The Assignment (maximum 20 pages, Arial 12 point, normal margins)
Assessment of the Circular Economy and/or Net-Zero.
Consider process(es) such as plastics depolymerisation (cracking) via gasification, or energy from waste, or cryogenic/chemical energy storage.
Write a report on the challenges and opportunities presented by such technology. How would you apply Chemical Engineering principles to overcome the challenges and maximise the benefits?
We expect the split of focus (spread through the report) to be about 20-30% for each of MHM, PIU and RCT and 10-15% for SPE and PSPPC – depending on the technologies considered.
The page count includes figures and summary pages, but excludes front page, references and contents pages.
There will be no exam or test resit opportunities, so students who have failed coursework or class test elements of CfD, SPE and PSPPC will need to include the LOs assessed in those tests. These are highlighted in the tables at the end of the document. For these students only, extra page count will be permitted at the rate of half a page per LO.
Reflection (maximum 2 pages as appendix to main report)
Reflect on the relevance of the learning outcomes to the broad and interlinked components of Chemical Engineering practise; comment on the relationship between modules and the synergy that underpins the solving of practical Chemical Engineering problems.
Reflect on how you have coped under the lockdown circumstances.
Reflect on the value of this exercise compared to, say, revision and exam preparation in terms of consolidating the past year and preparing for next year.
Reflect on this as a milestone in your path to graduation and employment beyond and consider how this may have helped you prepare for that next step.
Assessment
The University position is that all students will progress and ultimately can graduate without engaging with this coursework. However, you should note that:
· Failure to meet any of the learning outcomes will result in a non-accredited degree
· The coursework will be marked and this mark may affect your degree classification
· You will receive formal feedback on the quality of work produced and you will be able to use that, along with the coursework itself and your reflective piece, in support of job applications. The job market will remain competitive and all graduating students will have experienced disruption, so demonstrating ability to rise above that will be advantageous.
We will apply the following Marking Scheme for EACH learning outcome and use these to generate an overall average.
Excellent
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75%
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Very Good
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65%
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Good
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50%
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Fail
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Scoring fail for any of the LOs will trigger Academic Review and additional work may then be required during Year 3 to allow graduation with an accredited degree.
The reflection will not be assessed.
Help and Guidance
The learning outcomes are given in the tables at the end of this document, along with the module description AND a link to the module canvas pages which provide essential resource material.
If you have any uncertainties about this, including which LOs apply to you,
please contact your Personal Tutor in the first instance.
Example of Structure and Content (this is not prescriptive)
Introduce process concept and put in context of circular economy / net-zero.
Provide overview description.
Identify key benefits (drivers for implementation).
Identify challenges.
Consider each of the Year 2 Learning Outcomes. Show how each would apply or be applied to one or (maximum) two aspects or stages of the process you have described in order to overcome specific challenges or maximise specific benefits. Be flexible in this approach since in in many situations it will be important to demonstrate that application of more than one Learning Outcome from more than one module will be necessary.
Throughout the report, please flag where the LOs are demonstrated. The ideal way for this would be to add a comment (look under Review tab in Word) listing the LO demonstrated and brief justification.
The table below is not exhaustive but may be a helpful framework.
Unit Ops / Stages
Ideally, these should be linked and overlapping.
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Description
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Expected LOs
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Optional LOs
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General
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Process overview and description
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SPE2, SPE3, SPE4
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PIU1, PIU2
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Reaction
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Describe unit
Specify reactions and obtain appropriate data for mass/energy balance (reaction rates, enthalpies etc)
Specify scale and perform basic calculations to size reactor and quantify yield and selectivity
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RCT1, RCT2
MHM1, MHM2
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RCT3, RCT4
CFD1, CFD2 PSPPC1-4
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Mixing
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Describe unit
Specify scale and extent of mixing to be achieved. Perform basic calculations to size and specify impeller, speed etc
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RCT3, RCT4
MHM1, MHM2
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PSPPC1-4
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Separation
(Mass transfer)
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Describe unit
Specify scale and basic mass balance.
Obtain required data – equilibria, kinetics etc
Perform basic calcs to size and quantify performance
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MHM1, MHM2
PIU3, PIU6
PIU4, PIU5
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CFD1, CFD2
PSPPC1-4
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Heat transfer
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Describe unit and duty (temps, flows)
Obtain data for heat transfer calcs
Perform calcs to size exchanger
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MHM1, MHM2
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PSPPC1-4
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Fluid Flow
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Identify and optimise pumping requirements and duty for specific line and specify type and size of suitable pump.
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MHM1, MHM2
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Heat integration
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Specify problem and identify opportunities for integration. Attempt to quantify energy savings
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PIU1, PIU2
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LCA
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Broad-brush description of approach to delivering an appropriate LCA – stepwise through the ISO. Detail required for stage 1 (problem definition). Identification of key components of inventory and burden estimation (stages 2 and 3). Less detail – more descriptive and critical appraisal or requirements and outputs of stages 2, 3 and 4.
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SPE1, SPE2
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Module Descriptions and Learning Outcomes
RCT
(CANVAS LINK)
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Module description
This module teaches the fundamentals of thermodynamics and its application in reactor design. It will begin with a revision of reactors covered in 1RET such as CSTR, plug flow and batch. It will cover reaction equilibria and criteria to decide if a reaction is reversible and has reached equilibrium. It will introduce the properties of catalysts and will build upon kinetics covered in 1RET to include derivations of kinetic models based on chemisorption. The effects of diffusion in catalysis including Thiele modulus, effectiveness factor and external diffusion resistances will be covered so that students can make decisions as to whether a reaction is controlled by kinetics or mass transfer. The design of reactors to overcome mass transfer resistances will include liquid mixing equipment, e.g. stirred vessels and static mixers – types and how they operate, mixing in single phase chemical reactors – mixing mechanism and thermodynamics; Students will understand how to generate a well mixed reactor: influence of mixing length to include micro-, meso- and macro mixing in chemical reactors – nature and boundaries of phenomena; mixing set up and power consumption in high viscosity and non-Newtonian fluids.
Revision of first and second law of thermodynamics will lead on to cover phase change, internal energy enthalpy and specific heats, energy analysis of steady flow system. These will be applied to the calculation of heat balances in ideal reactors such as batch and continuous stirred tank reactors including isothermal and adiabatic cases.
Application areas will include the design of some specific classes of reactor, for example extend ideal reactors covered in 1RET to cover design of fixed bed and fluidised bed reactors; biochemical reaction kinetics and design of bioreactors. The relevant mixing theory will cover powder mixing in gas fluidised bed – fundamentals of fluidisation, effect of critical parameters in mixing, calculation of minimum fluidisation velocity; residence time distribution in ideal reactors – application and experimental determination. The module will give students the necessary skills to undertake Advanced Reactors and Thermodynamics in Year 3.
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Learning Outcomes
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Comment
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RCT1
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Derive kinetic models for different reaction mechanisms and understand the effects of diffusion on reaction rates.
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Select
one
Process Operation
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RCT2
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Discuss the first and second laws of thermodynamics, write and solve heat balances in ideal reactors such as batch and continuous stirred tank reactors and analyse the performance of fixed bed, fluidised bed and bioreactors.
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RCT3
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Apply knowledge and solve problems to calculate degree of mixedness and dispersion, perform scale-up calculations on stirred vessel and static mixer systems with due consideration to the effect of mixing performance.
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Select
one
Process Operation
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RCT4
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Select and scale appropriate types of equipment to perform mixing duties for Newtonian and non-Newtonian (viscous) fluids.
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MHM
(CANVAS LINK)
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Module description
This module covers the critical theoretical material for mass and heat transfer. It extends the introductory material taught in Introduction to Transport Phenomena and Thermodynamics. This includes a general energy balance for conduction and common simplifications for symmetrical 2-D and 1D problems. The lumped capacitance method is discussed, as well as heat transfer from extended surfaces. Engineering processes such as membrane separations and adsorption are described. In addition, the critical theoretical material for momentum transport is discussed and addresses viscous and turbulent flows between solid boundaries. The principle of similitude is applied to the design and analysis of pumped flow systems and cost optimisation is applied to the design of pipelines. Engineering applications such as complex pipe networks and combined pipe-pump systems are analysed. The heat transfer material covered is further extended to cover internal/external convection and radiation. Computer based methods of solution of heat and mass transfer problems are introduced and applied to some process examples.
Typical content would include:
• Use of lumped capacitance method to calculate temperature distributions and heat flux in transient cooling/heating problems;
• Simplified general energy balance to describe specific problems (2D or 1D simplifications) and definition of appropriate initial/boundary conditions;
• Calculation of heat flux from finned surfaces;
• Description of how diffusion influences the operation of absorption, adsorption and membrane systems;
• Description of the two film model and application of this concept in selected mass transfer problems;
• An analysis of the flow of real fluids between solid boundaries;
• Application of the arguments for friction and energy conservation to calculate pumping requirements for complex pipe systems, selection of appropriate pump types, and design pipelines economically;
• An analysis of the flow over a flat plate and around cylinder/sphere, compare hydrodynamic and thermal boundary, and physical interpretation of Nusselt, Reynolds and Prandtl numbers;
• Calculation of heat transfer rate by radiation, understanding of the concepts of black/grey bodies and radiation of gases;
• Description of the qualitative heat transfer during boiling/condensation;
• Completion of the appropriate momentum and heat balances and calculation of transfer coefficients based on measured experimental data.
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Learning Outcomes
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Comment
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MHM1
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Use fundamental transport phenomena understanding to generate and simplify relevant engineering problems.
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Need to demonstrate LOs for each of Mass, Heat and Momentum
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MHM2
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Use fundamental understanding of transport phenomena mathematics to solve relevant engineering problems.
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PIU
(CANVAS LINK)
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Module description
This two-semester module (part A in Semester 1, Part B in semester 2) introduces the methodologies for the synthesis of a new process and discusses the factors governing process selection.
Process Integration and Unit Operations Part A first introduces problem-solving approaches reflecting current trends in process integration (efficient material and energy usage and emissions reduction). Pinch technology is introduced and used to develop heat exchanger networks, with a number of tutorials designed for students to practice the application of the taught approach.
Subsequently, the module proceeds to consider equilibrium stage-wise process design, and starting with the unit operations of absorption, distillation and liquid-liquid extraction, students will be introduced to the concepts of stage to stage calculations and diagrammatic problem solving techniques. They are also introduced to novel processing routes, including a case study on supercritical fluids.
In Process Integration and Unit Operations Part B, the interactions and interdependency between different process units are further developed via case studies. The module builds on these principles by introducing a core set of unit operations (including drying, crystallization, and membrane separations) with particular emphasis on the selection of the appropriate methods to meet process requirements. Elements of process design for each of these unit operations are also discussed. More specifically, mass and energy balances are used together with simplified models of each operation, in order to calculate specific processing parameters (e.g. flow rates) and/or unit-specific characteristics (e.g. unit volume).
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Learning Outcomes
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Comment
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PIU1
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Apply problem table and energy cascade to determine the minimum hot and cold energy requirements and the pinch point of a heat exchange system;
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It will be adequate to identify the streams that offer opportunity for heat integration, show how pinch analysis would be performed (problem table, energy cascade, minimum hot and cold energy requirements and pinch point) and estimate the potential heat recovery that can be achieved
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PIU2
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Design a heat exchanger network for maximum energy recovery or minimum number of exchangers; comment upon the appropriate use of process integration in designing new chemical and process plant and revamping existing plant;
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PIU3
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Demonstrate and apply the fundamentals of the major unit operations in Chemical Engineering namely distillation, extraction and crystallization; in terms of the essential requirements for the unit design, detailed calculations to find the number of stages and/or the size of unit needed to perform a certain function;
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Select
one
that is appropriate for your process
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PIU Learning outcomes continued on next page
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PIU4
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Explain the principles of supercritical fluid technology, in terms of the supercritical fluids, properties, and the main processes that are based on these properties;
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If technologies are not relevant to your process then discuss and justify why not.
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PIU5
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Describe and review the principles and applications of membrane treatment systems and size membranes for single or feed and bleed stage systems;
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PIU6
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Appropriately select a unit operation for a particular process need.
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SPE
(CANVAS LINK)
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Module description
The module focusses on the following main areas, supplemented by topical issues
1. Grand challenges for sustainability faced by the manufacturing, transport and energy industries – achieving the transition from fossil based, energy intensive to renewable (carbon neutral) and efficient processes over the coming decades.
2. Sustainable materials and the circular economy. Introduces the technology associated with recycling including recovery, sorting and reuse. Established technologies such as metal, plastics, paper and glass recovery will be contrasted with newer approaches. Consideration will be given to product designs that utilise recycled material while also facilitating recyclability.
3. Life cycle assessment and Integrated Pollution Prevention and Control Regulations. The concept of sustainable development is discussed and tools for quantitative assessment of our approach to sustainability are introduced. For example, lifecycle analysis is covered according to the principles of ISO14000, including use of commercial software (eg GABI). Introduction is given to the principles and practice of environmental legislation within the UK and the EU.
4. In the context of the above, topics and case studies may include (but will not be limited to):
- Cellulosic fibres
- Strategic and critical materials
- Fuel cell technologies
- Energy storage including battery technology
- Decarbonisation of energy supply
- Reduction in use of solvents (in coatings industry for example)
- Waste water treatment including recovery of organics.
- Carbon capture and storage. Including carbon (and other emissions) trading
- Global resources (eg UN Report March 2019)
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Learning Outcomes
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Comment
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SPE1
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Carry out a simple life cycle assessment and interpret more complex life cycle assessments following ISO protocols.
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Covered in class test. But required to be included if class test failed (
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SPE2
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Understand the principles behind environmental legislation and discuss how legislation can be a force for change in practice and behaviour.
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SPE3
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Understand the challenges faced by global economies, industries and populations in the context of climate change and declining resource and discuss possible solutions in terms of technology development, economic incentives and legislation.
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Covered in coursework. But required to be included if coursework failed (
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SPE4
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Discuss the benefits and opportunities presented by the “circular economy”, the barriers to its implementation and the technological or legislative developments required.
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CFD
(CANVAS LINK)
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Module description
The module develops students' skills in using tools such as MATLAB and Excel, and introduces students to other advanced computer-based design tools such as SIMSCI PRO/II. It is intended that students will use these tools in concurrent and subsequent modules, particularly the modules Product Design Exercise (Year 2) and the Design Project (Level M; Year 3 or 4). It is presumed that the students are familiar with MATLAB and Excel from Year 1 Modelling Concepts and Tools, if not earlier experiences. The demonstration of these design tools requires production of an outline process engineering design of an unit operation as a vehicle on which to practise the work.
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Learning Outcomes
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Comment
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CFD1
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Understand the circumstances which make the use of software design tools appropriate and necessary, and choose the appropriate tool for a given task
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Covered in class test. But required to be included if class test failed.
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CFD2
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Solve engineering problems by programming/flowsheeting in the appropriate program
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PSPPC
(CANVAS LINK)
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Module description
Part A of the module:
Introduces students to modelling, process dynamics and practical process monitoring and control. The importance of control for process operation will be explained, and the structure of modern plant-wide control systems will be described. The module will discuss typical process monitoring devices for common variables (pressure, temperature, level, flow, etc.), and show how signals are generated by these and transduced, transmitted and, if necessary, transformed for use in the control system. The fundamentals of open- and closed-loop control will be discussed and controller actions outlined. A review of process modelling and its basic procedures will be used to explain the concept of dynamic behaviour of processes. Methodologies for solving the differential equations resulting from unsteady-state balances over selected process examples will be given, in particular for linear, second-order differential equations. Practical examples will also be given of processes and instruments demonstrating common types of dynamic behaviour.
Part B of the module:
This builds upon and covers the basic principles of analysis and design of process level control systems, and the appropriate mathematical tools. Topics discussed include transfer functions, ideal dynamic systems, classical PID controllers, feedback control block diagram analysis, stability concept and analysis, structure and components of modern control loops, and practical aspects of industrial process control.
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Learning Outcomes
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Comment
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PSPPC1
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appreciate the importance of process control and the role of the process control engineer particularly in safety critical systems;
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PSPPC2
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comprehend the basic structure of control systems and how open- and closed-loop control is carried out and how the analysis and solution of dynamic models (particular linear 2nd
order differential equations) is required;
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Covered in PS course-work. But required to be included if PS course-work failed (
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PSPPC3
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describe primary sensing elements used for commonly measured and manipulated process variables select the appropriate final control element for a given process application and how these are used within control loops on process plant;
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PSPPC4
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understand elementary control concepts, defining feedback and feed-forward modes of control and use relevant software and analytic tools (including Laplace Transforms and Simulink) to analyse;
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Covered in PPC course-work. But required to be included if PPC course-work failed (
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