Mass and Energy Balances
CHEN2000

Year 2, Sem 1 Core Enabling Knowledge and Skills Technical Competence

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Code CHEN2000
Credits 25
Graduate Attributes

Introduction

This unit is a fundamental course in process engineering. Many of the other chemical and process engineering courses in subsequent years will rely heavily on the skills developed in this course. The unit is built on the principles of material and energy balances and their application in the design of chemical processes in industries, including both conventional process as petroleum & refining, mineral processing, food, paper and pharmaceuticals and novel processes as renewables, carbon captures and energy transitions. It helps students understand, analyse, design, troubleshoot and optimise industrial processes that involve physical changes and chemical transformations. The unit provides an insight into the way chemical engineers approach problems and supplies concepts that underlie many other study units in the curriculum.
Lecture 1 x 4 Hours Weekly 
Workshop 1 x 1 Hours Weekly 

Unit Learning Outcomes

  • 1 understand the fundamental principles of mass and energy conservation (and associated unit systems) in the context of chemical processes, GC1, GC3, GC4, GC5, GC6
  • 2 draw system boundaries and apply principles of mass and energy balance, GC1, GC3
  • 3 learn basic principles of computer-aided process simulations, GC1, GC3, GC6
  • 4 practice and explain strategies for effective team formation and communication, GC1, GC3, GC5, GC6

Course Learning Outcomes

  • 1 Demonstrate a conceptual understanding of fundamental science, mathematics, data analytics, information science, and computing underpinning the broad field of engineering
  • 5 Select and use current and emerging technologies to develop and communicate effective and innovative engineering solutions to complex problems

Assessment Breakdown

Recent Unit Changes & Response to Student Feedback

Students are encouraged to provide feedback through student surveys (such as Insight and the annual Student Experience Survey) and interactions with teaching staff.

Listed below are some recent changes to the unit as a result of student feedback.

Students are encouraged to provide feedback through student surveys (such as Insight and the annual Student Experience Survey) and interactions with teaching staff. There have been no recent changes to the unit as a result of student feedback