CHEM ENG 7054 - Process Design PG | Course Outlines

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CHEM ENG 7054 - Process Design PG

North Terrace Campus - Semester 2 - 2025

2025 2024 2023 2022 2021 2020 2019 2018 2017 2016 2015 2014 The course covers modern strategies for the synthesis and design of chemical / pharmaceutical processes with an emphasis on a systematic approach. The topics covered in this course are introduction to process design, process synthesis, process simulation and preliminary plant design. Students are required to complete a process design for a project using the concepts and tools covered by the lectures in groups. This practice aims to develop and improve transferable skills in problem-solving, team-working, independent learning and cooperative learning, project management, time management and technical documentation. This course is designed to challenge chemical and pharmaceutical engineering students to combine fundamental knowledge from other courses. Principles and tools for process design will be applied with practical elements of safety, environmental and sociological issues to design an integrated chemical/ pharmaceutical process. Open All

• General Course Information

  Course Details

  Course Code	CHEM ENG 7054
  Course	Process Design PG
  Coordinating Unit	Chemical Engineering
  Term	Semester 2
  Level	Postgraduate Coursework
  Location/s	North Terrace Campus
  Units	3
  Contact	Up to 7 hours per week
  Available for Study Abroad and Exchange	Y
  Assessment	Design project, final examination

  Course Staff

  Course Coordinator: Steven Amos

  Course Timetable

  The full timetable of all activities for this course can be accessed from Course Planner.

• Learning Outcomes

  Course Learning Outcomes

  On successful completion of this course students will be able to:

  1	Synthesize a process for manufacturing a desired product or parallel products;
  2	Develop a variety of processing alternatives for manufacturing a desired product;
  3	Perform process simulation using a software package;
  4	Utilize different techniques for complex process simulation;
  5	Complete collaboratively a preliminary process design within a given time frame;
  6	Develop team-building skills, including leadership skills & evaluation of group performance & dynamics;
  7	Develop oral and written communication skills;
  8	Demonstrate awareness of ethical and contemporary issues related to the design and operation of chemical / pharmaceutical process; and
  9	Take regulatory requirements into consideration for the process design.

  The above course learning outcomes are aligned with the Engineers Australia Entry to Practice Competency Standard for the Professional Engineer. The course develops the following EA Elements of Competency to levels of introductory (A), intermediate (B), advanced (C):

  1.1	1.2	1.3	1.4	1.5	1.6	2.1	2.2	2.3	2.4	3.1	3.2	3.3	3.4	3.5	3.6
  —	C	C	B	C	B	C	C	C	C	A	C	A	C	B	C

  University Graduate Attributes

  This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

  University Graduate Attribute	Course Learning Outcome(s)
  Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1-4
  Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	1, 2, 5
  Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	5-7

• Learning Resources

  Recommended Resources

  Reference BooksSeider, WD, Seader JD & Lewin, DR 2009, Product and Process Design Principles Synthesis, Analysis and Evaluation, 3rd Edition, John Wiley & Sons, Inc. Biegler, LT,Grossmann EL & Westerberg, AW 1997, Systematic Methods of Chemical Process Design, Prentice HallDouglas, JM 1998, Conceptual Design of Chemical Processes, McGraw-HillRay, MS & Johns DW 1989, Chemical Engineering Design Project A Case Study Approach, Gordon and BreachPeters, MS & Timmerhaus, KD 2002 Plant Design and Economics for Chemical Engineers, McGraw-HillBaasel, WD 1990, Preliminary Chemical Engineering Plant Design, 2rd edition, Van Nostrand Reinhold.Turton; Bailie; Whiting; Shaelwitz Analysis, Synthesis and Design of Chemical Processes; Prentice-Hall: Englewood Cliffs, NJ, 1998. Silla, H 2003, Chemical process engineering: design and economicsKayode, A 2003 Ludwig’s applied process design for chemical and petrochemical plants
• Learning & Teaching Activities

  Learning & Teaching Modes

  No information currently available.

  Workload

  The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

  Activity	Contact hours	Workload Hours
  Lectures	12	24
  Tutorials	20	50
  Computer Labs	9	9
  Design Project	24	70
  TOTAL	65	153

  Learning Activities Summary

  Topic 1: Introduction to process designTopic 2: Preliminary process synthesisTopic 3: Process simulationTopic 4: Design project
• Assessment

  The University's policy on Assessment for Coursework Programs is based on the following four principles:

  1. Assessment must encourage and reinforce learning.
  2. Assessment must enable robust and fair judgements about student performance.
  3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
  4. Assessment must maintain academic standards.

  Assessment Summary

  Assessment Task	Weighting (%)	Individual/ Group	Formative/ Summative	Due (week)*	Learning outcomes
  Design assignments	30	Individual	Summative	Weeks 2-12	1. 2. 3. 4. 5.
  Design Project(max group 3)	30	Group	Summative	Weeks 2-12	1. 2. 3. 4. 5. 6. 7. 8. 9.
  Oral Presentation	10	Group	Summative	Week 8	1.6.7.8
  Final exam	30	Individual	Summative	Exam period	1. 2. 3. 4. 5.
  Total	100

  * The specific due date for each assessment task will be available on MyUni. This assessment breakdown is registered as an exemption to the University's Assessment for Coursework Programs Policy. The exemption is related to the Procedures clause(s): 1. a. i 1. a. iii

  Assessment Detail

  No information currently available.

  Submission

  No information currently available.

  Course Grading

  Grades for your performance in this course will be awarded in accordance with the following scheme:

  M10 (Coursework Mark Scheme)

  Grade	Mark	Description
  FNS	Fail No Submission
  F	1-49	Fail
  P	50-64	Pass
  C	65-74	Credit
  D	75-84	Distinction
  HD	85-100	High Distinction
  CN	Continuing
  NFE	No Formal Examination
  RP	Result Pending

  Further details of the grades/results can be obtained from Examinations.

  Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

  Final results for this course will be made available through Access Adelaide.

• Student Feedback

  The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

  SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

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• Policies & Guidelines

  This section contains links to relevant assessment-related policies and guidelines - all university policies.

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  Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

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Maintained by:	Course Outlines Administrator