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Learning outcomes |
Following the UC Chemical Industries, it is intended that the student gains the ability to critically analyze a process and, thereafter, design, plan and execute laboratorial work that simulates an existing or innovative transformation process, full or a part of it, aiming its improvement.
The student should be able to:
• Interprete (and in some cases design) a process for producing a given product.
• Understand a given process/section of it and, thereafter, develop and implement laboratorial work in order to evaluate production processes alternatives, separation, purification, product improvement, etc.
• Gain laboratorial experience
• Present and defend ideas and projects for specialized audiences.
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Syllabus |
Theoretical- practical program:
1.Selection of a production process for a given product in the market, or an innovative product, or a given part of the production process, by each group of students.
2.Study of the production processes proposed by the students, aiming the identification of the unit operations that can/should be improved
3.Implementation of the transformation process, or a specific part of it, at laboratorial scale, using the available equipment and facilities.
4.Study of the effect of process variables; kinetics of physical and chemical processes, overall yields, optimization, etc.
5.Preparation of report and oral presentation and defense of the laboratorial work.
6. Lab work with protocol.
7. Heat exchanger ante-project
During the laboratorial work, students may need to implement analytical technique described in the literature and have the opportunity to work with various analytical methods.
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Main Bibliography |
SCOPUS
Shreve, R.N., Brink, J.A., Indústrias de processos químicos, 4ª edição, Editora Gunabara, Rio de Janeiro, 1977.
Further reading:
Green, D.W. e Perry, R.H., Perry’s Chemical Engineers’ Handbook, 8th Edition, Edited by McGraw-Hill, 2008.
Tegeder, F., Mayer, L., Métodos de la industria química en diagramas de flujo coloreados, parte 1 (Inorgânica), parte 2 (orgânica), Editorial Reverte, Barcelona, 1987.
Coulson, J.M., Richardson, J.F., Tecnologia Química, Vol. I (Fluxo de fluidos, transferência de calor e transferência de massa), Fundação Calouste Gulbenkian, 1974.
Coulson, J.M., Richardson, J.F., Tecnologia Química, Vol. II (Operações Unitárias), Fundação Calouste Gulbenkian, 1968.
Coulson, J.M., Richardson, J.F., Tecnologia Química, Vol. VI (Uma introdução ao projecto em tecnologia química), Fundação Calouste Gulbenkian, 1989.
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Teaching Methodologies and Assessment Criteria |
The curricular unit is centered on the student's work. Thus, in theoretical-practical classes the teacher presents the objectives of the UC, the transformation processes proposed by the students are discussed, the objectives of the improvements/innovations to be introduced in the process, the laboratory feasibility of the proposal, the strategy to be followed with a view to improvement/innovation and the experimental results are presented and discussed.
In laboratory classes, students develop experimental work under the guidance of the teacher.
Laboratory work is also carried out with a protocol distributed by the teacher.
Assessment:
Group work with protocol: 15%
Heat exchanger preliminary design: 10%
Individual laboratory work on a transformation process: 75%.
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