ECTS credits ECTS credits: 4.5
ECTS Hours Rules/Memories Student's work ECTS: 74.25 Hours of tutorials: 2.25 Expository Class: 18 Interactive Classroom: 18 Total: 112.5
Use languages Spanish, Galician, English
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Chemistry Engineering
Areas: Chemical Engineering
Center Higher Technical Engineering School
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable
Chemical Reaction Engineering deals with the commercial scale application of chemical reactions and its objective is the efficient design and operation of chemical reactors based on a series of fundamentals, called Pillars of Chemical Reaction Engineering, which Include Material Balances, Kinetic laws, Stoichiometry, Energy Balances, Diffusion and Contact. The main objective of the subject is to develop in students a clear understanding of the fundamentals of Chemical Reaction Engineering in order to deal with problem solving, acquiring the ability to search for the necessary information and for the selection of the more appropriate design among the different options available, always taking into account safety aspects in chemical reactors.
As indicated in the title verification report, the contents of the course must follow the following descriptor:
"Introduction to chemical reaction engineering. Chemical kinetics. Reaction mechanisms. Types of reactors. Isothermal behavior: Design of ideal reactors. Batch reactor, continuous stirred tank reactor, tubular reactor. Semicontinuous reactors. Association of reactors. "
Thus, the subject is structured in 6 units:
UNIT 1. INTRODUCTION TO CHEMICAL REACTION ENGINEERING
Introduction: Chemical Reaction Engineering. Classification of chemical reactions. Types of industrial chemical reactors. Basic concepts in reactor design. Measurement of the change of a component by chemical reaction. Definition of reaction rate.
UNIT 2. KINETICS OF HOMOGENEOUS REACTIONS. ANALYSIS OF THE KINETIC EQUATION
Expression of the reaction rate: the kinetic equation. Concentration dependent factor. Temperature dependent factor. Activation energy and temperature dependence.
UNIT 3. OBTAINING AND ANALYZING KINETIC DATA
Introduction. Constant volume batch reactor. Variable volume batch reactor.
UNIT 4. IDEAL REACTORS
Introduction to reactor design. Ideal reactors: concept and classification. Ideal reactors design equations. Ideal batch reactor. Continuosu stirred tank reactor (CSTR). Plug flow reactor (PFR).
UNIT 5: DESIGN OF ISOTERMIC REACTORS FOR SIMPLE AND MULTIPLE REACTIONS
Simple reactions. Comparison of sizes in single reactor systems. Association of reactors. Reactor with recirculation. Autocatalytic reactions.
Multiple Reactions. Reactions in parallel. Reactions in series. Reactions in series-parallel.
UNIT 6. SAFETY IN CHEMICAL REACTORS.
Explosions. Reactions out of control. Overpressure. Pressure losses in reactors. Design of safer reactors.
Basic:
Fogler, S.H. Essentials of Chemical Reaction Engineering, 2nd ed. Boston: Pearson Education Inc., 2018. ISBN: 9780134663890 (not available on paper, online version requested)
Levenspiel, O. Ingeniería de las Reacciones Químicas, 3ª ed. México : Limusa Wiley, 2004. ISBN 968-18-5860-3 (A120 4 G, A120 4 H, A120 4 J, QUT 130, QUT 131, QUT 242); Levenspiel, O. Chemical Reaction Engineering. 3rd ed. New York: John Wiley & Sons, 1999. ISBN 0-471-25424-X (120 11, A120 4 E, A120 4 F, QUT 218).
Complementary:
Fogler, H.S. Elementos de Ingeniería de las Reacciones Químicas. 4ª ed. México: Pearson Educación, 2008. ISBN 9789702611981(A120 3 G A120 3 H A120 3 I); Fogler, H.S. Elements of Chemical Reactor Engineering. 4th ed. Harlow: Prentice Hall, 2014. ISBN 978-1-292-02616-9 1-292-02616-2 (A120 3 K, A120 3 L)
González Velasco, J.R. et al. Cinética Química Aplicada. Madrid: Síntesis, 1999. ISBN84-7738-666-8 (BT 115, A QF 100, 121 10, 121 10 A, A121 8, QUT 260, QUT 261, QUT 262, QUT 263, QUT 264)
Missen, R.W., Mims, C.A. and Saville, B.A. Introduction to chemical reaction engineering and kinetics. New York: John Wiley & Sons, cop. 1999. ISBN 0-471-16339-2 (A120 1, A120 1 A, A120 1 B, A120 1 C, QUT 235)
Santamaría, Jesús M. et al. Ingeniería de Reactores. Madrid: Síntesis, 2002. ISBN 9788477386650 (A122 2 C, A122 2 D, A122 2 E, A122 2 F) ISBN Digital: 9788499581101 (online version available)
Specific skills:
CQ.1.4. Knowledge on chemical reaction engineering.
CQ.1.5. Knowledge on chemical reactor design.
General skills:
CG.3. Knowledge on basic and technological subjects helping the students to learn new methods and theories, and providing them with versatility to adapt themselves to new situations.
CG.4. Capacity in problem solving with initiative, decision making, creativity, critical thinking, knowledge transfer and communication, and skills and competencies in the field of industrial chemical engineering.
Transferable skills:
CT.1. Capacity for analysis and synthesis
CT.6. Problem solving
CT.8. Team work
CT.19. Self-learning
Regardless of the scenario in which we find ourselves during the teaching of the subject, the Virtual Classroom of the USC will be used through the Moodle application with the following objectives:
• Provide information on the subject (teaching schedule, schedules, exam schedule, various announcements, etc.)
• Provide the necessary materials for the classes (topic presentations, problem relationships, etc.).
• Serve as a communication tool with students through the news forum.
• Create working groups.
• Propose all scheduled tasks including group work.
• Include access to the video conference sessions by Teams (for scenarios 2 and 3).
• Complete an evaluation questionnaire.
Regardless of the setting, the teaching methodology includes expository classes, interactive seminar classes and group tutoring. In the lectures, the theoretical part of the subject will be presented (supported by presentations that will be provided to the students) and some of the proposed problems will be solved in order to establish the methodology for solving them. Since one of the key objectives is to develop the ability to solve problems, in the interactive seminary classes the students will solve the rest of the proposed problems and in two of them, which will be previously notified, a individual form that will be delivered for evaluation, forming part of the continuous evaluation.
A group work will be proposed that will consist of solving an open problem. The results will be presented in a report and will be presented orally in the scheduled group tutoring (compulsory attendance).
The relationship of the methodologically proposed activities and the skills to develop is as follows:
-Resolution of problems in the seminars: CG.3, CG.4, CQ.1.4, CQ.1.5, CT.1, CT.6
-Group work / Group tutoring: CG4, CQ1.5, CT.1, CT.6, CT.8, C. T.19
Scenario 1: adapted normality
• All teaching will be face-to-face.
• Individualized tutorials will preferably be face-to-face, but the option will be given through the MS Teams platform.
Scenario 2: distancing
• Expository teaching will be non-face-to-face and will be taught synchronously through the MS Teams platform according to the scheduled calendar.
• The interactive seminar classes will be face-to-face.
• The two problems for continuous evaluation will be proposed through the Virtual Campus.
• To carry out group work, it will be encouraged that group meetings be non-face-to-face.
• The group tutoring in which the group work will be presented through MS Teams.
• Individualized tutoring will be exclusively virtual through MS Teams.
Scenario 3: closure of facilities
• Teaching will be completely non-presential. The expository and interactive seminar classes will be taught synchronously through the MS Teams platform according to the scheduled schedule.
• The continuous assessment problems will be scheduled as tasks in the Virtual classroom of the subject and will be carried out during seminar hours provided in the calendar. There will be support through MS Teams.
• Group work will be presented orally through MS Teams on the dates established for group tutoring.
• Individualized tutoring will be exclusively virtual through MS Teams.
There are no changes in the proposed activities or in the evaluation criteria depending on the scenario. The difference is exclusively in the face-to-face character (scenario 1), face-to-face / non-attendance (scenario 2) or non-attendance (scenario 3) of the proposed continuous assessment activities and the final test.
Students' learning will be monitored (continuous assessment) by carrying out compulsory activities: group work (CT.1, CT.8, CT19) and individual problem solving in seminars (CG.3, CG.4 , CQ.1.4, CQ.1.5, CT.1, CT.6). Active participation in classes will be valued (teacher report). There will be a final test of theoretical concepts and problem solving (CQ.1.4, CQ.1.5, CT.1, CT.6, CT.19).
The distribution of the score is as follows:
Exam: 65% (45% Problems; 20% Theory)
Problem solving (continuous evaluation): 15%
Group work / group tutoring (continuous assessment): 15%
Teacher report (continuous evaluation): 5%
• To pass the subject, all continuous assessment activities, group work (delivery of report and presentation in group tutoring) and continuous assessment seminars must be carried out.
• To pass the subject, a minimum global grade of 5.0 points is required and it will be necessary to obtain a minimum of 35% of the corresponding score on the exam to be able to add up the grades.
• In case of not passing the subject at the first opportunity, the mark of the continuous evaluation will be kept for the second opportunity and the student will only have to repeat the exam.
• The consideration of “not presented” will be taken if none of the activities under evaluation are carried out.
Scenario 1: adapted normality
Completion of continuous assessment problems, presentation of group work and final final test.
Scenario 2: distancing
Carrying out the problems of continuous evaluation and presentation of group work electronically and a final test, preferably face to face.
Scenario 3: closure of facilities
Realization of the continuous evaluation problems in a synchronous telematic way, proposed as tasks of the Virtual classroom of the subject and supported by MS Teams.
Synchronous telematic group work presentation through MS Teams.
Synchronous telematic final test, proposed as a Questionnaire (theory) / Task (problems) of the Virtual classroom of the subject and supported by MS Teams.
In cases of fraudulent performance of exercises or tests, the provisions of the Regulations for evaluating student academic performance and reviewing grades will apply
Expositive lectures: classroom, 28 h; student own work, 34 h; ECTS, 2.5
Interactive lectures (seminars): classroom, 9 h; student own work, 11 h; ECTS, 0.8
Group tutorials: classroom, 1 h; student own work, 4 h; ECTS, 0.2
Individual tutorials: classroom, 1 h; student own work, 2 h; ECTS, 0.1
Exam and revision: classroom, 5 h; student own work, 17.5 h; ECTS, 0.9
TOTAL: classroom, 44 h, student own work, 68.5 h; ECTS, 4.5
The students are recommended to have previously taken the following courses: Differential Equations, Fundamentals of Chemical Processes, and Analysis of Chemical Processes.
The language of instruction will be Spanish
Recommendations for telematic teaching:
• It is necessary to have a computer with a microphone and a camera to carry out the telematic activities scheduled throughout the course, including evaluation in scenarios 2 and 3. The acquisition of equipment with the MS Windows environment is recommended, as other platforms some of the computer programs available at USC that are used in the subjects are not supported.
• Improve information and digital skills with the resources available at USC.
Students must wear a mask during their time at ETSE, as well as frequently wash their hands with soap and water or use a hydrogel following the instructions on the matter. Whenever possible, you should keep a safe distance from the rest of the students and teachers, in the classroom and other spaces in the center. All the instructions of the health authorities and the USC itself must be scrupulously followed, for the protection of health against Covid-19.
"CONTINGENCY PLAN"
Teaching methodology
Regardless of the scenario in which we find ourselves during the teaching of the subject, the Virtual Classroom of the USC will be used through the Moodle application with the following objectives:
• Provide information on the subject (teaching schedule, schedules, exam schedule, various announcements, etc.)
• Provide the necessary materials for the classes (topic presentations, problem relationships, etc.).
• Serve as a communication tool with students through the news forum.
• Create working groups.
• Propose all scheduled tasks including group work.
• Include access to the video conference sessions by Teams (for scenarios 2 and 3).
• Complete an evaluation questionnaire.
Scenario 2: distancing
• Expository teaching will be non-face-to-face and will be taught synchronously through the MS Teams platform according to the scheduled calendar.
• The interactive seminar classes will be face-to-face.
• The two problems for continuous evaluation will be proposed through the Virtual Campus.
• To carry out group work, it will be encouraged that group meetings be non-face-to-face.
• The group tutoring in which the group work will be presented through MS Teams.
• Individualized tutoring will be exclusively virtual through MS Teams.
Scenario 3: closure of facilities
• Teaching will be completely non-presential. The expository and interactive seminar classes will be taught synchronously through the MS Teams platform according to the scheduled schedule.
• The continuous assessment problems will be scheduled as tasks in the Virtual classroom of the subject and will be carried out during seminar hours provided in the calendar. There will be support through MS Teams.
• Group work will be presented orally through MS Teams on the dates established for group tutoring.
• Individualized tutoring will be exclusively virtual through MS Teams.
Evaluation system
There are no changes in the proposed activities or in the evaluation criteria depending on the scenario. The difference is exclusively in the face-to-face character (scenario 1), face-to-face / non-attendance (scenario 2) or non-attendance (scenario 3) of the proposed continuous assessment activities and the final test.
Scenario 2: distancing
Carrying out the problems of continuous evaluation and presentation of group work electronically and a final test, preferably face to face.
Scenario 3: closure of facilities
Realization of the continuous evaluation problems in a synchronous telematic way, proposed as tasks of the Virtual classroom of the subject and supported by MS Teams.
Synchronous telematic group work presentation through MS Teams.
Synchronous telematic final test, proposed as a Questionnaire (theory) / Task (problems) of the Virtual classroom of the subject and supported by MS Teams.
Julia González Álvarez
Coordinador/a- Department
- Chemistry Engineering
- Area
- Chemical Engineering
- Phone
- 881816761
- julia.gonzalez [at] usc.es
- Category
- Professor: University Lecturer
| Monday | |||
|---|---|---|---|
| 11:00-12:00 | Grupo /CLIS_01 | Spanish | Classroom A2 |
| Tuesday | |||
| 11:00-12:00 | Grupo /CLIS_02 | Spanish | Classroom A2 |
| Wednesday | |||
| 11:00-12:00 | Grupo /CLE_01 | Spanish | Classroom A2 |
| Thursday | |||
| 10:00-11:00 | Grupo /CLE_01 | Spanish | Classroom A2 |
| 01.14.2021 16:00-20:45 | Grupo /CLE_01 | Classroom A1 |
| 01.14.2021 16:00-20:45 | Grupo /CLIS_01 | Classroom A1 |
| 01.14.2021 16:00-20:45 | Grupo /CLIS_02 | Classroom A1 |
| 01.14.2021 16:00-20:45 | Grupo /CLIS_01 | Classroom A2 |
| 01.14.2021 16:00-20:45 | Grupo /CLIS_02 | Classroom A2 |
| 01.14.2021 16:00-20:45 | Grupo /CLE_01 | Classroom A2 |
| 06.21.2021 09:15-14:00 | Grupo /CLE_01 | Classroom A1 |
| 06.21.2021 09:15-14:00 | Grupo /CLIS_01 | Classroom A1 |
| 06.21.2021 09:15-14:00 | Grupo /CLIS_02 | Classroom A1 |