| Competences |
| Type A | Code | Competences Specific |
| A1.2 | Design, execute and analyze 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) | |
| A3.6 | 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). | |
| B3.1 | Work in a team with responsibilities shared among multidisciplinary, multilingual and multicultural teams. | |
| 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) | |
| 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) | |
| 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 | |
| C2.1 | Be committed to ethics and social responsibility as citizens and professionals |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1.2 |
Solve problems concerning the design of discontinuous and similar processes. | |
| A1.4 |
Acquire proficiency in the analysis and design of industrial processes in chemical engineering and related fields through the application of design and simulation methods. | |
| A2.2 |
Understand the impact of engineering in the social and global context, including the ethical implications of the decisions taken. | |
| A3.1 |
Propose and evaluate several alternatives for improving a process and select the best ones on the basis of several criteria taken simultaneously and despite the limited information that may be available. | |
| A3.2 |
Understand the complex nature of the design of processes and products and its relationship with the other aspects of engineering. | |
| A3.4 |
Strive to find innovative solutions to problems that are only partially defined. | |
| A3.6 |
Understand the environmental impact and risks of decisions taken during the process and product engineering 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. | |
| B3.1 |
Take an active role and share information, knowledge and experiences. Make a personal contribution in the specified time and with the resources available. Accept and comply with the rules of the group. Collaborate actively in the planning of teamwork, the distribution of tasks and the setting of deadlines. Bear in mind the points of view of others and provide constructive feedback. Enable any differences, disagreements and conflicts among the team to be handled positively. | |
| B4.1 |
Enable any differences, disagreements and conflicts among the team to be handled positively. Set their own learning objectives. Set their own learning objectives. Ask appropriate questions for solving queries and search for information based on sound judgement. | |
| B5.1 |
Decide how to manage and organize the work and time needed to carry out a task based on a general plan. Analyse their potential as well as their limitations for undertaking a particular task. Decide how to manage and organize their work and time. Reflect on their learning process and learning needs. | |
| 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. | |
| C2.1 |
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 th ose with special educational needs. Be respectful of the values of a culture of peace and democracy. |
| Contents |
| Topic | Sub-topic |
| Process design: | Introduction: characteristics of the chemical and process industries. Sequential use of modular simulation. Simultaneous use of modular simulation. Batch Process design: lot size, number of lots ... Resolution of cases: design variables, sensitivity analysis, simplified models ... |
| Product design: |
Introduction: what is and is not product design. Molecular modeling based method for product design (CAMD and CAMMD Product evaluation metrics: environmental, quality, safety, cost, durability, time-to-market ... Multicriteria decision making: methodologies for evaluation of alternatives. |
| Estudi de caos: Sectors: indústria farmacèutica, química, petroquímica ... Continuos o processos per lots |
| Planning |
| Methodologies :: Tests | ||||||||||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||||||||||
| Introductory activities |
|
1 | 2 | 3 | ||||||||||||||
| Problem solving, classroom exercises |
|
13 | 26 | 39 | ||||||||||||||
| Practicals using information and communication technologies (ICTs) in computer rooms |
|
30 | 30 | 60 | ||||||||||||||
| Personal tuition |
|
1 | 2 | 3 | ||||||||||||||
| Practical tests |
|
3 | 4.5 | 7.5 | ||||||||||||||
| (*) 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, classroom exercises | Formulation, analysis, resolution and debate of a problem or exercise related to the topic of the subject. |
| Practicals using information and communication technologies (ICTs) in computer rooms | Practical application of the theory of a knowledge area in a particular context. Practical exercises using ICTs. |
| Personal tuition | Time that each teacher has to speak to pupils and resolve their doubts. |
| Personalized attention |
| Description |
| Please send me an e-mail (laureano.jimenez@urv.cat) to fix time and place for the meeting. |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||||||||||||
| Problem solving, classroom exercises |
|
Solve case studies (10-12). Delivered using moodle. Penalties applicable for late-delivery. | 35 | ||||||||||||||
| Practicals using information and communication technologies (ICTs) in computer rooms |
|
Solve individually open and closed problems. (10-12). Delivered using moodle. Penalties applicable for late-delivery. | 35 | ||||||||||||||
| Practical tests |
|
Prova individual final amb una qualificació mínima de 3.5/10, per tal de calcular la qualificació final. |
30 | ||||||||||||||
| Others |
| Other comments and second exam session | |||
| 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 |
||||||||
Help/tutorials of the software tools used (Excel, AspenPlus, AspenHysys, SuperPro...) |
|||||||||
| Complementary | |||||||||
| Recommendations |
| Subjects that continue the syllabus | ||
|
||
| 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. The software is also installed in the computers in Laboratory 304. |
(*)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.