Unit Name

ADVANCED PROCESS CONTROL

Unit Code

ME603

Unit Duration

12 weeks

Award

Master of Engineering (Industrial Automation) Duration: 2 years

Year Level

Two

Unit Creator/Reviewer

Dr. Srinivas Shastri

Core/Elective

Core

Pre/Co-requisites

ME503 Industrial Process Control Systems

Credit Points

3

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

The subject quickly moves from a review of process control fundamentals to multivariable control where the student will gain a deep understanding of the key principles ranging from nature of multivariable systems, process models to interaction analysis, loop pairing and relative gain arrays. The student is then exposed to a detailed review of digital process control and its application. A detailed examination is then performed of model predictive control ranging from dynamic matrix control, model algorithm control to design concepts. An in-depth application of statistical process control with advanced process control is then undertaken. The course is concluded by a study of advanced topics in process control with an emphasis on the application of the technologies.

Learning Outcomes

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

  1. Demonstrate a deep understanding of process control fundamentals

    Bloom’s Level 5

  2. Apply key principles of multivariable control in a range of contexts

    Bloom’s Level 5

  3. Demonstrate a thorough understanding and application of digital process control as compared to the older analogue forms

    Bloom’s Level 5

  4. Assess applications for and be able to apply model predictive control within a variety of contexts

    Bloom’s Level 6

  5. Justify and be able to apply statistical process control at an advanced level

    Bloom’s Level 6

  6. Demonstrate an in-depth understanding of advanced process control across a wide variety of contexts

    Bloom’s Level 5

    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

    3, 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

     

    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

    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

    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

    2

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

    2.2, 2.3

    3

    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

    6

    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

     

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

    1.5, 1.6, 2.4,

    3.4

    1, 6

    E. Information and Research Skills (PLO 5)

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

    1.4, 2.4, 3.6

    2, 4

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

    1.4, 1.6

    4

    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

    -

    LO2

    -

    5

    5

    -

    5

    LO3

    5

    -

    5

    -

    -

    LO4

    -

    -

    -

    6

    6

    LO5

    -

    6

    -

    -

    -

    LO6

    5

    -

    5

    5

    -

    Unit Study

    Assessments

    5

    6

    5

    6

    6

    Lectures/Tutorials

    5

    6

    5

    6

    6

     

    Max Bloom’s level

    5

    6

    5

    6

    6

    Total PLO coverage

    4

    5

    5

    5

    4

    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

    Example Topic: on “a proposed application of types of PID controllers, methods of tuning, dealing with dead time for a particular plant arrangement” AND/OR “Multivariable application with detailed discussion on process models employed, controller design procedure.”

    Week 5

    20%

    1,2

    Assignment 2 - Project Midterm

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

    (Typical report 2,500 words maximum, excluding references. This Project will include a progress report; literature review, hypothesis, and proposed solution with concept workings)

    Example Topic: on “Selection and application of different control strategies from fundamental PID, multivariable control and model predictive control for a plant proposed by the lecturer)”

    Week 9

    20%

    1,2,3,4

    Assignment 3 - Final Project

    Type: Report (Final Project)

    (Typical thesis 5,000 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.) Continuing the mid- term initial submission.

    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%

    1,2,3,4,5,6

    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

    • Process Control: Theory and Applications by Jean-Pierre Corriou ISBN 185-233-7761

      Recommended:

    • Terrence Blevins,T., Wojsznis, W.K. & Nixon, M. (2012) Advanced Control Foundation: Tools, Techniques, and Applications. Industrial Society for Automation. Raleigh, USA. ISBN 978- 1937560553

    • The Control Handbook (Electrical Engineering Handbook), 1996 by William S. Levine (Editor) ISBN-13: 978-0849385704

    Reference Materials

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

    1. Perry’s Chemical Engineers Handbook, 8th edition, McGraw Hill (earlier editions are acceptable)

    2. IEEE Transactions on Automatic Control

    3. IEEE Transactions on Automation Science and Engineering

    4. IEEE Transactions on Instrumentation and Measurement

    5. IEEE Instrumentation and Measurement Magazine

    6. Automation World Magazine

    7. Manufacturing Automation Magazine

    8. Managing Automation

    9. IDC notes and Reference texts as advised.

    10. Other material advised during the lectures

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.

Topics 1 and 2

Review of process control fundamentals

  1. Control elements

  2. Types of controllers

  3. Controller tuning

  4. Dead time

  5. Nonlinear systems

Topics 3 and 4

Introduction to multivariable control

  1. Stability

  2. The nature of multivariable systems

  3. Process models

  4. Dynamic analysis

  5. Multivariable transfer functions

  6. Closed-loop dynamic analysis

  7. Interaction analysis and loop pairing

  8. Relative Gain Array

  9. Controller Design Procedure

Topics 5, 6 and 7

Digital (computerised) process control

  1. Sampling and conditioning of continuous signals

  2. Continuous signal reconstruction

  3. Discrete time systems

  4. Concepts of z-Transforms

  5. Pulse transfer functions

  6. Stability

  7. Digital controller and its design

  8. Digital multivariable controllers

Topics 8 and 9

Model predictive control

  1. Dynamic matrix control

  2. Model algorithm control

  3. Nonlinear model predictive control

  4. Design concepts

Topic 10

Statistical process control

  1. Introduction to SPC

  2. Multivariable techniques

Topic 11

Special topics

1. Depending on the cohort and/or the interests of the students advanced topics will be discussed during this period. Where possible, industry experts will be invited to share their experiences with students. Applications of advanced process control will be examined in a variety of different contexts from mining, oil and gas to processing. Challenges such the implementation of good control in the absence of good measurements would be an example of a special topic. Students will also be introduced to concepts of Fuzzy control.

Topic 12

Project and/or Unit Review

In the final week students will have an opportunity to review the contents covered so far. Opportunity will be provided for a review of student work, to clarify any outstanding issues, and to work on finalising the major assessment report.

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.