| Competences |
| Type A | Code | Competences Specific |
| A1 | Apply basic knowledge of mathematics and physics at the molecular biosciences | |
| A2 | Understand and apply appropriately the basics of general chemistry and organic chemistry to molecular biosciences. | |
| A8 | Analyse appropriately data and experimental results from the fields of biotechnology with statistical techniques and be able to interpret it. | |
| A12 | Identify and develop unit operations in biochemical engineering, integrating them with the biological foundations, and apply them to the design of bioreactors and separation process | |
| Type B | Code | Competences Transversal |
| B7 | Sensitivity to environmental issues | |
| Type C | Code | Competences Nuclear |
| C3 | Be able to manage information and knowledge |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1 |
Define the principal types of bioreactors, describe their basic characteristics and identify their most important applications in enzymatic processes and processes with microorganisms. Identify and describe the elements needed to design a bioreactor, including the most common kinetic and design equations. Analyse ideal reactors in order to subsequently develop real reactors. Know the speed equations that govern transport phenomena and then to study their practical application to specific unit operations. | |
| A2 |
Define the main types of bioreactors, describe their basic characteristics and identify their most important applications, both for enzymatic processes and for processes with microorganisms. Identify and describe the elements necessary to carry out the design of a bireactor, such as the most common kinetic equations and design equations. Analyze the ideal reactors to address the subsequent development of real reactors. | |
| A8 |
Integrate the knowledge of Biochemical Engineering to the design of biotechnological processes and obtain data for this design in the laboratory and the bibliography. | |
| A12 |
Know the basic operations of biochemical engineering. Know and design in a preliminary way the most common separation operations based on the transfer of matter and in the fluid flow. | |
| Type B | Code | Learning outcomes |
| B7 |
Acquire the skills and attitudes required to integrate the concept of sustainable development into decision taking. Solve problems taking into account sustainable development and its implications. | |
| Type C | Code | Learning outcomes |
| C3 |
Locate and access information effectively and efficiently. Critically evaluate information and its sources, and add it to their own knowledge base and system of values. Have a full understanding of the economic, legal, social and ethical implications of accessing and using information. Reflect on, review and evaluate the information management process. |
| Contents |
| Topic | Sub-topic |
| Topic 1. Conversion and dimensions of the reactor | 1.1. Definition of conversion 1.2. Design equations 1.2.1. Batch systems 1.2.2. Flow systems 1.3. Applications of design equations for continuous flow reactors 1.4. Reactors in series 1.5 Other definitions |
| Topic 2. Speed laws and stoichiometry | 2.1. Basic definitions 2.1.1. The reaction rate constant 2.1.2. The reaction order 2.1.3. Elementary speed laws and molecularity 2.1.4. Reversible reactions 2.1.5. Laws of speed and non-elementary reactions 2.2. stoichiometric table 2.2.1. Batch systems 2.2.2. Reaction systems at constant volume 2.2.3. Flow systems 2.2.4. Volume changes when reacting |
| Topic 3. Design of isothermal reactors | 3.1. Design structure for isothermal reactors 3.2. Increased scale of data of a batch reactor in liquid phase by the design of a CSTR 3.2.1. Batch operation 3.2.2. Design of CSTR 3.3. Tubular reactors 3.3. Use of AC (liquid) and FA (gas) in the balance of moles and speed laws 3.3.1. CSTR, PFR, PBR and batch reactors 3.4. Operation of reactors in a non-stationary state 3.4.1. Starting a CSTR 3.4.2. Semilot reactors 3.5. Reactors with recirculation |
| Topic 4. Introduction to microbiological and enzymatic reactions | 4.1. Enzymes, microorganisms and processes 4.1.1. Kinetic enzyme 4.1.2. Microbial kinetics 4.2. Bioreactor configurations |
| Topic 5. Enzymatic and microbial kinetics | 5.1. Enzymatic kinetics 5.1.1. Kinetic by Michaelis-Menten 5.1.2. Competitive inhibition of a strange substance 5.1.3. Non-competitive inhibition of a strange substance 5.1.4. Inhibition by substrate 5.1.5. Kinetic with immobilized enzymes 5.2. Microbial kinetics 5.2.1. Kinetic of exponential growth. Monod model 5.2.2. Alternatives to the Monod model |
| Topic 6. Transfer of oxygen in bioreactors |
6.1. Oxygen metabolic demand 6.2. Oxygen transfer coefficient 6.3. Oxygen balance in a bioreactor 6.4. Factors that affect KLA 6.5. Measure of KLA |
| Topic 7. Design of Biochemical Reactors | 7.1. Design of biochemical reactors 7.1.1 Characteristics and types of fermenters 7.2. Continuous stirred tank bioreactor 7.2.1. Kinetics of Monod without poisoning 7.2.2. Influence of the dilution rate. Calculation of the bioreactor wash 7.2.3. Optimal operating conditions 7.2.4. Estimation of kinetic constants 7.2.5. Cell recirculation 7.2.6. CSTR with Monod kinetics and product poisoning 7.2.6.1. Kinetics controlled by the product 7.2.6.2. Kinetics controlled by the substrate and the product 7.3. Tubular fermenters 7.4. Design of a discontinuous stirred tank reactor |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1 | 0 | 1 | ||||||
| Lecture |
|
12 | 12 | 24 | ||||||
| Problem solving, exercises in the classroom |
|
8 | 16 | 24 | ||||||
| Problem solving, exercises |
|
0 | 8 | 8 | ||||||
| Laboratory practicals |
|
15 | 22.5 | 37.5 | ||||||
| Personal attention |
|
2 | 0 | 2 | ||||||
| Mixed tests |
|
4 | 0 | 4 | ||||||
| (*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||||||||
| Methodologies |
| Description | |
| Introductory activities | Presentation of the subject, explanation of the methodology to be used, communication of the evaluation criteria and formation of working groups. |
| Lecture | Exposure of the content of each topic. |
| Problem solving, exercises in the classroom | Resolution of problems related to the topic of the subject by the student with supervision of the teacher. |
| Problem solving, exercises | Resolution of problems by the student related to the content of the subject. |
| Laboratory practicals | Carry out laboratory practices where the acquired knowledge is applied. |
| Personal attention | Tutoring schedule: Dra. Silvia de Lamo Castellví, office 318 ETSIQ, Tuesday from 12-14h e-mail: silvia.delamo@urv.cat Send an e-mail to confirm the appointment |
| Personalized attention |
| Description |
| Tutoring schedule: Dra. Silvia de Lamo Castellví, office 318 ETSIQ, Tuesday from 12-14h e-mail: silvia.delamo@urv.cat Send an e-mail to confirm the appointment |
| Assessment |
| Methodologies | Competences | Description | Weight | |||||
| Problem solving, exercises |
|
Problem solving related to the contents of the subject in class (3 in total) | 10% | |||||
| Laboratory practicals |
|
I. Fermentació aeròbia. Producció de llevat (biomassa) II. Fermentació anaeròbia. Producció d’etanol III. Producció d’un metabòlit secundari. Producció de manganese-dependent peroxidase (MnP) IV. Producció de goma de xantà V. Catàlisi enzimàtica. Decoloració amb lacasa immobilitzada (Cal aorovar les pràctiques per fer mitjana) |
30% (85% del treball col·lectiu de pràctiques, 15% de la llibreta de pràctiques) |
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| Mixed tests |
|
Examen parcial del Bloc I Examen parcial del Bloc II (Cal treure un mínim de 4 per poder fer mitjana) |
60% |
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| Others |
| Other comments and second exam session | |||
|
Segona convocatòria: Exam Block I and Block II 60% Resolved activities 10% Laboratory practices report 24% Laboratory notebook 6% The demonstration of the fraudulent conduct of some evaluative activity of a subject in both material and virtual or electronic support leads to the student the failing grade of this evaluation activity. Regardless of this, in view of the seriousness of the facts, the centre may propose the initiation of a disciplinary file, which will be initiated by resolution of the rector. |
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| Sources of information |
| Basic |
Doran, P.M, Principios de Ingeniería de los Bioprocesos, 1998, Acribia S.A.
Fogler, H.S, Ingeniería de las Reacciones Químicas, 4ta Edición, 2008, Prentice Hall |
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| Complementary |
Levenspiel, O, Ingeniería de las Reacciones Químicas, 1993, Editorial Reverté
Atkinson, B., Reactores Bioquímicos, 1986, Editorial Reverté |
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| Recommendations |
| Subjects that continue the syllabus | |||
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| Subjects that are recommended to be taken simultaneously | ||
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| Subjects that it is recommended to have taken before | ||
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(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.