CHEE4060 Course Profile

3/5/2014 Print View: CHEE4060 - Sem 1 2014 - St Lucia - Internal
CHEE4060 Sem 1 2014 St Lucia Internal
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Printed: 05 March 2014, 09:08AM
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change during the semester – the online version is the authoritative version.
1. General Course Information
1.1 Course Details
Course Code: CHEE4060 Course Title: Process & Control System Synthesis
Coordinating Unit: School of Chemical Engineering
Semester: Semester 1, 2014 Mode: Internal
Level: Undergraduate
Location: St Lucia
Number of Units: 2 Contact Hours Per Week: 2L2C
PreRequisites: CHEE3020 (or CHEE2002) + CHEE3007 (or CIVL3150)
Incompatible: CHEE3006
Course Description: Synthesis of a process flowsheet & control system. Flexibility & operability of
design. Control system synthesis for an entire flowsheet, basic instrumentation, feedback & feedforward
control & discrete event system design. Integration of process modelling skills.
1.2 Course Introduction
This course introduces students to systematic procedures to develop control systems for a given
process flowsheet. The course exposes students to available instrumentation and control elements
(sensor, transmitter, valve, pump and actuator). Students will apply the course material to a given
process by developing a control system for the entire flowsheet, including a proper selection of control
elements. Before setting up the control systems, students will do some initial process development,
including selection of key unit operations, mass and energy balances, and documenting of the process
in a process flow diagram (PFD).
The course also introduces approaches to control, including PID feedback control and feedforward
control. Students will have the opportunity to design and assess the performance of PID and
feedforward controllers for a specific unit operation in their process flowsheet. This will be done via a
computer simulation with Matlab Simulink, and in doing this, students will also be learning about the use
of models to assess and implement process control. The aim will be to identify/develop useful process
models by performing step tests on the process.
The final module objective of the course is to understand discrete event control systems, which are
used for control of batch processes and control of process startup and shutdown. Students will specify
a discrete event control system, again for one of the units on their flowsheet.
Course Changes in Response to Previous Student Feedback
(1) The project information in Assignment 1 has been clarified.
(2) A practical session on Simulink will be introduced in the tutorial class before using it directly for the
controller design in Assignment 3.
(3) More practical control system examples will be covered.
http://www.courses.uq.edu.au/student_section_loader.php?section=print_display&profileId=68616 1/15
1.3 Course Staff
Course Coordinator: Dr Liu Ye
Phone: 3365 4152 Email: l.ye@uq.edu.au
Campus: St Lucia Building: Don Nicklin Building (Map) Room: 306
Lecturer: Dr Stephan Tait
Phone: 3346 7208 Email: s.tait@uq.edu.au
Campus: St Lucia Building: Hawken Engineering Building (Map) Room: C302A
Lecturer: Dr Liu Ye
Phone: 3365 4152 Email: l.ye@uq.edu.au
Campus: St Lucia Building: Don Nicklin Building (Map) Room: 306
Lecturer: Professor Zhiguo Yuan
Phone: 3365 4374 Email: zhiguo@uq.edu.au
Campus: St Lucia Building: Gehrmann Laboratories (Map) Room: 420
1.4 Timetable
Timetables are available on mySInet.
2. Aims, Objectives & Graduate Attributes
2.1 Course Aims
This subject introduces students to the basic control concepts and instrumentation to synthesise process
control systems for a given process. The subject also covers PID feedback control and feedforward
control.
2.2 Learning Objectives
After successfully completing this course you should be able to:
1 Develop a process from a given process description, including: (1) Generate the process flow
diagram (PFD) based on the process description; (2) Analyse the process by carrying out mass
and energy balance; (3) Choose the optimal operational conditions based on process analysis;
(4) Identify issues that may affect process control and potential alternative designs;
2 Be familiar with the architecture and components of control systems, including: (1) different
types of control system hardware, and be able to select the most appropriate hardware for their
process problem; (2) Distinguish between different types of sensors, transmitters, valves and
pumps; (3) Select and cost the elements of the control system specified in their design.
3 Synthesise control schemes for process flowsheets: (A) Students should be able to: (1) Use a
systematic approach to develop control loop pairings to control the mass and energy inventories
in a process; (2) Use qualitative mass and energy balances to develop the mass and energy
inventory control; (3)Generate the process control diagram (PCD) based on the control loop
design; (4)Make recommendations for loops to control the product quality. (B) Advanced
performance: (4) Recommend process changes based on the control system analysis; (5)
Identification and justification of potential control difficulties.
4 Appreciate the significance of process modelling as it applies to process control, including: (1)
Linearise nonlinear process models. (2) Develop transfer functions from process models in the
form of ordinary differential equations; (3) Identify process models (first order and second
order) from process step test data.
5 Be able to use some mathematical tools to analyse and design process control systems,
including: (1) Design controllers using transfer functions. (2) Solve LTI differential equations
through the Laplace and inverse Laplace transforms. (3) Calculate the transfer function between
any two given points in a block diagram using the block diagram algebra. (4) Determine process
stability via mathematical analysis of the process transfer functions. (5) Analyse the influence of
a controller parameter on the closedloop stability using the root locus plot.
6 Design simple feedback controllers and feedforward compensators, including: (1) Define a PID
control algorithm. (2) State several tuning techniques for a PID algorithm. (3) Know the
limitations, and modifications, of the basic PID algorithm. (4) Design a feedforward controller and
evaluate it with a simulation. (5) Tune a PID controller and then evaluate its performance with a
simulation (for servo and regulatory) control. (6) Use appropriate quantitative measures of
performance to analyse the controller performance.
7 Recognise discrete event systems and the principles of controlling them and be able to (1)
Define a discrete event system; and (2) Design a control system for a batch process, or a start
up and shutdown, using GRAFCET.
2.3. Graduate Attributes
Successfully completing this course will contribute to the recognition of your attainment of the following
UQ (Undergrad Pass) graduate attributes:
LEARNING
GRADUATE ATTRIBUTE
OBJECTIVES
A. INDEPTH KNOWLEDGE OF THE FIELD OF STUDY
A1. A comprehensive and wellfounded knowledge in the field of study. 1, 2, 3, 4, 5, 6
A4. An understanding of how other disciplines relate to the field of study. 1, 2, 4, 5, 6
A5. An international perspective on the field of study. 2, 5
B. EFFECTIVE COMMUNICATION
B1. The ability to collect, analyse and organise information and ideas and
to convey those ideas clearly and fluently, in both written and spoken 1, 2, 3, 5, 6
forms.
B2. The ability to interact effectively with others in order to work towards a
1, 2, 4, 5, 7
common outcome.
B3. The ability to select and use the appropriate level, style and means of
2, 4, 5
communication.
B4. The ability to engage effectively and appropriately with information
and communication technologies. 2, 5, 6
C. INDEPENDENCE AND CREATIVITY
C1. The ability to work and learn independently. 1, 2, 3, 4, 5, 6, 7
C3. The ability to generate ideas and adapt innovatively to changing
1, 2, 3, 4, 5, 6, 7
environments.
C4. The ability to identify problems, create solutions, innovate and
1, 2, 3, 5, 6, 7
improve current practices.
D. CRITICAL JUDGEMENT
D1. The ability to define and analyse problems. 1, 2, 3, 4, 5, 6, 7
D2. The ability to apply critical reasoning to issues through independent
1, 2, 3, 4, 5, 6
thought and informed judgement.
D3. The ability to evaluate opinions, make decisions and to reflect
1, 2, 3, 5, 6, 7
critically on the justifications for decisions.
E. ETHICAL AND SOCIAL UNDERSTANDING
E1. An understanding of social and civic responsibility.
E2. An appreciation of the philosophical and social contexts of a

discipline.
E4. A knowledge and respect of ethics and ethical standards in relation to

a major area of study.
E5. A knowledge of other cultures and times and an appreciation of

cultural diversity.
3. Learning Resources
3.1 Required Resources
Smith, C. A. & Corripio, A. B., 2006. Principles and practice of automatic process control ,
J. Wiley, New York. (or a later edition)
3.2 Recommended Resources
James M. Douglas., 1988. Conceptual design of chemical processes, McGrawHill

Marlin, T., 1995. Process control : designing processes and control systems for dynamic
performance, McGrawHill,
3.3 University Learning Resources
Access to required and recommended resources, plus past central exam papers, is available at the UQ
Library website (http://www.library.uq.edu.au/lr/CHEE4060).
The University offers a range of resources and services to support student learning. Details are
available on the myServices website (https://student.my.uq.edu.au/).
3.5 Other Learning Resources & Information
Materials on the Blackboard
4. Teaching & Learning Activities
4.1 Learning Activities
Learning
Date Activity
Objectives
Ongoing (Lecture):
3 Mar 14 6 Jun 14 1, 2, 3, 4, 5, 6, 7
Readings/Ref: TP155.75 .S58 2 ; TP155.75 .M365
Ongoing (Project based Learning):
3 Mar 14 6 Jun 14 Readings/Ref: TP155.75 .S58 2 ; TP155.7 .D67 19 ; 1, 2, 3, 4, 5, 6, 7
TP155.75 .M365
Class (Tutorial):
3 Mar 14 6 Jun 14 4, 5, 6, 7
Readings/Ref: TP155.75 .S58 2 ;
24 Mar 14 Site visit (Practical):
2, 3
28 Mar 14 Readings/Ref: TP155.7 .D67 19
4.2 Other Teaching and Learning Activities Information
Project Based: The course is problem driven, and the learning goals are addressed via the use of a
single process problem which is worked on throughout the semester. A series of three assignments is
used to focus on different, but related, issues. There are three types of classes:
1. Lectures: These are used to introduce and discuss key concepts. They are synchronised with the
needs of the problem. These lectures are presented to the whole class.
2. Group based tutorials: These sessions are where groups work on their problem in the presence of
a tutor and other groups. Groups are encouraged to interact, and informal student presentations are
given. Each tutorial group consists of 46 student groups.
3. Class tutorial: This class is like a ‘traditional’ tutorial, whereby the lecturer presents small problems
to the class and then works through the problem with the class. Again, the problems coincide with the
current challenges presented by the main process problem that each group has. This session is
presented to the whole class.
5. Assessment
5.1 Assessment Summary
This is a summary of the assessment in the course. For detailed information on each assessment, see 5.5
Assessment Detail below.
Learning
Assessment Task Due Date Weighting
Objectives
Project Report
Process analysis for a given 2 Apr 14 11:00 10% 1
problem
Applied to
Peer Assessment report for
7 Apr 14 11:00
PA for project report 1 individual
mark
Field Report
Site visit of buiding 16 Apr 14 11:00 5% 1, 2, 3
temperature control systems
Applied to
22 Apr 14 11:00
PA for field report individual
mark
Exam Mid Semester During
29 Apr 14 08:00 29 Apr 14
Class 15% 1, 2, 3, 4, 5, 7
09:40
Mid semester Exam/quiz
Project Report
7 May 14 11:00 15% 2, 3, 7
Control system design
Applied to
12 May 14 11:00
mark
Project Report
4 Jun 14 11:00 10% 4, 5, 6
Controller design and tuning
Applied to
9 Jun 14 11:00
mark
Exam during Exam Period
(Central) Examination Period 45% 1, 2, 3, 4, 5, 6, 7
Final exam
5.2 Course Grading
Grade X: No assessable work received.
Grade 1, Fail: Fails to demonstrate most or all of the basic requirements of the course:
Overall score is less than 20%.

The minimum percentage required for a grade of 1 is: 0%
Grade 2, Fail: Demonstrates clear deficiencies in understanding and applying fundamental concepts;
communicates information or ideas in ways that are frequently incomplete or confusing and give little
attention to the conventions of the discipline:
Failure to submit all pieces of assessment, or failure to actively (and significantly) participate in the
group projects, or overall score is between 20 44%.
Grade 3, Fail: Demonstrates superficial or partial or faulty understanding of the fundamental concepts of
the field of study and limited ability to apply these concepts; presents undeveloped or inappropriate or
unsupported arguments; communicates information or ideas with lack of clarity and inconsistent
adherence to the conventions of the discipline:
You must have submitted all pieces of assessment and usefully contributed in the group projects. You
achieved an overall score of 45 49%, or an overall score above 50% but your average mark for quiz
and exam is below 50%.

Grade 4, Pass: Demonstrates adequate understanding and application of the fundamental concepts of the
field of study; develops routine arguments or decisions and provides acceptable justification;
communicates information and ideas adequately in terms of the conventions of the discipline:
You must have submitted all pieces of assessment and usefully contributed in the group projects. You
achieved an overall score of 50 64% and your average mark for quiz and exam
is equal or above 50%.

Grade 5, Credit: Demonstrates substantial understanding of fundamental concepts of the field of study
and ability to apply these concepts in a variety of contexts; develops or adapts convincing arguments and
provides coherent justification; communicates information and ideas clearly and fluently in terms of the
conventions of the discipline:
You must have submitted all pieces of assessment and usefully contributed in the group projects
(average mark above 65%). You achieved an overall score of 65 74%. Your average mark for quiz and
exam is above 60%.

Grade 6, Distinction: As for 5, with frequent evidence of originality in defining and analysing issues or
problems and in creating solutions; uses a level, style and means of communication appropriate to the
discipline and the audience:
As for grade 5, but your project work (average mark above 75%) and quiz/examination marks (average
mark above 70%) are at a higher standard, illustrating an excellent grasp of the concepts of the course.
People in this grade will typically have a total mark of 75 84%.

Grade 7, High Distinction: As for 6, with consistent evidence of substantial originality and insight in
identifying, generating and communicating competing arguments, perspectives or problem solving
approaches; critically evaluates problems, their solutions and implications:
As for grade 6, but achieving very high level of performance in all forms of assessment. You must have
attained high marks for both the quiz and final exam (average mark above 80%) and have performed
extremely well in the projects (average mark above 85%), where your group will typically have very
high grades. Typically, people with grade 7 will have achieved a total mark in excess of 85%. But they
must perform consistently well in all forms of assessment.

Other Requirements & Comments :
Percentages have been stated in the criteria in order to indicate where the boundary between grades
typically lies. Note that you need to achieve certain standards in both the group based and individual
assessment to attain a grade. Please discuss this with the course coordinator if you require clarification
of the criteria or marking.
5.3 Late Submission
Assessment items or Peer Assessment submitted late will lose 10% per day late. Items submitted more
than one week late (without prior arrangement with the subject coordinator) will not be marked.
5.4 Other Assessment Information
Use of calculators
Unless specified elsewhere in the Course Profile, ONLY University approved and labelled calculators can
be used in all exams for this course. Please consult http://www.uq.edu.au/myadvisor/examcalculators
for information about approved calculators and obtaining a label for nonapproved calculators.
5.5 Assessment Detail
Process analysis for a given problem
Type: Project Report
Learning Objectives Assessed: 1
Due Date:
2 Apr 14 11:00
Weight: 10%
Task Description:
Generate the process flow diagram (PFD) based on the process description;
Analyse the process by carrying out mass and energy balance;
Choose the proper type of unit and optimal operational conditions based on process analysis;
This project report is done in a group.
Criteria & Marking:
A detailed project description and marking criteria will be provided on Blackboard in Week 1.
Submission:
Assignments to be submitted through the Faculty of EAIT (Hawken Building 50) assignment chute
require an assignment cover sheet. This is available from: http://student.eait.uq.edu.au\coversheets
PA for project report 1
Type: Peer Assessment
Due Date:
7 Apr 14 11:00
Weight: Applied to report for individual mark
Task Description:
Peer Assessment for each member in a group is compulsory. It'll be done via the WebPA
on Blackboard.
Criteria & Marking:
A late submission of peer assessment will result in 10% individual mark loss of this project report.
Submission: Submit via Blackboard online
Site visit of buiding temperature control systems
Type: Field Report
Learning Objectives Assessed: 1, 2, 3
Due Date:
16 Apr 14 11:00
Weight: 5%
Task Description:
Generate the process flow diagram based on the site visit;
Discuss the control strategy used for the system;
Design and specify the control loops on the PFD;
This field report is done in a group.
Criteria & Marking:
A detailed description and marking criteria will be handed out in week 3.
Submission:
PA for field report
Due Date:
22 Apr 14 11:00
Task Description:
Peer Assessment for each member in a group is compulsory. It'll be done via the WebPA on
Blackboard.
Criteria & Marking:
A late submission of peer assessment will result in 10% individual mark loss of this field report.
Submission: submit via Blackboard online
Type: Exam Mid Semester During Class
Learning Objectives Assessed: 1, 2, 3, 4, 5, 7
Due Date:
29 Apr 14 08:00 29 Apr 14 09:40
Weight: 15%
Reading: 10 minutes
Duration: 90 minutes
Format: Short answer, Problem solving
Task Description:
10 mins perusal. 1 hr 30 mins exam, closed book
Due Date:
7 May 14 11:00
Weight: 15%
Task Description:
Number and type of control loops on the PCD;
Instrumentation (sensing elements, controllers and final control element);
Valve sizing;
Preliminary costing.
Criteria & Marking:
A detailed description and marking criteria will be provided on Blackboard in week 6.
Submission:
Due Date:
12 May 14 11:00
Task Description:
on Blackboard.
Criteria & Marking:
Due Date:
4 Jun 14 11:00
Weight: 10%
Task Description:
Feedback and feedforward controller design and tuning.
Criteria & Marking:
A detailed description and marking criteria will be provided on Blackboard in week 9.
Submission:
Due Date:
9 Jun 14 11:00
Task Description:
on Blackboard.
Criteria & Marking:
Final exam
Type: Exam during Exam Period (Central)
Learning Objectives Assessed: 1, 2, 3, 4, 5, 6, 7
Due Date:
Examination Period
Weight: 45%
Reading: 10 minutes
Duration: 120 minutes
Format: Multiplechoice, Short answer, Short essay, Extended essay, Problem solving
Task Description:
Closedbook. An University approved calculator is required.
6. Policies & Guidelines

This section contains the details of and links to the most relevant policies and course guidelines. For
further details on University Policies please visit myAdvisor and the Policy and Procedures Library.
6.1 Assessment Related Policies and Guidelines
University Policies & Guidelines
An overview of the University’s assessmentrelated policies can be found on myAdvisor
(http://www.uq.edu.au/myadvisor/index.html?page=2910).
Academic Integrity
It is the University's task to encourage ethical scholarship and to inform students and staff about
the institutional standards of academic behaviour expected of them in learning, teaching and
research. Students have a responsibility to maintain the highest standards of academic integrity in
their work. Students must not cheat in examinations or other forms of assessment and must ensure
they do not plagiarise.
Plagiarism
The University has adopted the following definition of plagiarism:
Plagiarism is the act of misrepresenting as one's own original work the ideas, interpretations,
words or creative works of another. These include published and unpublished documents,
designs, music, sounds, images, photographs, computer codes and ideas gained through
working in a group. These ideas, interpretations, words or works may be found in print
and/or electronic media.
Students are encouraged to read the UQ Student Integrity and Misconduct policy
(http://ppl.app.uq.edu.au/content/3.60.04studentintegrityandmisconduct) which makes a
comprehensive statement about the University's approach to plagiarism, including the approved use
of plagiarism detection software, the consequences of plagiarism and the principles associated with
preventing plagiarism.
Applications for Extensions
Medical grounds: Applications for extension on medical grounds shall be made by lodging the
Application for Extension of Progressive Assessment form and supporting documentation at the
location outlined in Section 5.3 of the Electronic Course Profile for the course concerned.
Exceptional circumstances: Applications for extension on the grounds of exceptional
circumstances shall be made to the relevant Course Coordinator/Program Director by lodging
the Application for Extension of Progressive Assessment form and a personal statement
outlining the grounds for the application at the location and by the due date outlined in Section
5.3 of the Electronic Course Profile for the course in which this application is made. If the
exceptional circumstances are such that the student cannot reasonably be expected to have
complied with these conditions, a case should be made as to why these conditions could not be
met.
Outcome of application: Students will be advised of the outcome of their application via their
student email.
Feedback on AssessmentFeedback is essential to effective learning and students can expect to
receive appropriate and timely feedback on all assessment. For a detailed explanation of the
feedback you are entitled to, you should consult the policy on Student Access to Feedback on
Assessment. (https://ppl.app.uq.edu.au/content/3.10.02assessment)
As a student you have a responsibility to incorporate feedback into your learning; make use of the
assessment criteria that you are given; be aware of the rules, policies and other documents related
to assessment; and provide teachers with feedback on their assessment practices.
There are certain steps you can take if you feel your result does not reflect your performance.
Please refer to the myAdvisor web site. (http://www.uq.edu.au/myadvisor/index.html?page=2953)
School of Chemical Engineering Assessment Guidelines
Use of calculators
Only University approved and labelled calculators can be used in all exams
for this course. Please consult http://www.uq.edu.au/myadvisor/exam
calculators for information about approved calculators and obtaining a label
for nonapproved calculators.
6.2 Other Policies and Guidelines
University Policies and Guidelines
Placement Courses
Students on a placement course – also known as a work placement, internship, industry study,
industry experience, clinical practice, clinical placement, practical work, practicum, fieldwork,
teaching practice – should refer to the University policy, Placement Courses
(https://ppl.app.uq.edu.au/content/3.10.04placementcourses) for detailed information.

Working with Children
Students whose studies include a professional/work placement, internship, clinical practice, teaching
practice or other similar activity which involves them in regular contact with children should refer to
the University policy, Working with Children Check "blue card"
(http://ppl.app.uq.edu.au/content/1.60.07workingchildren) to find out how to apply for a ‘blue card’.

Students with a Disability
Any student with a disability who may require alternative academic arrangements, including
assessment, in the course/program is encouraged to seek advice at the commencement of the
semester from a Disability Advisor at Student Services. Refer to the University policy, Students with a
Disability (Disability Action Plan) (https://ppl.app.uq.edu.au/content/3.50.08alternativeacademic
arrangementsstudentsdisability) and to the policy on Special Arrangements for Examinations for
Students with a Disability (https://ppl.app.uq.edu.au/content/3.50.09arrangementsreasonable
adjustmentsexaminationsstudentsdisability#Procedures).
While it is the responsibility of the relevant faculty to liaise with professional and registration bodies
regarding the acceptability of any adjustment to an academic program, the University Health Service
can arrange appropriate advice and assistance on personal and public health issues.
Occupational Health and Safety
Undergraduate and Postgraduate Students should be familiar with the University policies on
occupational health and safety in the laboratory (https://ppl.app.uq.edu.au/content/2.30.14
occupationalhealthandsafetylaboratory).
Other School of Chemical Engineering Guidelines
Safety Induction for Practicals
In accordance with University rules, commencing from Semester 2, 2010 for all courses with a
practical component, completion of a Chemical Engineering Undergraduate Laboratory Safety
Induction is compulsory.
The safety induction is valid for the rest of the calendar year and will cover practicals for any other
courses conducted in that laboratory and/or building throughout the year.
If a course has practical/s in more than one laboratory and/or building (e.g. Chemical Engineering
and Frank White Annexe), students must have completed a safety induction specific to the buildings
and the laboratories involved.
Other Course Guidelines
Learning Summary

Below is a table showing the relationship between the learning objectives for this course and the broader
graduate attributes developed, the learning activities used to develop each objective and the assessment
task used to assess each objective.
Learning Objectives
After successfully completing this course you should be able to:
1 Develop a process from a given process description, including: (1) Generate the process
flow diagram (PFD) based on the process description; (2) Analyse the process by carrying
out mass and energy balance; (3) Choose the optimal operational conditions based on
process analysis; (4) Identify issues that may affect process control and potential alternative
designs;
2 Be familiar with the architecture and components of control systems, including: (1)
different types of control system hardware, and be able to select the most appropriate
hardware for their process problem; (2) Distinguish between different types of sensors,
transmitters, valves and pumps; (3) Select and cost the elements of the control system
specified in their design.
3 Synthesise control schemes for process flowsheets: (A) Students should be able to: (1)
Use a systematic approach to develop control loop pairings to control the mass and energy
inventories in a process; (2) Use qualitative mass and energy balances to develop the mass
and energy inventory control; (3)Generate the process control diagram (PCD) based on the
control loop design; (4)Make recommendations for loops to control the product quality. (B)
Advanced performance: (4) Recommend process changes based on the control system
analysis; (5) Identification and justification of potential control difficulties.
4 Appreciate the significance of process modelling as it applies to process control, including:
(1) Linearise nonlinear process models. (2) Develop transfer functions from process models
in the form of ordinary differential equations; (3) Identify process models (first order and
second order) from process step test data.
5 Be able to use some mathematical tools to analyse and design process control systems,
including: (1) Design controllers using transfer functions. (2) Solve LTI differential equations
through the Laplace and inverse Laplace transforms. (3) Calculate the transfer function
between any two given points in a block diagram using the block diagram algebra. (4)
Determine process stability via mathematical analysis of the process transfer functions. (5)
Analyse the influence of a controller parameter on the closedloop stability using the root
locus plot.
6 Design simple feedback controllers and feedforward compensators, including: (1) Define a
PID control algorithm. (2) State several tuning techniques for a PID algorithm. (3) Know the
limitations, and modifications, of the basic PID algorithm. (4) Design a feedforward controller
and evaluate it with a simulation. (5) Tune a PID controller and then evaluate its
performance with a simulation (for servo and regulatory) control. (6) Use appropriate
quantitative measures of performance to analyse the controller performance.
7 Recognise discrete event systems and the principles of controlling them and be able to (1)
Define a discrete event system; and (2) Design a control system for a batch process, or a
startup and shutdown, using GRAFCET.
Assessment & Learning Activities
Learning Objectives
1 2 3 4 5 6 7
Learning Activities
Ongoing (Lecture)
Ongoing (Project based Learning)
Class (Tutorial)
Site visit (Practical)
Assessment Tasks
Process analysis for a given problem
Site visit of buiding temperature control systems
Final exam
Graduate Attributes
Successfully completing this course will contribute to the recognition of your attainment of the
following UQ (Undergrad Pass) graduate attributes:
Learning Objectives
1 2 3 4 5 6 7
Graduate Attributes
A INDEPTH KNOWLEDGE OF THE FIELD OF STUDY
A1. A comprehensive and wellfounded knowledge in the field of

study.
A4. An understanding of how other disciplines relate to the field of

study.
A5. An international perspective on the field of study.
B EFFECTIVE COMMUNICATION
B1. The ability to collect, analyse and organise information and ideas
and to convey those ideas clearly and fluently, in both written and
spoken forms.
B2. The ability to interact effectively with others in order to work

towards a common outcome.
B3. The ability to select and use the appropriate level, style and

means of communication.
B4. The ability to engage effectively and appropriately with

information and communication technologies.
C INDEPENDENCE AND CREATIVITY
C1. The ability to work and learn independently.
C3. The ability to generate ideas and adapt innovatively to changing
environments.
C4. The ability to identify problems, create solutions, innovate and

improve current practices.
D CRITICAL JUDGEMENT
D1. The ability to define and analyse problems.
D2. The ability to apply critical reasoning to issues through

independent thought and informed judgement.
D3. The ability to evaluate opinions, make decisions and to reflect

critically on the justifications for decisions.
E ETHICAL AND SOCIAL UNDERSTANDING
E1. An understanding of social and civic responsibility.
E2. An appreciation of the philosophical and social contexts of a

discipline.
E4. A knowledge and respect of ethics and ethical standards in

relation to a major area of study.
E5. A knowledge of other cultures and times and an appreciation of

cultural diversity.
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Last Updated 24 May , 2006

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CHEE4060 Course Profile

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3/5/2014 Print View: CHEE4060 - Sem 1 2014 - St Lucia - Internal

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