| 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) | |
| A3.5 | Lead and supervise all types of installation, process, system and service in the different industrial areas related to chemical engineering (I5). | |
| 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). | |
| B2.3 | Create a suitable environment for individual development. | |
| B2.4 | Bring together knowledge and face the complexity of making judgments and taking decisions, based on incomplete or limited information, which include reflections on the social and ethical responsibilities in the professional practice. | |
| 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). | |
| B4.2 | Develop abilities to manage their professional career. | |
| 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). | |
| B5.3 | 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 and optimise process design problems using mathematical programming tools at various levels (equipment, process, plant, supply chain, etc.). | |
| A1.4 |
Further understand methods and strategies for designing processes and products (problems with a high degree of abstraction, unstructured problems and open-ended problems). | |
| A2.2 |
Master the design of the industrial product while taking into account multiple factors simultaneously. | |
| A3.1 |
Be able to design processes and products with initiative, creativity, critical reasoning and to communicate and transmit them to a multidisciplinary audience. | |
| A3.2 |
Apply knowledge from other areas to the design of processes and products. | |
| A3.4 |
Evaluate different design proposals and include this analysis in the decision-making process. | |
| A3.5 |
Identify critical equipment and establish the protocols for maintaining the processes. | |
| A3.6 |
Understand the impact and risks associated with the supply chain and the analysis of the product life cycle during the product’s design 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. | |
| B2.3 |
Establish strategies for each team member to develop their competencies to the maximum. | |
| B2.4 |
It integrates knowledge of different subjects taught in the masters in the realization of an integrated project or research work. | |
| 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. | |
| B4.2 |
Identify training needs. Set their own learning objectives. Define and develop the curricular itinerary considering the training needs, interests and professional academic motivations. Develop resources and strategies that facilitate the transition to the workplace. | |
| 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. | |
| B5.3 |
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 |
| Continuous product and process design using process simulation | General overview of process simulation: (Dis)advantages, commercial tools, basic steps Distillation in Aspen Plus: Very basic overview, files, reactors + example Case studies: cyclohexane production, PFR reactor, ammonia, IPA dehydration, 3 component separation using hot/cold utilities, solvent ratio in extractive distillation |
| Distillation in product and process design using process simulation | Distillation basics: column sizing & rating fundamentals, operating window & problems Distillation in Aspen Plus: shortcut & rigorous, DSTWU + examples + tutorial, Radfrac & design specs Case studies: radfrac tutorial, MeOH+water column internals, MCV production |
| Overview of the estimation of physical properties capabilities in Aspen Plus (molecular design) | What is property estimation?: Pure component, T-Dependant, binary parameters Molecular structure: atoms & bonds, PCES of i-BuOH and C12H9ClO, PCES of H2O+DMA & decanter Estimation with limited data: experimental data, PCES of PV for 2-BuOH |
| Physical properties capabilities in Aspen Plus® (molecular design) | Physical properties estimation: properties = feasible = €, EOS vs gamma, Henry’s Law Expert system: property methods, expert system, examples Examples: data regression, 2 thermo models in a flowsheet, table generation system (TGS) |
| Overview of product and process design of electrolyte handling in Aspen Plus® | Electrolyte modelling: electrolyte systems , thermodynamic packages, apparent/true component approach Electrolyte wizard: NaOH+HCl mixing & flashing Examples: sour water stripping, inserts |
| Decision making under uncertainty in product and process design: expected value | Basics of probabilities: coin flipping, expected value, roulette & WWTBAM Expected value in decision making: decision trees, toy example, probability distribution Posterior probabilities: EVSI, toy example, example (build a plant?) |
| Batch product and process design using process simulation (SuperPro) | Recipe and resources Fermenter operation Modelling: examples SuperPro: mini tutorial General overview of SuperPro Toy examples 1a, 1b, 1c, 1d & 1f Toy example 2 Very basics of economic analysis Toy example 3: fermenter Lessons learnt |
| Environmental aspects in product and process design | Basics of life-cycle assessment LCA of product and process design Circular economy Ecoinvent Examples: bulb, bike... |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1 | 3 | 4 | ||||||
| Problem solving, exercises in the classroom |
|
15 | 21 | 36 | ||||||
| IT-based practicals in computer rooms |
|
30 | 30 | 60 | ||||||
| Personal attention |
|
1 | 3 | 4 | ||||||
| Practical tests |
|
3 | 5.5 | 8.5 | ||||||
| (*) 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 |
|
If you want/need any discussion/tutorization, please send me and e-mail (laureano.jimenez@urv.cat), phone me (977558643), contact me via skype (LaureanoJimenez) or via MSTeam so we can schedule a meeting. Office 219 (Chemical Engineering Department). Classes & exam will be in Laboratory 304. On-line classes will be done using MSTeams. |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||
| Problem solving, exercises in the classroom |
|
Solve individual case studies (2-3). Delivered using moodle. | 25 | ||||
| IT-based practicals in computer rooms |
|
Solve open and closed problems. (2-3). Delivered using moodle. Penalties applicable for late delivery. | 25 | ||||
| Others | Final individual test with a minimum grade of 3.5/10 in order to calculate the final grade. 50 % OF THE GRADE. THE VALUE AT THE RIGHT SIDE IS NOT VALID AND I'M NOT ABLE TO MODIFY IT. Maximum grade (MH, equivalent to A+) will be based on the results of individual tests |
20 |
| Other comments and second exam session | |||
|
Updated version of the content just available in the English version. Minimum grade in the individual exam (3.5). |
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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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Help/tutorials of the software tools used (Excel, AspenPlus, AspenHysys, SuperPro...) |
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| Complementary | |||||||||
| Recommendations |
| 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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| Other comments | |
| We plan to use licensed software tools (AspenPlus, Hysys, SuperPro...), available in the computer room located in the first floor and basement of the library, in laboratory 304, in laboratory 203 and in room 116. The software can also be installed in your personal computers using the Virtlabs application or via the RemoteLab, which allows to use some software from outside the campus. |
(*)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.