Unit Name

PROCESS ENGINEERING

Unit Code

ME505

Unit Duration

12 weeks

Award

Graduate Diploma of Engineering (Industrial Automation) Duration: 1 year

Master of Engineering (Industrial Automation) Duration: 2 years

Year Level

1st

Unit Creator/Reviewer

Dr. Srinivas Shastri

Core/Elective

Core

Pre/Co-requisites

None

Credit Points

3

Grad Dip total course credit points = 24 (3 credits x 8 (units))

Masters total course credit points = 48

(3 credits x 12 (units) + 12 credits (Thesis))

Mode of Delivery

On-Campus or Online

Unit Workload

10 hours per week: Lecture - 1 hour

Tutorial Lecture - 1 hours

Practical / Lab - 1 hour (where applicable)

Personal Study recommended - 7 hours (guided and unguided)

Unit Description and General Aims

This core subject provides the students sufficient depth of understanding of processing engineering in the context of industrial automation. The principles of unit operations, unit processes, fluid transport, and control provide the student with an understanding of how to apply these principles to control and instrumentation systems. This unit will therefore be providing process background to Industrial Instrumentation. Students will be able to perform complex process calculations to enable them to apply control principles in later subjects.

Cases studies and/or mini projects form an integral part of this subject and provide a practical understanding to the subject matter.

Learning Outcomes

On successful completion of this subject/unit, students are expected to be able to:

  1. Have a deep understanding of unit operations, unit processes and transport principles in the context of industrial automation.

    Bloom’s Level 5

  2. Acquire knowledge and become aware of recent advances in instrumentation, measurement and control underpinning plant operations.

    Bloom’s Level 5

  3. Acquire an awareness of latest engineering materials and technologies to support process operations.

    Bloom’s Level 5

  4. Understand the methodology of heat and mass balances (and utility balances) and be able to apply principles to generate heat and mass balances for process operations. Bloom’s Level 5

  5. Synthesise and analyse property data, process information and requirements to create complex process flow diagrams, piping and instrumentation diagrams. Bloom’s Level 6

  6. Synthesise and analyse property data, process information and requirements to perform complex process calculations.

    Bloom’s Level 6

    Bloom’s Taxonomy

    The cognitive domain levels of Bloom’s Taxonomy:

    Bloom’s

    Level

    Bloom’s

    Category

    Description

    1

    Knowledge

    Recall, define and list facts, concepts, methods, terminologies, theories and structures.

    2

    Comprehension

    Demonstrate understanding by comparing, organizing, describing, translating, interpreting, paraphrasing, explaining and distinguishing.

    3

    Application

    Use knowledge to solve problems, identify connections and show relationships, in context.

    4

    Analysis

    Examine information, breakdown a problem, determine relationships and causes, make inferences, classify and infer from evidence.

    5

    Synthesis

    Produce a pattern from relationships, propose operations, formulate a design, compose a hypothesis, reassemble information, construct, plan, invent, predict and create.

    6

    Evaluation

    Make judgements based on evidence and external criteria, determine best

    practice, optimise, validate ideas, judge and critique, assess, valuate and make recommendations.

    Engineers Australia

    The Australian Engineering Stage 1 Competency Standards for the Professional Engineer, approved as of 2013. This table is referenced in the mapping of graduate attributes to learning outcomes and via the learning outcomes to student assessment.

    Stage 1 Competencies and Elements of Competency

    1.

    Knowledge and Skill Base

    1.1

    Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline.

    1.2

    Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline.

    1.3

    In-depth understanding of specialist bodies of knowledge within the engineering discipline.

    1.4

    Discernment of knowledge development and research directions within the engineering discipline.

    1.5

    Knowledge of engineering design practice and contextual factors impacting the engineering discipline.

    1.6

    Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice in the specific discipline.

    2.

    Engineering Application Ability

    2.1

    Application of established engineering methods to complex engineering problem solving.

    2.2

    Fluent application of engineering techniques, tools and resources.

    2.3

    Application of systematic engineering synthesis and design processes.

    2.4

    Application of systematic approaches to the conduct and management of engineering projects.

    3.

    Professional and Personal Attributes

    3.1

    Ethical conduct and professional accountability.

    3.2

    Effective oral and written communication in professional and lay domains.

    3.3

    Creative, innovative and pro-active demeanour.

    3.4

    Professional use and management of information.

    3.5

    Orderly management of self, and professional conduct.

    3.6

    Effective team membership and team leadership.

    Graduate Attributes

    Successfully completing this Unit will contribute to the recognition of attainment of the following graduate attributes aligned to the AQF Level 9 criteria, Engineers Australia Stage 1 Competency Standards for the Professional Engineer and the Washington Accord and the Program Level Outcomes (PLO):

    Graduate Attributes / Program Level Outcomes (Knowledge, Skills, Abilities, Professional and Personal Development)

    EA Stage 1 Competencies

    Learning Outcomes

    A. Effective Communication (PLO 1)

    A1. Cognitive and technical skills to investigate, analyse and organise information and ideas and to communicate those ideas clearly and fluently, in both written and spoken forms appropriate to the audience.

    2.2, 3.2

    1, 2, 3, 4, 5, 6

    A2. Ability to professionally manage oneself, teams, information and projects and engage effectively and appropriately across a diverse range of international cultures in leadership, team and individual roles.

    2.4, 3.2, 3.4,

    3.5, 3.6

    2, 3

    B. Critical Judgement (PLO 2)

    B1. Ability to critically analyse and evaluate complex information and theoretical concepts.

    1.1, 1.2, 1.3,

    2.1

    1, 2, 3, 4

    B2. Ability to creatively, proactively and innovatively apply theoretical concepts, knowledge and approaches with a high level of accountability, in an engineering context.

    1.5, 2.1, 3.3,

    3.4

    4, 5

    C. Design and Problem Solving Skills (PLO 3)

    C1. Cognitive skills to synthesise, evaluate and use information from a broad range of sources to effectively identify, formulate and solve engineering problems.

    1.5, 2.1, 2.3

    1, 6

    C2. Technical and communication skills to design complex systems and solutions in line with developments in engineering professional practice.

    2.2, 2.3

    5, 6

    C3. Comprehension of the role of technology in society and identified issues in applying engineering technology ethics and impacts; economic; social; environmental and sustainability.

    1.5, 1.6, 3.1

    2, 3, 4

    D. Science and Engineering Fundamentals (PLO 4)

    D1. Breadth and depth of mathematics, science, computer technology and specialist engineering knowledge and understanding of future developments.

    1.1, 1.2, 1.3,

    1.4

    4, 6

    D2. Knowledge of ethical standards in relation to professional engineering practice and research.

    1.6, 3.1, 3.5

    2

    D3. Knowledge of international perspectives in engineering and ability to apply various national and International Standards.

    1.5, 1.6, 2.4,

    3.4

    2

    E. Information and Research Skills (PLO 5)

    E1. Application of advanced research and planning skills to engineering projects.

    1.4, 2.4, 3.6

    1, 4, 6

    E2. Knowledge of research principles and methods in an engineering context.

    1.4, 1.6

    1, 4, 6

    Unit Content and Learning Outcomes to Program Level Outcomes (PLO) via Bloom’s Taxonomy Level

    This table details the mapping of the unit content and unit learning outcomes to the PLOs and graduate attributes at the corresponding Bloom’s Taxonomy level, specified by the number in the table.

     

    Integrated Specification /

    Program Learning Outcomes

    PLO 1

    PLO 2

    PLO 3

    PLO 4

    PLO 5

    Unit Learning Outcomes

    LO1

    5

    5

    5

    -

    5

    LO2

    5

    5

    5

    5

    -

    LO3

    5

    5

    5

    -

    -

    LO4

    5

    5

    5

    5

    5

    LO5

    6

    6

    6

    -

    -

    LO6

    6

    -

    6

    6

    6

    Unit Study

    Assessments

    6

    6

    6

    6

    6

    Lectures/Tutorials

    6

    6

    6

    6

    6

     

    Max Bloom’s level

    6

    6

    6

    6

    6

    Total PLO coverage

    8

    7

    8

    5

    5

    Student assessment

    Assessment Type

    (e.g. Assignment - 2000 word essay (specify topic) Examination (specify length and format))

    When assessed (e.g. Week 5)

    Weighting (% of total unit marks)

    Learning Outcomes Assessed

    Assignment 1

    Type: Multi-choice test / Group work / Short answer questions / Role Play / Self-Assessment / Presentation

    Week 6

    20%

    1, 2, 3

    Assignment 2 - Project Midterm

    Type: Report / Research / Paper / Case Study / Site Visit / Problem analysis / Project / Professional recommendation

    (Typical report 1,500 words maximum, excluding references. This is a progress report with; literature review, hypothesis, and proposal for workings)

    Example topic: “Modelling a typical ammonia process”

    Week 9

    20%

    1, 2, 3, 4

    Assignment 3 - Final Project (Typical thesis 4000 words, excluding references, figures and tables. If a continuation of the midterm, this should complete the report by adding sections on: workings, implementation, results, verification/validation, conclusion/challenges and recommendations/future work.)

    Example topics: “It will require complex calculations, preparation of concept level heat, mass and utility balances and a concept level cost estimate”

    Final Week

    40%

    1, 2, 3, 4, 5,

    6

    Practical Participation

    Example: May be in the form of quizzes, class tests, practical assessments, remote labs, simulation software or case studies

    Continuous

    15%

    4, 5

    Attendance / Tutorial Participation

    Example: Presentation, discussion, group work, exercises, self-assessment/reflection, case study analysis, application.

    Continuous

    5%

    1, 2, 3, 4, 5,

    6

    Prescribed and recommended readings

    Required textbook

    • Geankoplis, C. J, (2003), Transport Processes and Separation Process Principles, 4th edition, Prentice Hall, UK

      Reference Materials

      Number of peer-reviewed journals and websites (advised during lectures). Some examples are listed below.

    • Chopey, N. P., (2004), Handbook of Chemical Engineering Calculations, 3rd edition, McGraw Hill

    • Sinott, R. K., (1995), Coulson and Richardson’s Chemical Engineering volume 6 – Design, Pergamon Press (Later editions are available and good to use)

    • Perry’s Chemical Engineers Handbook, 8th edition, McGraw Hill (earlier editions are alright)

    • Number of peer-reviewed journals and websites (advised during lectures) [some examples below]

    1. Chemical Engineering Journal

    2. Journal of Chemical and Engineering Data

    3. Oil and Gas Journal

    4. Chemical Engineering

    5. EIT notes

Unit Content:

One topic is delivered per contact week, with the exception of part-time 24-week units, where one topic is delivered every two weeks.

Topic 1

Introduction to Process Engineering

  1. Definition of a process

  2. Process operations commonly encountered

  3. Concept of process integration

  4. Walk-through typical processes

  5. Current state of technology – instrumentation, measurement, control and material of construction.

Topics 2, 3 and 4

Principles of Chemical Engineering Thermodynamics

  1. The laws of Thermodynamics

  2. Thermodynamics processes

  3. Common cycles (e.g. Rankine, Brayton)

  4. Equations of state

  5. Thermodynamic calculations

Topics 5 and 6

Fluid mechanics and momentum transfer

  1. Statics and hydraulics

  2. Flow through a pipe

  3. Continuity

  4. Bernoulli equation

  5. Flow equipment and measurement

Topics 7, 8 and 9

Fundamentals of heat and mass transfer

  1. Concepts of heat and mass transfer

  2. Heat and mass transfer equipment

  3. Stoichiometry and chemical process calculations

  4. Design Concepts

  5. Application to instrumentation and control

Topics 10 and 11

Chemical kinetics

  1. Introduction to chemical reaction engineering

  2. Rates and kinetics

  3. Catalysis

  4. Fundamentals of reactor design

  5. Typical reaction process (e.g. steam reforming of natural gas)

Topic 12

Plant layout

This reiterates what has been done in previous units, but emphasising the process engineering aspects.

  1. Considerations in laying out a process plant

  2. Preservation of process intent, controllability

  3. Safety

The Engineering Institute of Technology (EIT) is dedicated to ensuring our students receive a world-class education and gain skills they can immediately implement in the workplace upon graduation. Our staff members uphold our ethos of honesty and integrity, and we stand by our word because it is our bond. Our students are also expected to carry this attitude throughout their time at our institute, and into their careers.