| Competences |
| Type A | Code | Competences Specific |
| A1.1 | A1.1. Successfully studying and learning about the chosen research ambit: evaluating the technical and scientific importance, the technological potential and the viability of the nanoscience, design, preparation, properties, processes, developments, techniques and applications of materials. | |
| A1.4 | A1.4. Conceiving, designing, constructing, reformulating and maintaining equipment, applications and efficient designs for experimental and numerical simulation studies in chemical technology. | |
| A2.4 | A2.4 Developing awareness in environmental and social issues related to nanoscience, materials and the general field of chemical technology. | |
| Type B | Code | Competences Transversal |
| B1.1 | B1.1. Communicating and discussing proposals and conclusions in specialized and non-specialized multilingual forums in a clear and unambiguous manner. | |
| Type C | Code | Competences Nuclear |
| C1.1 | Have an intermediate mastery of a foreign language, preferably English | |
| C1.2 | Be advanced users of the information and communication technologies |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1.1 |
A1.1 Know and classify reactions and catalytic and non-catalytic heterogeneous reactors. A1.1 Be familiar with the latest developments in heterogeneous reactors. A1.1 Design heterogeneous reactors with special emphasis on catalysis. A1.1 Design intensified reactors (membrane reactors, reactive distillation, etc.). A1.1 Propose suitable reactors for technical problems. | |
| A1.4 |
A1.4 Use numerical tools such as Polymath and MATLAB to design reactors. | |
| A2.4 |
A2.4 Design reactors bearing in mind safety, economics, and the environment. | |
| Type B | Code | Learning outcomes |
| B1.1 |
B1.1 Can intervene effectively and transmit relevant information. B1.1 Plan their communication: generate ideas, seek information, select and order information, make schemes, decide on the audience and the aims of the communication, etc. B1.1 Prepare and deliver structured presentations, complying with the requirements. B1.1 Draft documents with the appropriate format, content, structure, language accuracy, and register, and can illustrate concepts using the correct conventions: format, headings, footnotes, captions, etc. B1.1 Use language that is appropriate to the situation. B1.1 Are aware of the strategies that can be used in oral presentations (audiovisual support, eye contact, voice, gesture, timing, etc.). | |
| Type C | Code | Learning outcomes |
| C1.1 |
Express opinions on abstract or cultural topics in a limited fashion. Explain and justify briefly their opinions and projects. Understand instructions about classes or tasks assigned by the teaching staff. Understand routine information and articles. Understand the general meaning of texts that have non-routine information in a familiar subject area. Write letters or take notes about foreseeable, familiar matters. | |
| C1.2 |
Understand basic computer hardware. Understand the operating system 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: interactive tools (web, moodle, blogs, etc.), e-mail, forums, chat rooms, video conferences, collaborative work tools, etc. |
| Contents |
| Topic | Sub-topic |
| Homogeneous reactors | Application of the equations of change to homogeneous reactors: Tubular reactors in turbulent and laminar flow Reduction to ideal flow reactor: plug flow and perfectly mixed reactors. |
| 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 COMOSL multiphisics |
| Reactions in heterogeneous systems: application to solid catalysts and reactive membranes | Interfacial mass and energy transport in heterogeneous catalysts. Mass and energy transfer coefficients. Internal transport and reaction inside porous materials: catalyst pellets and catalytic membranes. Definition of internal effectiveness factors and global effectiveness factors and analytical solutions in simple situations. Numerical solution of generalized systems with multiple simultaneous reactions. |
| Design of biphasic catalytic reactors (S-G and S-L) | Packed bed catalytic reactor Fluidized bed reactor Monoliths and catalytic-wall reactors |
| Design of multiphasic catalytic reactors (GLS) | A generalized model for GLS catalytic reactors. Application to bubble column slurry reactors and trickle-bed reactors. Stirred tank slurry reactors. GLS reactors based on catalyst monoliths |
| Introduction to process intensification through reactor design | Reactive distillation. Membrane reactors. Microfluidics and microreactors |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1 | 0 | 1 | ||||||
| Lecture |
|
24 | 24 | 48 | ||||||
| Laboratory practicals |
|
24 | 60 | 84 | ||||||
| Presentations / oral communications |
|
3 | 6 | 9 | ||||||
| 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. |
| Laboratory practicals | 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 of each case will be presented in a written report. One of the cases will be presented by the students to the rest of the class as well. |
| Presentations / oral communications | The students will perform a public presentation and discussion of the results attained in one of the cases they study. |
| 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 | ||||||
| Laboratory practicals |
|
A total of 3 or 4 case studies will be developed during the laboratory practicals. The total contribution of these activities will be 55% 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. | 55 | ||||||
| Presentations / oral communications |
|
Oral public presentation of the results of one of the problems. | 5 | ||||||
| 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: • Final exam (second evaluation): 70% • Average grade of the case studies developed in the laboratory practicals: 30% 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 |
H. Scott Fogler, Elements of chemical reaction engineering, 4th, Prentice Hall, 2006
O. Levenspiel, Chemical reaction engineering, 3rd, Wiley, cop. 1999
D. Kunii, O. Levenspiel, Fluidization engineering, 2nd, Butterworth-Heinemann, cop. 1991
R. B. Bird, W. E. Stewart, E. N . Lightfoot, Transport phenomena, 2nd, Wiley, 2007
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.