| Competences |
| Type A | Code | Competences Specific |
| A1.2 | Design, execute and analyse 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). | |
| A3.2 | Design and optimize products, processes, systems and services for the chemical industry on the basis of various areas of chemical engineering, including processes, transport, separation operations, and chemical, nuclear, elctrochemical and biochemical reactions engineering (I2). | |
| A3.4 | Be able to solve unfamiliar and ill-defined problems by taking into account all possible solutions and selecting the most innovative. (I4) | |
| A3.6 | Design, construct and implement methods, processes and installations for the integrated management of waste, solids, liquids and gases, whilst also taking into account the impacts and risks of these products (I6). | |
| 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). | |
| B3.1 | Work in a team with responsibilities shared among multidisciplinary, multilingual and multicultural teams. | |
| B3.2 | Resolve conflicts constructively. | |
| B4.1 | Be able to learn autonomously in order to maintain and improve the competences pertaining to chemical engineering that enable continuous professional development. (G11). | |
| B5.1 | Carry out and lead the appropriate research, design and development of engineering solutions in new or little understood areas, whilst applying criteria of creativity, originality, innovation and technology transfer. (G4). | |
| B5.2 | Solving complex problems in a critical, logical and creative way, in multidisciplinary contexts. | |
| B5.3 | Apply new technologies and advances with initiative and entrepreneurial spirit and manage and use information in an efficient manner. | |
| B6.1 | Apply ethical principles and social responsibility as a citizen and a professional. | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1.2 |
Solve problems concerning the design of discontinuous and similar processes. | |
| A1.4 |
Acquire proficiency in the analysis and design of industrial processes in chemical engineering and related fields through the application of design and simulation methods. | |
| A2.2 |
Understand the impact of engineering in the social and global context, including the ethical implications of the decisions taken. | |
| A3.1 |
Propose and evaluate several alternatives for improving a process and select the best ones on the basis of several criteria taken simultaneously and despite the limited information that may be available. | |
| A3.2 |
Understand the complex nature of the design of processes and products and its relationship with the other aspects of engineering. | |
| A3.4 |
Strive to find innovative solutions to problems that are only partially defined. | |
| A3.6 |
Understand the environmental impact and risks of decisions taken during the process and product engineering phase. | |
| 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. | |
| B3.1 |
Actively participate and share information, knowledge and experiences. Make its individual contribution in due time and with the available resources. Accept and accomplish the group rules. Conduct the decision-making process in a participative manner. Obtain the support of others in order to ensure the success of their decisions. | |
| B3.2 |
Facilitate the positive management of differences, disagreements and conflicts that occur in the team. | |
| B4.1 |
Autonomously adopt strategies for learning in each situation. Establish personal learning objectives. Select a procedure from which the professor proposes. Ask the appropriate questions for solving doubts or open questions, and search for information with criteria. | |
| B5.1 |
Decide how to manage and organize the work and time required to carry out a task from the basis of a general plan. Analyse their own limitations and potential for undertaking a particular task. Decide how to manage and organize the work and time. Reflect on their learning process and learning needs. | |
| B5.2 |
Select the information required to solve problems using objective criteria. Can provide alternative solutions to the same problem and assess possible risks and advantages. Can draw up strategies for solving problems. Direct the decision-making process in a participative manner. Can get support from others to guarantee the success of their decisions. | |
| 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. | |
| B6.1 |
Respect fundamental rights and equality between men and women. Be respectful of and promote human rights and the principles of universal accessibility, equal opportunities, non-discrimination and universal accessibility for those with special educational needs. Be respectful of the values of a culture of peace and democracy. | |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| Introduction | - Process modelling as a tool for product and process design (digital twins). - Types of optimization problems. |
| Nonlinear Programming (NLP) | - Introduction to modelling and optimization. - Convexity of an optimization problem. - Karush-Kuhn Tucker conditions of an optimization problem. - Geometrical interpretation. |
| Linear Programming (LP) |
- Introduction to linear programming. - Geometrical interpretation. - Sensitivity analysis in LP problems. |
| Mixed-Integer Linear Programming (MILP) | - Fundamentals of MILP. - Logical constraints: modelling with binary variables. - BigM and convex hull reformulations. - Branch and bound method. |
| Mixed-Integer Nonlinear Programming (MINLP) | - Fundamentals of MINLP. - Branch and bound method for MINLP. - Outer approximation method. - Integer cuts. - Global optimization: spatial branch and bound and outer approximation. |
| Multiobjective optimization (MOO) | - Fundamentals of MOO, Pareto frontier. - MOO methods: epsilon constraint. |
| Optimization with Excel | - Introduction to Excel. - The Solver tool for optimization problems. |
| Life Cycle Assessment (LCA) | - Introduction to LCA. - Incorporating LCA into the design of products and processes. - LCA software and databases. |
| Planning |
| Methodologies :: Tests | |||||||||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | ||||||||||||||
| Introductory activities |
|
1 | 2 | 3 | |||||||||||||
| Problem solving, exercises in the classroom |
|
13 | 23 | 36 | |||||||||||||
| IT-based practicals in computer rooms |
|
30 | 30 | 60 | |||||||||||||
| Personal attention |
|
1 | 2 | 3 | |||||||||||||
| Practical tests |
|
3 | 7.5 | 10.5 | |||||||||||||
| (*) 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 | Activities designed to make contact with students, collect information from them and introduce the subject. |
| Problem solving, exercises in the classroom | Formulation, analysis, resolution and debate of a problem or exercise related to the topic of the subject. |
| IT-based practicals in computer rooms | Practical application of the theory of a knowledge area in a particular context. Practical exercises using ICTs. |
| Personal attention | Time that each teacher has to speak to pupils and resolve their doubts. |
| Personalized attention |
| Description |
|
Time devoted to resolve doubts to students. These meetings will need to be scheduled beforehand through email. |
| Assessment |
| Methodologies | Competences | Description | Weight | |||||||||||||
| Problem solving, exercises in the classroom |
|
Solve case studies individually. Delivered using Moodle. Penalties applicable for late delivery. Together with IT-based practicals in computer rooms, weight 50% of the total grade. | 37.5% (aprox) | |||||||||||||
| IT-based practicals in computer rooms |
|
Solve case studies individually during specific days at L304. Delivered using Moodle. Together with Problem solving, exercises in the classroom, weight 50% of the total grade. | 12.5% (aprox) | |||||||||||||
| Practical tests |
|
Individual test with a minimum grade of 3.5/10 to be able to pass the course. | 50% | |||||||||||||
| Others |
| Other comments and second exam session | |||
|
First call:
There are two options:
[Option A] is the default: if someone wants [Option B], they have to communicate it by email before the date that will be indicated in Moodle. During the evaluation tests, cell phones, tablets and other electronic devices that are not expressly authorized for the test must be turned off and out of sight. |
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| Sources of information |
| Basic |
L. Puigjaner, P. Ollero, C. de Prada, L. Jimenez,, Estrategias de Modelado, Simulación y Optimización de Procesos. Químicos, Editorial Síntesis, 2006 |
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The access to the licensed software can be done using one of the following procedures: - Virtlabs: managed by the IT central services of URV. Basically you use a secure connection and download the software in your computer (which might require some time the first time). I cannot provide any support to any student. - RemoteLab: managed by the IT of the Chemical Engineering Department. Basically, you use one of the computers that is in one of the several computer labs (or a virtual machine dedicated to that) and all calculations are done in the remote computer. Your computer is acting as a browser. If you experience any problem let me know and we will help you to solve the issue. |
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| Complementary | |||||||||
| Recommendations |
(*)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.