| Competences |
| Type A | Code | Competences Specific |
| A1.1 | Effectively apply knowledge of basic, scientific and technological materials pertaining to engineering. | |
| A1.2 | Design, execute and analyze experiments related to engineering. | |
| A1.4 | Know how to establish and develop mathematical models by using the appropriate software in order to provide the scientific and technological basis for the design of new products, processes, systems and services and for the optimization of existing ones. (G5) | |
| A2.2 | Conceive, project, calculate and design processes, equipment, industrial installations and services in the field of chemical engineering and related industrial sectors in terms of quality, safety, economics, the rational and efficient use of natural resources and the conservation of the environment. (G2) | |
| A3.1 | Apply knowledge of mathematics, physics, chemistry, biology and other natural sciences by means of study, experience, practice and critical reasoning in order to establish economically viable solutions for technical problems (I1). | |
| Type B | Code | Competences Transversal |
| B1.1 | Communicate and discuss proposals and conclusions in a clear and unambiguous manner in specialized and non-specialized multilingual forums (G9). | |
| B5.3 | Apply new technologies and advances with initiative and entrpreneurial spirit and manage and use information in an eficient manner. | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1.1 |
Know and classify reactions and catalytic and non-catalytic heterogeneous reactors. Be familiar with the latest developments in heterogeneous reactors. | |
| A1.2 |
Use numerical tools such as Polymath and MATLAB to design reactors. | |
| A1.4 |
Design heterogeneous reactors with special emphasis on catalysis. Design intensified reactors (membrane reactors, reactive distillation, etc.). | |
| A2.2 |
Design reactors bearing in mind safety, economics, and the environment. | |
| A3.1 |
Propose suitable reactors for technical problems. | |
| Type B | Code | Learning outcomes |
| B1.1 |
Intervene effectively and transmit relevant information. Prepare and deliver structured presentations that satisfy the stipulated requirements. Plan the communication: generate ideas, look for information, select and order information, make sketches, identify the audience and the aims of the communication, etc. Draft documents using the appropriate format, content, structure, language accuracy, and register. Illustrate concepts using the correct conventions: format, headings, footnotes, captions, etc. Employ the strategies used to make effective oral presentations (audio-visual aids, eye contact, voice, gestures, timing, etc.). Use language appropriate to the situation. Produces a grammatically correct oral text Produce well structured, clear and effective oral texts. Produce oral texts that are appropriate to the communicative situation. Produce grammatically correct written texts. Produce well-structured, clear and rich written texts Produce written texts that are appropriate to the communicative situation. | |
| B5.3 |
Understand basic computer hardware. Understand the operating systems as a hardware manager and the software as a working tool. Use software for off-line communication: word processors, spreadsheets and digital presentations. Use software for on-line communication: interactives tools (web, moodle, blogs..), e-mail, forums, chat rooms, video conference and collaborative work tools. 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. Identify innovative ideas, relates them to the needs of society, and determines their viability. | |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| Fundamentals: the equations of change of mass, energy and momentum | Review of the fundamental microscopic balances of mass, energy and momentum, and their application to reactor design. Numerical solution of the microscopic balances: introduction to COMSOL multiphisics |
| Homogeneous systems | Homogeneous tubular reactors: Laminar flow and turbulent flow reactors. Homogeneous mixed reactors: continuous stirred tank and batch reactors. |
| Two-phase catalytic reactors | Mass and energy transfer in a single particle of catalyst. Packed-bed catalytic reactors (2D and 1D heterogeneous models). Fluidized bed reactors. Catalyst monolith reactors. Membrane reactors. |
| Three-phase catalytic reactors | Overview of three-phase reactors. Three-phase tubular reactors (Trickle-bed, and slurry bubble column). Three-phase mixed reactors (stirred tank slurry reactor). Catalyst monoliths as three-phase reactors. Reactive distillation. |
| Planning |
| Methodologies :: Tests | ||||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||||
| Introductory activities |
|
1 | 0 | 1 | ||||||||
| Lecture |
|
24 | 24 | 48 | ||||||||
| Presentations / oral communications |
|
3 | 6 | 9 | ||||||||
| IT-based practicals in computer rooms |
|
24 | 60 | 84 | ||||||||
| Personal attention |
|
2 | 0 | 2 | ||||||||
| Practical tests |
|
6 | 0 | 6 | ||||||||
| (*) 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 course: description of the course contents, objectives, methodologies, planning and evaluation criteria. |
| Lecture | Lecture sessions to develop the content of the course, and discussion of practical examples. Support material will be provided to the students in advance through the Moodle space of the course. |
| Presentations / oral communications | The students will perform a public presentation and discussion of the results attained in one of the cases they study. |
| IT-based practicals in computer rooms | The students will work in groups on the analysis and design of heterogeneous reactors based on "real life" case studies. The solution of these problems will involve the use of numerical computational tools (COMSOL simulation laboratory). A total of 3 or 4 cases will be solved, depending on their complexity. The results o each case will be presented in a written report. |
| Personal attention | Individual interviews/meetings will be scheduled for those students requiring specific assistance to deal with any aspect of the course |
| Personalized attention |
| Description |
| The instructor will be available during office hours to provide further help and guidance to the students individually. Students should take advantage of these meetings to solve questions and doubts they may have about specific parts of the course material. The hours in which those meetings may be scheduled will be posted in the Moodle workspace before the course starts. Dr. Daniel Montané. Department of Chemical Engineering. Office 217. daniel.montane@urv.cat 977 559 652 |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||||||
| IT-based practicals in computer rooms |
|
A total of 3 or 4 case studies will be developed during the laboratory practicals. The total contribution of these activities will be 60% of the final grade. The individual contribution of each activity will depend on their complexity, and will be announced in the Moodle space at the beginning of the semester. | 60 | ||||||||
| Practical tests |
|
2 practical tests, to be solved individually, will be developed during the course. To pass the course, and regardless of the other items to be evaluated, it is required that: - The average grade of the 2 tests is at least of 5.0 points over 10 points. - The grade in the test with the lower score should be at last of 4.0 over 10 points. |
40 | ||||||||
| Others |
| Other comments and second exam session | |||
|
Second evaluation: Students who need to take the second evaluation will be graded based on the following items and contributions:
Please, note that a minimum grade of 4.0 over 10.0 will be also required in the Final Exam to pass the course in the second evaluation. NOTE: The use of electronic communication devices (phones, tablets, etc.) during the individual written exercises/exams is strictly forbidden. All devices must be disconnected and stored away while the students are inside the classroom during the entire length of the exercise. If numerical calculation tools were required for the exam, the students will be informed in advance about the conditions and restrictions to use personal laptop computers. In any case, the computers will be used for the sole purpose of the exam and with its network access deactivated (WiFi, GSM, etc.). Students that fail to comply with these rules will be sanctioned with a grade of "0" (zero) in the exercise/exam, regardless of other disciplinary actions taken by the ETSEQ. |
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| Sources of information |
| Basic |
G. F. Froment, K. B. Bischoff, J. De Wilde, Chemical reactor analysis and design, 3rd, John Wiley & Sons, cop. 2011 |
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Class notes and copies of the slides used during the lectures will be posted as PDF files on the Moodle space of the course. Examples solved with COMSOL will be provided as well to illustrate the practical application of the topics covered along the semester. Also, a few papers from scientific journals will be used as reference material. These papers will be provided by the instructor beforehand through the Moodle workspace of the course. |
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| Complementary |
R. B. Bird, W. E. Stewart, E. N . Lightfoot, Transport phenomena, 2nd, Wiley, 2007
H. Scott Fogler, Elements of chemical reaction engineering, 4th, Prentice Hall, 2006
D. Kunii, O. Levenspiel, Fluidization engineering, 2nd, Butterworth-Heinemann, cop. 1991
O. Levenspiel, Chemical reaction engineering, 3rd, Wiley, cop. 1999
B. E. Poling, J. M. Prausnitz, J. P. O'Connell, The properties of gases and liquids, 5th, McGraw-Hill, 2001 |
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| Recommendations |
| Subjects that it is recommended to have taken before | ||
|
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| Other comments | |
| It is strongly recommended that the students have a solid background on chemical thermodynamics, kinetics, transport phenomena and reaction engineering at bachelor's level. |
(*)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.