The main objective of the course is to provide to students theoretical and applied competences to set up and solve using professional software process simulation, analysis and synthesis.
D1 - Knowledge and understanding skills: to provide the theoretical expertise required to develop chemical process simulation.
D2 - Ability to apply knowledge and understanding: to develop complex chemical process simulations using commercial software.
D3 - Autonomy of judgement: to select the most appropriate strategy to simulate different chemical processes.
D4 - Communicative skills: to expose, by means of a written, oral and graphical exposition, the results coming from the simulation of a chemical process.
D5 - Learning skills: to identify the information required for the model adopted and will know how to obtain data from scientific literature databases, manuals and textbooks.

Thermodynamics, Transport Phenomena, Chemical and biochemical reactors Chemical plants.

Chemical and biochemical process design fundamentals.
Process simulation fundamentals. Degrees of freedom of a process. Steady state process simulation. Solution of material and energy balances: sequential modular approach and equation oriented approach. Introduction to dynamic simulations. Thermodynamic of phase equilibrium. Thermodynamic models: selection criteria and utilization. GE models and equation of state. Data banks of thermophysical properties. Design of shell and tube heat exchangers. Basic design procedure and theory. Mean temperature difference and overall heat-transfer coefficient. Fouling factors (dirt factors). Construction details and general design considerations on shell and tube exchangers. Application of the “bulk-flow” Kern’s method to evaluate shell-side heat-transfer coefficient and pressure drop. Process simulation software (Aspen+, ProII, Coco-Cofe,.). Basic unit operations (steams, mixer, splitter, separators, pumps, heaters, heat exchangers, .). Complex unit operations (reactors, separation columns, liquid-liquid extractors,.). Use of process simulators: base case, design specifications, sensitivity analysis, optimization. Energy analysis and optimization: pinch technology. Economic analysis. Cape-Open standard. Use of proses simulators Aspen+ and Coco-Cofe.

Teaching materials provided by the teacher.
Haydary J., Chemical Process Design and Simulation: Aspen Plus and Aspen Hysys Applications, Wiley, New York (2019)
Turton R., Bailie R.C., Whiting W.B., Shaeiwitz J.A., Bhattacharyya D., Analysis, Synthesis and Design of Chemical Processes. Upper Saddle River, NJ, USA: Pearson Education International (2013), 4th Ed.
Seider, W. D., J. D. Seader, and D. R. Lewin, “Process Design Principles.” Wiley, New York (2009).
Aspentech manuals. Sinnot R.K., Coulson & Richardson’s Chemical Engineering Series: Chemical Engineering Design Vol. 6, Elsevier Butterworth-Heinemann, Oxford (GB), (2005) 4th Ed.

Classroom lectures, demo and hands-on sessions on process simulators usage. Hands-on session on process simulators. Intermediate tests during the course, development of a process simulation project.

Final oral exam consists in a discussion of the project developed with insights covering the entire program of the course.
Evaluation criteria: the test is aimed at ascertaining the knowledge of the topics listed in the program, and the ability to apply this knowledge. The evaluations are expressed in thirtieths, according to the following criteria:
-Excellent (30 -30 laude): excellent knowledge of the topics, excellent language properties, excellent analytical skills; The student is able to brilliantly apply theoretical knowledge to concrete cases.
-Very good (27 -29): good knowledge of topics, remarkable language properties, good analytical skills; The student is able to correctly apply theoretical knowledge to concrete cases.
-Good (24-26): good knowledge of the main topics, good language properties; The student shows an adequate ability to apply theoretical knowledge to concrete cases.
-Satisfactory (21-23): the student does not show full mastery of the main topics of the course, despite possessing the fundamental knowledge; however, it shows satisfactory language properties and sufficient ability to apply theoretical knowledge to concrete cases.
-Sufficient (18-20): minimum knowledge of the main topics of teaching and technical language, limited ability to adequately apply theoretical knowledge to concrete cases.
-Insufficient (<18): the student does not have an acceptable knowledge of the contents of the different topics of the program.

This course explores topics closely related to one or more goals of the United Nations 2030 Agenda for Sustainable Development (SDGs) (for example goals 7, 9, 12, 13)