Wydział Technologii i Inżynierii Chemicznej - Inżynieria chemiczna i procesowa (S1)
Sylabus przedmiotu Chemical Reaction Engineering:
Informacje podstawowe
| Kierunek studiów | Inżynieria chemiczna i procesowa | ||
|---|---|---|---|
| Forma studiów | studia stacjonarne | Poziom | pierwszego stopnia |
| Tytuł zawodowy absolwenta | inżynier | ||
| Obszary studiów | charakterystyki PRK, kompetencje inżynierskie PRK | ||
| Profil | ogólnoakademicki | ||
| Moduł | — | ||
| Przedmiot | Chemical Reaction Engineering | ||
| Specjalność | przedmiot wspólny | ||
| Jednostka prowadząca | Katedra Inżynierii Chemicznej i Procesowej | ||
| Nauczyciel odpowiedzialny | Halina Murasiewicz <Halina.Murasiewicz@zut.edu.pl> | ||
| Inni nauczyciele | Halina Murasiewicz <Halina.Murasiewicz@zut.edu.pl>, Barbara Zakrzewska <Barbara.Zakrzewska@zut.edu.pl> | ||
| ECTS (planowane) | 4,0 | ECTS (formy) | 4,0 |
| Forma zaliczenia | egzamin | Język | angielski |
| Blok obieralny | 15 | Grupa obieralna | 1 |
Formy dydaktyczne
Wymagania wstępne
| KOD | Wymaganie wstępne |
|---|---|
| W-1 | Stoichiometry of chemical reactions. Fundamentals of chemical kinetics. |
| W-2 | Fundamentals of mass and energy balances in engineering. |
Cele przedmiotu
| KOD | Cel modułu/przedmiotu |
|---|---|
| C-1 | This course aims to equip students with the knowledge and skills necessary for the systematic identification of kinetic expressions describing chemical reaction behavior. |
| C-2 | The objective is to prepare students for the application of fundamental design calculation methodologies to a variety of chemical and biochemical reactor systems |
Treści programowe z podziałem na formy zajęć
| KOD | Treść programowa | Godziny |
|---|---|---|
| ćwiczenia audytoryjne | ||
| T-A-1 | Basic Calculations: Number of Linearly Independent Reactions; Degrees of Conversion; Post-Reaction Mixture Composition. | 1 |
| T-A-2 | Complex Transformations - Degrees of Conversion; Post-Reaction Mixture Composition; Reactions with Contraction | 1 |
| T-A-3 | Chemical Statics - Equilibrium Composition of Reactions; Equilibrium Constants | 1 |
| T-A-4 | Chemical Kinetics - Reaction Order, Temperature Dependence of the Reaction Rate Constant; Arrhenius Equation | 2 |
| T-A-5 | Batch Reactors - Residence Time in the Reactor | 2 |
| T-A-6 | Batch Reactors - Reactor Volume | 2 |
| T-A-7 | Plug Flow Reactor - Reactor Volume | 2 |
| T-A-8 | Continuous Stirred Tank Reactor (CSTR) - Space Time, Reaction Space Volume, Production Capacity | 2 |
| T-A-9 | Bioreactors - Biomass Growth Yield Coefficient, Biomass Growth Rate/Efficiency | 2 |
| 15 | ||
| projekty | ||
| T-P-1 | During this form of classes, students will perform design calculations for selected reactor(s) and/or a cascade of reactors in which a single chemical reaction or a complex reactor process will take place. The project will be carried out individually by each student and in stages (weekly). After each stage, the student should submit a report within the deadline set by the instructor. Each stage report will be evaluated (partial, continuous assessment), and the assessment method and guidelines for preparing the project, along with the task schedule, will be thoroughly presented and discussed at the beginning of the project classes. Supervision of the implementation of individual project stages will be carried out by the instructor, which aims to clarify any doubts and correct errors. Each student should submit an independent project paper supplemented with a technical drawing at the end of the semester. The partial reports, which are an attachment to the final version of the project, constitute an integral part of the project. The final project grade will be calculated based on the average of the partial grades. The project provides an opportunity to test the engineering skills acquired during the previous course of study, to check technical capabilities, as well as to assess creativity. | 15 |
| 15 | ||
| wykłady | ||
| T-W-1 | Basic concepts, degree of conversion, reaction progress variable, process selectivity, reactor classification, process and reaction rate. Kinetics of homogeneous processes; kinetic equations, temperature dependence, reaction order, determination of kinetic equations by differential and integral methods. Calculations of homogeneous reactors: Classification, design equations of mass and energy balance. Isothermal, adiabatic and other batch reactors with simple and complex reactions. Flow reactors, tubular, tower, tank - design equations of mass and energy balance in isothermal, adiabatic and other reactors, simple and complex reactions. Cascade of tank reactors, simple and complex reactions. Circulation and semi-flow reactor. Calculations of heterogeneous reactors: Classification, stages of non-catalytic and catalytic processes. External and internal diffusion. Capillary and multicomponent diffusion in porous materials. Kinetics of surface processes, catalytic processes. Catalytic reactors, 1- and 2-dimensional models. Design equations of mass and energy balance. Residence time distributions, distribution functions, their determination in ideal and real reactors. Real reactor design methods. Biochemical reactor engineering. Biochemical, fermentation processes, mass balances, biochemical reaction kinetics, non/structural, non/segregated models. | 30 |
| 30 | ||
Obciążenie pracą studenta - formy aktywności
| KOD | Forma aktywności | Godziny |
|---|---|---|
| ćwiczenia audytoryjne | ||
| A-A-1 | Attendance | 15 |
| A-A-2 | Preparation for tests | 9 |
| A-A-3 | Consultation hours with academic staff | 1 |
| 25 | ||
| projekty | ||
| A-P-1 | Attendance | 15 |
| A-P-2 | Preparation for project classes | 10 |
| 25 | ||
| wykłady | ||
| A-W-1 | Attendance | 30 |
| A-W-2 | Preparation for tests and exams, studying lecture materials and subject literature. | 15 |
| A-W-3 | Consultation hours with academic staff | 2 |
| A-W-4 | Exam | 3 |
| 50 | ||
Metody nauczania / narzędzia dydaktyczne
| KOD | Metoda nauczania / narzędzie dydaktyczne |
|---|---|
| M-1 | Lecture-based methods - informative lecture |
| M-2 | Hands-on methods - subject-related classroom exercises and design projects |
Sposoby oceny
| KOD | Sposób oceny |
|---|---|
| S-1 | Ocena podsumowująca: The assessment will consist of a formal written examination, designed to evaluate comprehension of the lecture content, and will be administered within a 105-minute timeframe. |
| S-2 | Ocena podsumowująca: Assessment of tutorial exercise mastery will be conducted through two written assessments: an interim examination administered at the semester's midpoint and a final examination upon the completion of all tutorial exercise content. |
| S-3 | Ocena podsumowująca: Successful completion of design calculations: submission of a single written report at the conclusion of the semester. |
Zamierzone efekty uczenia się - wiedza
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Odniesienie do efektów uczenia się prowadzących do uzyskania tytułu zawodowego inżyniera | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|---|
| ICHP_1A_C24b_W01 Students will gain competence in the mathematical modeling and subsequent solution of equations describing the behavior of various chemical reactor designs. | ICHP_1A_W15 | — | — | C-1, C-2 | T-A-1, T-A-2, T-A-3, T-A-4, T-A-5, T-A-6, T-A-7, T-A-8, T-A-9, T-P-1, T-W-1 | M-1, M-2 | S-1, S-2, S-3 |
Zamierzone efekty uczenia się - umiejętności
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Odniesienie do efektów uczenia się prowadzących do uzyskania tytułu zawodowego inżyniera | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|---|
| ICHP_1A_C24b_U01 The student demonstrates the ability to execute calculations pertaining to a variety of chemical reactor configurations. | ICHP_1A_U03, ICHP_1A_U09, ICHP_1A_U16 | — | — | C-2 | T-A-1, T-A-2, T-A-3, T-A-4, T-A-5, T-A-6, T-A-7, T-A-8, T-A-9, T-W-1 | M-2 | S-2 |
Zamierzone efekty uczenia się - inne kompetencje społeczne i personalne
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Odniesienie do efektów uczenia się prowadzących do uzyskania tytułu zawodowego inżyniera | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|---|
| ICHP_1A_C24b_K01 The student cultivates collaborative skills and demonstrates initiative, while providing evidence of their aptitude to apply acquired knowledge. | ICHP_1A_K01 | — | — | C-2 | T-A-1, T-A-2, T-A-3, T-A-4, T-A-5, T-A-6, T-A-7, T-A-8, T-A-9, T-W-1 | M-2 | S-2 |
Kryterium oceny - wiedza
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| ICHP_1A_C24b_W01 Students will gain competence in the mathematical modeling and subsequent solution of equations describing the behavior of various chemical reactor designs. | 2,0 | The student demonstrates a lack of mastery of the fundamental knowledge conveyed during the lecture. The student has failed to demonstrate mastery of the foundational knowledge presented during the tutorial or design exercise sessions. |
| 3,0 | The student has demonstrated comprehension of the foundational knowledge presented during the lecture and exhibits a limited capacity for its interpretation and application. The student has successfully assimilated the fundamental knowledge conveyed during the tutorial or design exercise sessions and demonstrates a limited ability to interpret and apply said knowledge. | |
| 3,5 | The student has demonstrated a satisfactory level of comprehension of the foundational knowledge presented during the lecture and exhibits the ability to interpret and apply it adequately. The student has successfully assimilated the fundamental knowledge conveyed during the tutorial or design exercise sessions and demonstrates a satisfactory capacity to interpret and utilize said knowledge. | |
| 4,0 | The student has demonstrated mastery of a substantial portion of the information presented during the lecture and exhibits a good capacity for its interpretation and application. The student has successfully assimilated a significant amount of the information conveyed during the tutorial and design exercise sessions and demonstrates a good ability to interpret and utilize said information. | |
| 4,5 | The student has demonstrated comprehensive mastery of all the knowledge presented during the lecture and exhibits a substantial capacity for its accurate interpretation and effective utilization. The student has successfully assimilated the entirety of the information conveyed during the tutorial and design exercise sessions and demonstrates a significant ability to accurately interpret and effectively utilize said information. | |
| 5,0 | The student has demonstrated comprehensive mastery of all the knowledge presented during the lecture and exhibits the ability to accurately interpret and fully implement it in practical applications. The student has successfully assimilated the entirety of the information conveyed during the tutorial and design exercise sessions and demonstrates the ability to accurately interpret and fully apply it in practical contexts. |
Kryterium oceny - umiejętności
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| ICHP_1A_C24b_U01 The student demonstrates the ability to execute calculations pertaining to a variety of chemical reactor configurations. | 2,0 | The student demonstrates an inability to leverage theoretical knowledge for the independent formulation of fundamental model equations and design challenges. The student fails to apply any of the computational methodologies presented during lectures and exercises. |
| 3,0 | The student possesses the ability to independently formulate fundamental model equations. However, the development of a comprehensive model for the designed reactor and the preparation of requisite data for solving model and design equations necessitates collaborative assistance.. | |
| 3,5 | The student demonstrates the ability to utilize theoretical knowledge and formulates a model with negligible deviations. The student is capable of applying the most basic computational methodologies for chemical reactors, as presented during lectures and exercises, to resolve a given computational challenge and implement it within design contexts. | |
| 4,0 | The student demonstrates the ability to independently construct a mathematical model for the resolution of a designated design problem. The model and associated design calculations exhibit minimal errors. The student is capable of autonomously preparing the necessary data for problem resolution, with only minor deviations. | |
| 4,5 | The student is capable of independently constructing a mathematical model, with minimal discrepancies, for the resolution of a given problem. The student can autonomously prepare the data necessary for problem resolution and submits a project within the designated timeframe, free of significant errors. | |
| 5,0 | The student possesses the ability to autonomously and accurately develop a mathematical model suitable for addressing a specified problem. The student is capable of independently identifying the most appropriate computational technique for the resolution of chemical reactor model equations and submits an error-free reactor design project in a timely manner.. |
Kryterium oceny - inne kompetencje społeczne i personalne
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| ICHP_1A_C24b_K01 The student cultivates collaborative skills and demonstrates initiative, while providing evidence of their aptitude to apply acquired knowledge. | 2,0 | The student exhibits a demonstrable incapacity for collaborative engagement with the group concerning reactor calculations and consistently disregards directives issued by the designated team leader. |
| 3,0 | The student possesses a sufficient capacity for collaborative thought and action within the domain of chemical reactor engineering. The student acknowledges the significance of balance computations in the context of chemical reactors, yet demonstrates an inability to effectively illustrate this through a chosen example.. | |
| 3,5 | The student complies with select directives from the leader. The student demonstrates a willingness to collaborate with fellow group members in the context of reactor calculations. | |
| 4,0 | The student demonstrates meticulous adherence to the leader's directives and engages in collaborative activities with fellow group members in a manner characterized by creativity and innovation. | |
| 4,5 | The student possesses the ability to engage in collaborative efforts with the leader and, in the event of necessity, to assume leadership responsibilities in a creative manner within the domain of reactor-related tasks.. | |
| 5,0 | The student serves as an exemplary leader, demonstrating superior group management skills and a talent for maximizing the collective potential of the team. |
Literatura podstawowa
- Levenspiel O., Chemical Reaction Engineering, John Wiley & Sons Inc, Hoboken, New Jersey, 1998, 3 rd
- Fogler S. H., Essentials of Chemical Reaction Engineering, Pearson Education, London, 2017, 2nd
Literatura dodatkowa
- R.H. Perry C. C., Perry's Chemical Engineer's Handbook, Eighth Edition, McGraw-Hill, London, 1973