ChE Tulsa University

 
           

ChE 3112 Introduction to Process Control
Required course for ChE program

Catalog Description:  Transient models of chemical processes and introduction to classical feedback control including tuning.  P, PI, and PID controllers.

Prerequisites:  ChE 2003, Math 3073.

Corequisites:  none

Prerequisites by Topic:  Steady state material and energy balances, differential equations including Laplace transforms (ChE 2003, Math 3073)

Recent Textbook:  Process Dynamics and Control, 2nd Edition, by Seborg, Edgar and Mellichamp, Published by John Wiley & Sons, 2004. 

Other Required Material:  None

Course Objectives:  By the end of the course the student should be able to (1)  perform unsteady-state material and energy balances on a variety of chemical processes;  (2)  develop transfer functions and block diagrams for a variety of chemical processes;  (3) analyze the dynamic response of chemical processes in both the time and Laplace domain;  and (4) select appropriate components for a simple feedback control system.

Major Topics Covered in the Course:  Transient mass and energy balances, Laplace transforms, linearization of differential equations, transfer functions, block diagrams, response  of first order, second order and FOPDT systems to typical input changes, approximating models from step tests, modeling systems with SIMULINK, PID controllers, control valves, sensors/transmitters, feedback control loops, P&IDs, introduction to stability and tuning PID controllers.

Class/Laboratory Schedule:  Lecture sessions meet for two 50-minute session each week for 14 weeks.   

Professional Component Contribution:  This is an engineering science/design course.

Relationship to Program Outcomes: 

  • Outcome a:  Students learn extend their knowledge of mass and energy balances to transient systems and learn the theory and basic equations of feedback control equipment.
  • Outcome b:  Students are required to analyze and interpret system response to changes in set point and input variables using computer simulations and actual laboratory equipment.
  • Outcome c:  Students do one design project.  They are asked to model an actual piece of equipment from the Unit Ops lab by both theoretical and online testing methods.  They then specify control equipment for the equipment.
  • Outcome d:  The project is done with a team of 3 students. 
  • Outcome e:  Students were required to create models and simplify them in acceptable ways to meet required objectives.  Exact and approximate solution techniques were used and the results analyzed.
  • Outcome f:  Ethical behavior is required in the course.  Process safety and stability of systems are emphasized throughout the course.  The role of process control in process disasters is explored.
  • Outcome g:  Students are required to write two team reports (memo format) for the design project.
  • Outcome h:  Lectures included issues relating to environmental and societal needs.
  • Outcome i:  Students were encouraged to obtain their PE license.  The class discussed the new trends in control equipment and things they should look for in the future.
  • Outcome j:  Explosions at refineries and shutup/startdown issues relating to the hurricane season were used as focus points for lectures on safety and stability.
  • Outcome k:  Students are required to use computers to solve problems throughout the course.  Excel, Mathematica and MatLab/SIMULINK are required. 

Prepared by:  Christi L. Patton (December 16, 2005)