CHEM ENG 7054 - Simulation & Concept Design
North Terrace Campus - Semester 2 - 2018
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General Course Information
Course Details
Course Code CHEM ENG 7054 Course Simulation & Concept Design Coordinating Unit School of Chemical Eng and Advanced Materials(Ina) Term Semester 2 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 ENG 3014 Assumed Knowledge CHEM ENG 2010 Assessment design project, final examination Course Staff
Course Coordinator: Steven Amos
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 Synthesize a process for manufacturing a desired product or parallel products; 2 Develop a variety of processing alternatives for manufacturing a desired product; 3 Perform process simulation using a software package; 4 Utilize different techniques for complex process simulation; 5 Complete collaboratively a preliminary process design within a given time frame; 6 Develop team-building skills, including leadership skills & evaluation of group performance & dynamics; 7 Develop oral and written communication skills; 8 Demonstrate awareness of ethical and contemporary issues related to the design and operation of chemical / pharmaceutical process; and 9 Take regulatory requirements into consideration for the process design.
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)
1-4 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
1, 2, 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
5-7 -
Learning Resources
Recommended Resources
Reference Books
Seider, WD, Seader JD & Lewin, DR 2009, Product and Process Design Principles Synthesis, Analysis and Evaluation, 3rd Edition, John Wiley & Sons, Inc.
Biegler, LT,
Grossmann EL & Westerberg, AW 1997, Systematic Methods of Chemical Process Design, Prentice Hall
Douglas, JM 1998, Conceptual Design of Chemical Processes, McGraw-Hill
Ray, MS & Johns DW 1989, Chemical Engineering Design Project A Case Study Approach, Gordon and Breach
Peters, MS & Timmerhaus, KD 2002 Plant Design and Economics for Chemical Engineers, McGraw-Hill
Baasel, WD 1990, Preliminary Chemical Engineering Plant Design, 2rd edition, Van Nostrand Reinhold.
Turton; Bailie; Whiting; Shaelwitz Analysis, Synthesis and Design of Chemical Processes; Prentice-Hall: Englewood Cliffs, NJ, 1998.
Silla, H 2003, Chemical process engineering: design and economics
Kayode, A 2003 Ludwig’s applied process design for chemical and petrochemical plants -
Learning & Teaching Activities
Learning & Teaching Modes
No information currently available.
Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Activity Contact hours Workload Hours Lectures 16 32 Tutorials 10 20 Computer Labs 8 16 Design Project 10 50 TOTAL 44 118 Learning Activities Summary
Topic 1: Introduction to process design
Topic 2: Preliminary process synthesis
Topic 3: Process simulation
Topic 4: Design project
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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
* 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 Tutorial assignments 15 Individual / Group Summative Weeks 2-12 1. 2. 3. 4. 5. PFD exam 5 Individual Summative Week 4 1. 2. Design Project (group of max 4 members) 40 Group Summative Weeks 2-12 1. 2. 3. 4. 5. 6. 7. 8. 9. Final exam 40 Individual Formative 1. 2. 3. 4. 5. Total 100
This assessment breakdown is registered as an exemption to the University's . The exemption is related to the Procedures clause(s): 1. a. i 1. a. iii
Assessment Detail
No information currently available.
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 .
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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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Fraud Awareness
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鈥檚 disciplinary procedures.
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