Course purpose:
- to teach students the methodology for solving problems in chemical engineering. The main approaches will be to derive mass and heat balances, mathematically interpret balance equations, and to apply and test mathematical models as a basis for analysis and design of processes or devices.
The contents of the course:
1.-6.week
Defining problem and its scope, browsing the scientific literature, gaining theoretical knowledge, defining mathematical model of the process, working plan.
7.
Oral report-in front of teachers and students. Students present theme and the goal of their assignment, theoretical aspects of the work, mathematical models and plan of the work.
8.-14. week
Establishment of analytical methods and techniques, setup of the apparatus, defining computer support, plan of the experiment, selection of the optimization methods.
15. week
Oral report-in front of teachers and students. Students present plan of the experiment, experimental setup, analytical methods and techniques, necessary hardware and applications, and define what is needed to conduct the experiment and complete assignment .
General and specific competence:
Application of chemical engineering methodology on physical, physicochemical and biological processes. Team work, Communication skills.
Students obligations:
Laboratory work and preparation of oral presentation under mentor's supervision.
Teaching methods:
Laboratory work, oral presentations
Knowledge testing and evaluation:
-2 oral presentations per semester
- written report ( at the end of 2. semester)
-continuous monitoring and evaluation
Monitoring of course quality and successful:
Student survey
Learning outcomes:
1. students will be able to choose appropriate methodologies for solving problems in chemical engineering.
2. students will explain deriving mass and heat balances for different types of chemical engineering problems.
3. students will assess mathematical interpretation of balance equations
4. students will select appropriate mathematical modeling method for solving selected chemical engineering problems.
5. students will critically evaluate results of their experimental work and calculations in front of wider auditorium.
Learning outcomes at the program level:
1.apply extensive and profound knowledge of mathematics, chemical engineering and other sciences for solving scientific and professional problems as well as problems of the society as a whole within the range of their competence
2. solve real chemical engineering problems by scientific approach
3. recognize the need for finding, providing and disseminating scientific information
4.independently plan their theoretical and experimental research
5. evaluate data critically in order to draw conclusions
6. demonstrate rapid and systematic approach to new tasks
7. evaluate results systematically taking into account the non-technical effects of their job
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1. M. Hraste, Mehaničko procesno inženjerstvo, HINUS, Zagreb, 2003.
2. R. Smith, Chemical Process Design and Integration, J.Wiley, New York, 2005.
3. H. S. Fogler, Elements of Chemical Reaction Engineering, Prentice-Hall, New Jersey, 1999.
4. Z. Gomzi, Kemijski reaktori, HINUS, Zagreb, 1998.
5. S. Zrnčević, Kataliza i katalizatori, HINUS, Zagreb, 2005.,
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1. R. M. Felder, R.W. Rousseau, Elementary Principles of Chemical Processes, J. Wiley & Sons, New York, 2000.
2. E.B. Nauman, Chemical Reactor Design, Optimization, and Scale-up, McGraw-Hill, NewYork, 2002.
3. J.E. Bailey, D.F. Ollis, Biochemical Engineering Fundamentals, McGraw-Hill, New York, 1986.
4. J.D. Seader, E.J. Henley, Separation Process Principles, J. Wiley & Sons, Danvers, 2006.
5. R.B. Bird, W.E. Stewart, E.N. Lightfoot, Transport Phenomena, J. Wiley & Sons, New York, 2006.,
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