using logarithmic mean for radius and temperature driving force;
8	Solve problems in a systematic and professional manner using conventional notation and terminology, including making assumptions when necessary and the importance of significant figures.

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 1.6 2.1 2.2 2.3 3.1

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	3-4, 6-8

Learning Resources
Recommended Resources
Textbook:
- K.A. Solen & J.N, Harb, “Introduction to Chemical Engineering: Tools for Today and Tomorrow”, 5^th Edition, Wiley (2010). ISBN: 978-0-470-88572-7
Reference Books
- R.M. Felder, R.W Rousseau, & L.G. Bullard, “Elementary Principles of Chemical Processes”, 4^th Edition, Wiley (2015).
- D.M. Himmelblau & J.B. Riggs, “Basic Principles and Calculations in Chemical Engineering, 8^th Edition, Pearson (2012).
- R.M Murphy, “Introduction to Chemical Processes: Principles, Analysis, Synthesis”, McGraw-Hill (2007).
Online Learning

A range of online resources will be provided via MyUni.

Learning & Teaching Modes

This course uses a number of different learning and teaching approaches including:

Lectures.
Problem-solving tutorials.
Practical demonstrations.
Online quizzes.
Mid-semester test.
Final examination.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Activity	Contact hours	Workload hours	Expected total student workload
Lectures	30	60	90
Tutorials/Practicals	10	30	40
Online quizzes	0	12	12
In-class test	1	5	6
Revision	3	0	3
TOTAL	44	107	151

Learning Activities Summary

Topic 0: Course Overview (1L)

Topic 1: Introduction to chemical/process engineering (2L)

What is chemical or process engineering? What is a chemical process? System & surroundings; Open and closed, batch and continuous systems; Flow-sheeting: block flow diagrams, process flow diagrams, piping and instrumentation diagrams; Fundamental topics to chemical engineering: fluid mechanics, heat transfer, mass transfer, reaction engineering, process control, materials and corrosion, and economics. Examples of some important processes, major unit operations, and process engineering equipment.

Topic 2: Describing Physical Quantities

Topic 2.1: Dimensions & Units (2L)

Addition, subtraction, multiplication and division of units; conversion between sets of units (cgs, SI, British, American Engineering) using dimensional equations; use of the gravitational conversion factor; the importance of dimensional consistency in engineering equations; the importance of dimensionless numbers in chemical engineering; accuracy and the importance of understanding and correctly using significant figures.

Topic 2.2: Process Variables (3L)

Flowrate, density, specific volume, specific gravity, and volume fraction; Pressure, absolute pressure, gauge pressure, and vacuum pressure; Temperature; Atomic mass, molecular mass, average molar mass, mole; Concentration, mass fraction, mole fraction, ppm; equations of state, Ideal Gas law.

Topic 3: Steady-State Material balances

Topic 3.1: Material balances without chemical reaction (3L)

Principle of conservation of mass; mass balances and why they are important; mechanics of doing a material balance; examples of solving material balance of single units without reaction; examples of solving material balance of multiple units without reaction.

Topic 3.2: Material balances with chemical reaction (5L)

Writing and balancing reaction equations; calculating stoichiometric quantitiesof reactants and products given chemical equations; excess reactant, limiting reactant, conversion, degree of completion and yield in a reaction; identify the limiting and excess reactants and calculating thepercent excess reactant(s), the percent conversion, the percent completion and yield for a chemical reaction; calculating the amount of products for incomplete reactions; examples of solving material balance of single units with reaction.

Topic 4: Fluid Flow (5L)

Overview of fluid mechanics, including physical properties of fluids, viscosity and its importance in determining power requirements, Newtonian and non-Newtonian fluids, laminar and turbulent flow; continuity equation; Bernoulli’s equation; Reynolds number; the relationship between Reynolds number and turbulence; application of the mechanical energy balance for pipe design.

Topic 5: Energy Balances (9L)

Principleof conservation of energy; common characteristic energy forms; transfer of energy as heat and work; mechanics of an energy balance; examples of energy balances without reaction. Overview of heat transfer including various modes of heat transfer; heat conduction; thermal conductivity of single and composite bodies; convection; heat transfer coefficients; combined conduction and convection; heat exchangers, co-current and counter-current flow, LMTD, design of a concentric tube heat exchanger.

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

Assessment Task	Weighting (%)	Individual/ Group	Formative/ Summative	Due (week)*	Hurdle criteria	Learning outcomes
Assignments (9 x 2% = 18%)	20	Group	Formative	Weeks 3-13		1. 2. 3. 4. 5. 7. 8.
Practical Reports (2 x 5% = 10%)	10	Group	Formative	Weeks 2-12		1. 2. 3. 4. 5. 6. 7. 8.
Quizzes (7 x 1.5% = 10.5%)	10	Individual	Formative	Weeks 2-12		1. 2. 3. 4. 5. 6. 7. 8.
Mid-Semester Test (1 x 10% = 10%)	10	Individual	Formative	Week 8		1. 2. 3. 4. 5.
Final Exam (1 x 50% = 50%)	50	Individual	Summative			1. 2. 3. 4. 5. 6. 7. 8.
Total	100

* The specific due date for each assessment task will be available on MyUni.

This assessment breakdown is registered as an exemption to the University's . The exemption is related to the Procedures clause(s): 1. c.

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 modified online assessment arrangements are:
1. Quizzes (7) - 10%
2. Assignments (9)- 20%
3. Mid-semester test (1) - 10%
4. Design project (1) - 10%
5. Final exam - 50%

Assessment Detail

Details of individual assessment tasks will be provided during the semester.

Submission

No information currently available.

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 .

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.
Student Support
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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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