CHEE4060 Course Profile

8/12/2019 CHEE4060 Course Profile

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3/5/2014 Print View: CHEE4060 - Sem 1 2014 - St Lucia - Internal

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CHEE4060 - Sem 1 2014 - St Lucia - Internal

Authenticated ViewPrinted: 05 March 2014, 09:08AM

This printed course profile is valid at the date and time specified above. The course profile may be subject tochange during the semester the online version is the authoritative version.

1. General Course Information

1.1 Course Details

Course Code: CHEE4060 Course Title: Process & Control System SynthesisCoordinating Unit: School of Chemical EngineeringSemester: Semester 1, 2014 Mode: InternalLevel:UndergraduateLocation: St LuciaNumber of Units: 2 Contact Hours Per Week: 2L2CPre-Requisites: CHEE3020 (or CHEE2002) + CHEE3007 (or CIVL3150)Incompatible: CHEE3006Course Description: Synthesis of a process flowsheet & control system. Flexibility & operability of

design. Control system synthesis for an entire flowsheet, basic instrumentation, feedback & feedforwardcontrol & discrete event system design. Integration of process modelling skills.

1.2 Course Introduction

This course introduces students to systematic procedures to develop control systems for a givenprocess flowsheet. The course exposes students to available instrumentation and control elements(sensor, transmitter, valve, pump and actuator). Students will apply the course material to a givenprocess by developing a control system for the entire flowsheet, including a proper selection of controlelements. Before setting up the control systems, students will do some initial process development,including selection of key unit operations, mass and energy balances, and documenting of the processin a process flow diagram (PFD).

The course also introduces approaches to control, including PID feedback control and feedforwardcontrol. Students will have the opportunity to design and assess the performance of PID andfeedforward controllers for a specific unit operation in their process flowsheet. This will be done via acomputer simulation with Matlab Simulink, and in doing this, students will also be learning about the useof models to assess and implement process control. The aim will be to identify/develop useful processmodels by performing step tests on the process.

The final module objective of the course is to understand discrete event control systems, which areused for control of batch processes and control of process start-up and shut-down. Students will specifya discrete event control system, again for one of the units on their flowsheet.

Course Changes in Response to Previous Student Feedback

(1) The project information in Assignment 1 has been clarified.

(2) A practical session on Simulink will be introduced in the tutorial class before using it directly for thecontroller design in Assignment 3.

(3) More practical control system examples will be covered.


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1.3 Course Staff

Course Coordinator: Dr Liu YePhone: 3365 4152 Email:[email protected]: St Lucia Building: Don Nicklin Building (Map) Room: 306

Lecturer: Dr Stephan Tait

Phone: 3346 7208 Email:[email protected]: St Lucia Building: Hawken Engineering Building (Map) Room: C302A

Lecturer: Dr Liu YePhone: 3365 4152 Email:[email protected]: St Lucia Building: Don Nicklin Building (Map) Room: 306

Lecturer: Professor Zhiguo YuanPhone: 3365 4374 Email:[email protected]: St Lucia Building: Gehrmann Laboratories (Map) Room: 420

1.4 Timetable

Timetables are available on mySI-net.
https://www.sinet.uq.edu.au/http://www.uq.edu.au/maps/?id=42mailto:[email protected]://www.uq.edu.au/maps/?id=39mailto:[email protected]://www.uq.edu.au/maps/?id=25mailto:[email protected]://www.uq.edu.au/maps/?id=39mailto:[email protected]


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2. Aims, Objectives & Graduate Attributes

2.1 Course Aims

This subject introduces students to the basic control concepts and instrumentation to synthesise processcontrol systems for a given process. The subject also covers PID feedback control and feedforwardcontrol.

2.2 Learning Objectives

After successfully completing this course you should be able to:

1 Develop a process from a given process description, including: (1) Generate the process flowdiagram (PFD) based on the process description (2) Analyse the process by carrying out massand energy balance (3) Choose the optimal operational conditions based on process analysis(4) Identify issues that may affect process control and potential alternative designs2 Be familiar with the architecture and components of control systems, including: (1) differenttypes of control system hardware, and be able to select the most appropriate hardware for theirprocess problem (2) Distinguish between different types of sensors, transmitters, valves andpumps (3) Select and cost the elements of the control system specified in their design.3 Synthesise control schemes for process flowsheets: (A) Students should be able to: (1) Use asystematic approach to develop control loop pairings to control the mass and energy inventories

in a process (2) Use qualitative mass and energy balances to develop the mass and energyinventory control (3)Generate the process control diagram (PCD) based on the control loopdesign (4)Make recommendations for loops to control the product quality. (B) Advancedperformance: (4) Recommend process changes based on the control system analysis (5)Identification and justification of potential control difficulties.4 Appreciate the significance of process modelling as it applies to process control, including: (1)Linearise nonlinear process models. (2) Develop transfer functions from process models in theform of ordinary differential equations (3) Identify process models (first order and secondorder) from process step test data.5 Be able to use some mathematical tools to analyse and design process control systems,including: (1) Design controllers using transfer functions. (2) Solve LTI differential equationsthrough the Laplace and inverse Laplace transforms. (3) Calculate the transfer function betweenany two given points in a block diagram using the block diagram algebra. (4) Determine processstability via mathematical analysis of the process transfer functions. (5) Analyse the influence of

a controller parameter on the closed-loop stability using the root locus plot.6 Design simple feedback controllers and feedforward compensators, including: (1) Define a PIDcontrol algorithm. (2) State several tuning techniques for a PID algorithm. (3) Know thelimitations, and modifications, of the basic PID algorithm. (4) Design a feedforward controller andevaluate it with a simulation. (5) Tune a PID controller and then evaluate its performance with asimulation (for servo and regulatory) control. (6) Use appropriate quantitative measures ofperformance to analyse the controller performance.7 Recognise discrete event systems and the principles of controlling them and be able to (1)Define a discrete event system and (2) Design a control system for a batch process, or a start-up and shut-down, using GRAFCET.

2.3. Graduate Attributes

Successfully completing this course will contribute to the recognition of your attainment of the following

UQ (Undergrad Pass) graduate attributes:

GRADUATE ATTRIBUTE LEARNING

OBJECTIVES

A. IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY

A1. A comprehensive and well-founded knowledge in the field of study. 1, 2, 3, 4, 5, 6

A4. An understanding of how other disciplines relate to the field of study. 1, 2, 4, 5, 6

A5. An international perspective on the field of study. 2, 5

B. EFFECTIVE COMMUNICATION

B1. The ability to collect, analyse and organise information and ideas andto convey those ideas clearly and fluently, in both written and spoken

forms.

1, 2, 3, 5, 6

B2. The ability to interact effectively with others in order to work towards acommon outcome.

1, 2, 4, 5, 7

B3. The ability to select and use the appropriate level, style and means ofcommunication.

2, 4, 5

B4. The ability to engage effectively and appropriately with information


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and communication technologies. 2, 5, 6

C. INDEPENDENCE AND CREATIVITY

C1. The ability to work and learn independently. 1, 2, 3, 4, 5, 6, 7

C3. The ability to generate ideas and adapt innovatively to changingenvironments.

1, 2, 3, 4, 5, 6, 7

C4. The ability to identify problems, create solutions, innovate andimprove current practices.

1, 2, 3, 5, 6, 7

D. CRITICAL JUDGEMENT

D1. The ability to define and analyse problems. 1, 2, 3, 4, 5, 6, 7

D2. The ability to apply critical reasoning to issues through independentthought and informed judgement.

1, 2, 3, 4, 5, 6

D3. The ability to evaluate opinions, make decisions and to reflectcritically on the justifications for decisions.

1, 2, 3, 5, 6, 7

E. ETHICAL AND SOCIAL UNDERSTANDING

E1. An understanding of social and civic responsibility.

E2. An appreciation of the philosophical and social contexts of adiscipline.

E4. A knowledge and respect of ethics and ethical standards in relation toa major area of study.

E5. A knowledge of other cultures and times and an appreciation ofcultural diversity.


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3. Learning Resources

3.1 Required Resources

Smith, C. A. & Corripio, A. B., 2006. Principles and practice of automatic process control ,J. Wiley, New York. (or a later edition)

3.2 Recommended Resources

James M. Douglas., 1988. Conceptual design of chemical processes, McGraw-Hill

Marlin, T., 1995. Process control : designing processes and control systems for dynamicperformance, McGraw-Hill,

3.3 University Learning Resources

Access to required and recommended resources, plus past central exam papers, is available at the UQLibrary website (http://www.library.uq.edu.au/lr/CHEE4060).

The University offers a range of resources and services to support student learning. Details areavailable on the myServices website (https://student.my.uq.edu.au/).

3.5 Other Learning Resources & Information

Materials on the Blackboard
https://student.my.uq.edu.au/http://www.library.uq.edu.au/lr/CHEE4060


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4. Teaching & Learning Activities

4.1 Learning Activities

Date Activity Learning

Objectives

3 Mar 14 - 6 Jun 14 Ongoing (Lecture):

Readings/Ref: TP155.75 .S58 2 TP155.75 .M365

1, 2, 3, 4, 5, 6, 7

3 Mar 14 - 6 Jun 14Ongoing (Project based Learning):Readings/Ref: TP155.75 .S58 2 TP155.7 .D67 19 TP155.75 .M365

1, 2, 3, 4, 5, 6, 7

3 Mar 14 - 6 Jun 14 Class (Tutorial):

Readings/Ref: TP155.75 .S58 2 4, 5, 6, 7

24 Mar 14 -28 Mar 14

Site visit (Practical):Readings/Ref: TP155.7 .D67 19

2, 3

4.2 Other Teaching and Learning Activities Information

Project Based: The course is problem driven, and the learning goals are addressed via the use of asingle process problem which is worked on throughout the semester. A series of three assignments is

used to focus on different, but related, issues. There are three types of classes:

1. Lectures: These are used to introduce and discuss key concepts. They are synchronised with theneeds of the problem. These lectures are presented to the whole class.2. Group based tutorials: These sessions are where groups work on their problem in the presence ofa tutor and other groups. Groups are encouraged to interact, and informal student presentations aregiven. Each tutorial group consists of 4-6 student groups.3. Class tutorial: This class is like a traditional tutorial, whereby the lecturer presents small problemsto the class and then works through the problem with the class. Again, the problems coincide with thecurrent challenges presented by the main process problem that each group has. This session ispresented to the whole class.


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5. Assessment

5.1 Assessment Summary

This is a summary of the assessment in the course. For detailed information on each assessment, see 5.5Assessment Detail below.

Assessment Task Due Date Weighting Learning

ObjectivesProject Report

Process analysis for a givenproblem

2 Apr 14 11:00 10% 1

Peer AssessmentPA for project report 1

7 Apr 14 11:00

Applied toreport forindividual

mark

Field ReportSite visit of buiding

temperature control systems16 Apr 14 11:00 5% 1, 2, 3

Peer AssessmentPA for field report 22 Apr 14 11:00

Applied to

report forindividualmark

Exam - Mid Semester DuringClass

Mid semester Exam/quiz

29 Apr 14 08:00 - 29 Apr 1409:40

15% 1, 2, 3, 4, 5, 7

Project ReportControl system design

7 May 14 11:00 15% 2, 3, 7


12 May 14 11:00


mark

Project Report

Controller design and tuning 4 Jun 14 11:00 10% 4, 5, 6


9 Jun 14 11:00


mark

Exam - during Exam Period(Central)

Final examExamination Period 45% 1, 2, 3, 4, 5, 6, 7

5.2 Course Grading

Grade X: No assessable work received.

Grade 1, Fail: Fails to demonstrate most or all of the basic requirements of the course:Overall score is less than 20%.

The minimum percentage required for a grade of 1 is: 0%

Grade 2, Fail: Demonstrates clear deficiencies in understanding and applying fundamental conceptscommunicates information or ideas in ways that are frequently incomplete or confusing and give littleattention to the conventions of the discipline:Failure to submit all pieces of assessment, or failure to actively (and significantly) participate in the

group projects, or overall score is between 20 - 44%.

Grade 3, Fail: Demonstrates superficial or partial or faulty understanding of the fundamental concepts ofthe field of study and limited ability to apply these concepts presents undeveloped or inappropriate orunsupported arguments communicates information or ideas with lack of clarity and inconsistent
http://-/?-


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adherence to the conventions of the discipline:You must have submitted all pieces of assessment and usefully contributed in the group projects. Youachieved an overall score of 45 - 49%, or an overall score above 50% but your average mark for quizand exam is below 50%.

Grade 4, Pass: Demonstrates adequate understanding and application of the fundamental concepts of thefield of study develops routine arguments or decisions and provides acceptable justificationcommunicates information and ideas adequately in terms of the conventions of the discipline:

You must have submitted all pieces of assessment and usefully contributed in the group projects. Youachieved an overall score of 50 - 64% and your average mark for quiz and examis equal or above 50%.

Grade 5, Credit: Demonstrates substantial understanding of fundamental concepts of the field of studyand ability to apply these concepts in a variety of contexts develops or adapts convincing arguments andprovides coherent justification communicates information and ideas clearly and fluently in terms of theconventions of the discipline:You must have submitted all pieces of assessment and usefully contributed in the group projects(average mark above 65%). You achieved an overall score of 65 - 74%. Your average mark for quiz andexam is above 60%.

Grade 6, Distinction: As for 5, with frequent evidence of originality in defining and analysing issues orproblems and in creating solutions uses a level, style and means of communication appropriate to thediscipline and the audience:

As for grade 5, but your project work (average mark above 75%) and quiz/exa mination marks (averagemark above 70%) are at a higher standard, illustrating an excellent grasp of the concepts of the course.People in this grade will typically have a total mark of 75 - 84%.

Grade 7, High Distinction: As for 6, with consistent evidence of substantial originality and insight inidentifying, generating and communicating competing arguments, perspectives or problem solving

approaches critically evaluates problems, their solutions and implications:As for grade 6, but achieving very high level of perfor mance in all forms of assessment. You must haveattained high marks for both the quiz and final exam (average mark above 80%) and have performedextremely well in the projects (average mark above 85%), where your group will typically have veryhigh grades. Typically, people with grade 7 will have achieved a total mark in excess of 85%. But theymust perform consistently well in all forms of assessment.

Other Requirements & Comments :Percentages have been stated in the criteria in order to indicate where the boundary between gradestypically lies. Note that you need to achieve certain standards in both the group based and individualassessment to attain a grade. Please discuss this with the course co-ordinator if you require clarificationof the criteria or marking.

5.3 Late Submission

Assessment items or Peer Assessment submitted late will lose 10% per day late. Items submitted morethan one week late (without prior arrangement with the subject co-ordinator) will not be marked.

5.4 Other Assessment Information

Use of calculatorsUnless specified elsewhere in the Course Profile, ONLY University approved and labelled calculators canbe used in all exams for this course. Please consult http://www.uq.edu.au/myadvisor/exam-calculators

for information about approved calculators and obtaining a label for non-approved calculators.

5.5 Assessment Detail
http://www.uq.edu.au/myadvisor/exam-calculators


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Process analysis for a given problemType: Project Report

Learning Objectives Assessed: 1

Due Date:

2 Apr 14 11:00

Weight: 10%

Task Description:

Generate the process flow diagram (PFD) based on the process description

Analyse the process by carrying out mass and energy balanceChoose the proper type of unit and optimal operational conditions based on process analysis

This project report is done in a group.

Criteria & Marking:

A detailed project description and marking criteria will be provided on Blackboard in Week 1.

Submission:

Assignments to be submitted through the Faculty of EAIT (Hawken Building 50) assignment chute

require an assignment cover sheet. This is available from: http://student.eait.uq.edu.au\coversheets

PA for project report 1Type: Peer Assessment

Due Date:

7 Apr 14 11:00

Weight: Applied to report for individual mark

Task Description:

Peer Assessment for each member in a group is compulsory. It'll be done via the Web-PA

on Blackboard.

Criteria & Marking:

A late submission of peer assessment will result in 10% individual mark loss of this project report.

Submission: Submit via Blackboard online

Site visit of buiding temperature control systemsType: Field Report

Learning Objectives Assessed: 1, 2, 3

Due Date:

16 Apr 14 11:00

Weight: 5%Task Description:

Generate the process flow diagram based on the site visit

Discuss the control strategy used for the system

Design and specify the control loops on the PFD

This field report is done in a group.

Criteria & Marking:

A detailed description and marking criteria will be handed out in week 3.

Submission:



PA for field report
http://student.eait.uq.edu.au/coversheetshttp://student.eait.uq.edu.au/coversheets


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Type: Peer Assessment

Due Date:

22 Apr 14 11:00


Task Description:

Peer Assessment for each member in a group is compulsory. It'll be done via the Web-PA on

Blackboard.

Criteria & Marking:

A late submission of peer assessment will result in 10% individual mark loss of this field report.

Submission: submit via Blackboard online

Mid semester Exam/quizType: Exam - Mid Semester During Class

Learning Objectives Assessed: 1, 2, 3, 4, 5, 7

Due Date:

29 Apr 14 08:00 - 29 Apr 14 09:40

Weight: 15%

Reading: 10 minutes

Duration: 90 minutes

Format: Short answer, Problem solving

Task Description:

10 mins perusal. 1 hr 30 mins exam, closed book

Control system designType: Project Report


Due Date:

7 May 14 11:00

Weight: 15%Task Description:

Number and type of control loops on the PCD

Instrumentation (sensing elements, controllers and final control element)

Valve sizing

Preliminary costing.


Criteria & Marking:

A detailed description and marking criteria will be provided on Blackboard in week 6.

Submission:




Due Date:

12 May 14 11:00


Task Description:


on Blackboard.

Criteria & Marking:

http://student.eait.uq.edu.au/coversheets


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Controller design and tuningType: Project Report


Due Date:

4 Jun 14 11:00

Weight: 10%

Task Description:

Feedback and feedforward controller design and tuning.


Criteria & Marking:

A detailed description and marking criteria will be provided on Blackboard in week 9.

Submission:




Due Date:

9 Jun 14 11:00


Task Description:


on Blackboard.

Criteria & Marking:



Final examType: Exam - during Exam Period (Central)

Learning Objectives Assessed: 1, 2, 3, 4, 5, 6, 7

Due Date:

Examination Period

Weight: 45%

Reading: 10 minutes

Duration: 120 minutes

Format: Multiple-choice, Short answer, Short essay, Extended essay, Problem solving

Task Description:

Closed-book. An University approved calculator is required.
http://student.eait.uq.edu.au/coversheets


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6. Policies & GuidelinesThis section contains the details of and links to the most relevant policies and course guidelines. Forfurther details on University Policies please visit myAdvisor and the Policy and Procedures Library.

6.1 Assessment Related Policies and Guidelines

University Policies & Guidelines

An overview of the Universitys assessment-related policies can be found on myAdvisor(http://www.uq.edu.au/myadvisor/index.html?page=2910 ).

Academic IntegrityIt is the University's task to encourage ethical scholarship and to inform students and staff aboutthe institutional standards of academic behaviour expected of them in learning, teaching andresearch. Students have a responsibility to maintain the highest standards of academic integrity intheir work. Students must not cheat in examinations or other forms of assessment and must ensurethey do not plagiarise.

PlagiarismThe University has adopted the following definition of plagiarism:

Plagiarism is the act of misrepresenting as one's own original work the ideas, interpretations,words or creative works of another. These include published and unpublished documents,designs, music, sounds, images, photographs, computer codes and ideas gained throughworking in a group. These ideas, interpretations, words or works may be found in printand/or electronic media.

Students are encouraged to read the UQ Student Integrity and Misconduct policy(http://ppl.app.uq.edu.au/content/3.60.04-student-integrity-and-misconduct) which makes acomprehensive statement about the University's approach to plagiarism, including the approved useof plagiarism detection software, the consequences of plagiarism and the principles associated withpreventing plagiarism.

Applications for Extensions

Medical grounds: Applications for extension on medical grounds shall be made by lodging theApplication for Extension of Progressive Assessment form and supporting documentation at the

location outlined in Section 5.3 of the Electronic Course Profile for the course concerned.Exceptional circumstances: Applications for extension on the grounds of exceptionalcircumstances shall be made to the relevant Course Coordinator/Program Director by lodgingthe Application for Extension of Progressive Assessment form and a personal statementoutlining the grounds for the application at the location and by the due date outlined in Section5.3 of the Electronic Course Profile for the course in which this application is made. If theexceptional circumstances are such that the student cannot reasonably be expected to havecomplied with these conditions, a case should be made as to why these conditions could not bemet.Outcome of application: Students will be advised of the outcome of their application via theirstudent email.

Feedback on AssessmentFeedback is essential to effective learning and students can expect toreceive appropriate and timely feedback on all assessment. For a detailed explanation of thefeedback you are entitled to, you should consult the policy on Student Access to Feedback onAssessment. (https://ppl.app.uq.edu.au/content/3.10.02-assessment)

As a student you have a responsibility to incorporate feedback into your learning make use of theassessment criteria that you are given be aware of the rules, policies and other documents relatedto assessment and provide teachers with feedback on their assessment practices.

There are certain steps you can take if you feel your result does not reflect your performance.Please refer to the myAdvisor web site. (http://www.uq.edu.au/myadvisor/index.html?page=2953 )

School of Chemical Engineering Assessment Guidelines

Use of calculatorsOnly University approved and labelled calculators can be used in all exams
http://www.uq.edu.au/myadvisor/index.html?page=2953https://ppl.app.uq.edu.au/content/3.10.02-assessmenthttp://www.uq.edu.au/myadvisor/forms/exams/progressive-assessment-extension.pdfhttp://www.uq.edu.au/myadvisor/forms/exams/progressive-assessment-extension.pdfhttp://ppl.app.uq.edu.au/content/3.60.04-student-integrity-and-misconducthttp://www.uq.edu.au/myadvisor/index.html?page=2910http://ppl.app.uq.edu.au/http://www.uq.edu.au/myadvisor/


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for this course. Please consult http://www.uq.edu.au/myadvisor/exam-calculators for information about approved calculators and obtaining a labelfor non-approved calculators.

6.2 Other Policies and Guidelines

University Policies and Guidelines

Placement CoursesStudents on a placement course also known as a work placement, internship, industry study,industry experience, clinical practice, clinical placement, practical work, practicum, fieldwork,teaching practice should refer to the University policy, Placement Courses(https://ppl.app.uq.edu.au/content/3.10.04-placement-courses ) for detailed information.Working with ChildrenStudents whose studies include a professional/work placement, internship, clinical practice, teachingpractice or other similar activity which involves them in regular contact with children should refer tothe University policy, Working with Children Check - "blue card"(http://ppl.app.uq.edu.au/content/1.60.07-working-children) to find out how to apply for a blue card.Students with a DisabilityAny student with a disability who may require alternative academic arrangements, includingassessment, in the course/program is encouraged to seek advice at the commencement of the

semester from a Disability Advisor at Student Services. Refer to the University policy, Students with aDisability (Disability Action Plan) (https://ppl.app.uq.edu.au/content/3.50.08-alternative-academic-arrangements-students-disability ) and to the policy on Special Arrangements for Examinations forStudents with a Disability (https://ppl.app.uq.edu.au/content/3.50.09-arrangements-reasonable-adjustments-examinations-students-disability#Procedures ).

While it is the responsibility of the relevant faculty to liaise with professional and registration bodiesregarding the acceptability of any adjustment to an academic program, the University Health Servicecan arrange appropriate advice and assistance on personal and public health issues.

Occupational Health and SafetyUndergradua te and Postgradua te Students should be familiar with the University policies onoccupational health and safety in the laboratory (https://ppl.app.uq.edu.au/content/2.30.14-occupational-health-and-safety-laboratory).

Other School of Chemical Engineering Guidelines

Safety Induction for PracticalsIn accordance with University rules, commencing from Semester 2, 2010 for all courses with apractical component, completion of a Chemical Engineering Undergraduate Laboratory SafetyInduction is compulsory.The safety induction is valid for the rest of the calendar year and will cover practicals for any othercourses conducted in that laboratory and/or building throughout the year.If a course has practical/s in more than one laboratory and/or building (e.g. Chemical Engineeringand Frank White Annexe), students must have completed a safety induction specific to the buildingsand the laboratories involved.

Other Course Gu idelines
https://ppl.app.uq.edu.au/content/2.30.14-occupational-health-and-safety-laboratoryhttps://ppl.app.uq.edu.au/content/3.50.09-arrangements-reasonable-adjustments-examinations-students-disability#Procedureshttps://ppl.app.uq.edu.au/content/3.50.08-alternative-academic-arrangements-students-disabilityhttp://ppl.app.uq.edu.au/content/1.60.07-working-childrenhttps://ppl.app.uq.edu.au/content/3.10.04-placement-courseshttp://www.uq.edu.au/myadvisor/exam-calculators


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Learning Summary

Below is a table showing the relationship between the learning objectives for this course and the broadergraduate attributes developed, the learning activities used to develop each objective and the assessmenttask used to assess each objective.

Learning Objectives

After successfully completing this course you should be able to:

1 Develop a process from a given process description, including: (1) Generate the processflow diagram (PFD) based on the process description (2) Analyse the process by carryingout mass and energy balance (3) Choose the optimal operational conditions based onprocess analysis (4) Identify issues that may affect process control and potential alternativedesigns2 Be familiar with the architecture and components of control systems, including: (1)different types of control system hardware, and be able to select the most appropriatehardware for their process problem (2) Distinguish between different types of sensors,transmitters, valves and pumps (3) Select and cost the elements of the control systemspecified in their design.3 Synthesise control schemes for process flowsheets: (A) Students should be able to: (1)

Use a systematic approach to develop control loop pairings to control the mass and energyinventories in a process (2) Use qualitative mass and energy balances to develop the massand energy inventory control (3)Generate the process control diagram (PCD) based on thecontrol loop design (4)Make recommendations for loops to control the product quality. (B)Advanced performance: (4) Recommend process changes based on the control systemanalysis (5) Identification and justification of potential control difficulties.4 Appreciate the significance of process modelling as it applies to process control, including:(1) Linearise nonlinear process models. (2) Develop transfer functions from process modelsin the form of ordinary differential equations (3) Identify process models (first order andsecond order) from process step test data.5 Be able to use some mathematical tools to analyse and design process control systems,including: (1) Design controllers using transfer functions. (2) Solve LTI differential equationsthrough the Laplace and inverse Laplace transforms. (3) Calculate the transfer functionbetween any two given points in a block diagram using the block diagram algebra. (4)Determine process stability via mathematical analysis of the process transfer functions. (5)Analyse the influence of a controller parameter on the closed-loop stability using the rootlocus plot.6 Design simple feedback controllers and feedforward compensators, including: (1) Define aPID control algorithm. (2) State several tuning techniques for a PID algorithm. (3) Know thelimitations, and modifications, of the basic PID algorithm. (4) Design a feedforward controllerand evaluate it with a simulation. (5) Tune a PID controller and then evaluate itsperformance with a simulation (for servo and regulatory) control. (6) Use appropriatequantitative measures of performance to analyse the controller performance.7 Recognise discrete event systems and the principles of controlling them and be able to (1)Define a discrete event system and (2) Design a control system for a batch process, or astart-up and shut-down, using GRAFCET.

Assessment & Learning Activities

Learning Objectives

1 2 3 4 5 6 7

Learning Activities

Ongoing (Lecture)

Ongoing (Project based Learning)

Class (Tutorial)

Site visit (Practical)

Assessment Tasks

Process analysis for a given problem

Site visit of buiding temperature control systems

Mid semester Exam/quiz

Control system design


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Controller design and tuning

Final exam

Graduate Attributes

Successfully completing this course will contribute to the recognition of your attainment of thefollowing UQ (Undergrad Pass) graduate attributes:

Learning Objectives

1 2 3 4 5 6 7

Graduate Attributes

A IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY

A1. A comprehensive and well-founded knowledge in the field ofstudy.

A4. An understanding of how other disciplines relate to the field ofstudy.

A5. An international perspective on the field of study.

B EFFECTIVE COMMUNICATION

B1. The ability to collect, analyse and organise information and ideasand to convey those ideas clearly and fluently, in both written andspoken forms.

B2. The ability to interact effectively with others in order to worktowards a common outcome.

B3. The ability to select and use the appropriate level, style andmeans of communication.

B4. The ability to engage effectively and appropriately withinformation and communication technologies.

C INDEPENDENCE AND CREATIVITY

C1. The ability to work and learn independently.

C3. The ability to generate ideas and adapt innovatively to changingenvironments.

C4. The ability to identify problems, create solutions, innovate andimprove current practices.

D CRITICAL JUDGEMENT

D1. The ability to define and analyse problems.

D2. The ability to apply critical reasoning to issues throughindependent thought and informed judgement.

D3. The ability to evaluate opinions, make decisions and to reflectcritically on the justifications for decisions.

E ETHICAL AND SOCIAL UNDERSTANDING

E1. An understanding of social and civic responsibility.

E2. An appreciation of the philosophical and social contexts of adiscipline.

E4. A knowledge and respect of ethics and ethical standards inrelation to a major area of study.

E5. A knowledge of other cultures and times and an appreciation ofcultural diversity.

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CHEE4060 Course Profile

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