155:
422 Process Simulation and Control Spring
2007
Web page: http://sol.rutgers.edu/staff/marianth/CHEME_422.html
Lectures: Mon, Wed 3:20-4:40pm,
SEC 203
Instructor: Marianthi
G. Ierapetritou
Engineering C-137
Busch Campus
Tel: (732) 445-2971, email: marianth@sol.rutgers.edu
Teaching
Assistant: Zukui Li Office hours: TBA
Email:
zukui@eden.rutgers.edu
Office
Rm #: C156
Course Description:
The course is an
introductory presentation of the basic fundamental principles of automatic
control of processes of general interest to chemical engineers. Elements of mathematical simulation of
process dynamics for open-and-closed loop operations are presented for both
linear and non-linear systems. Concepts
of feedback, feedforward, and cascade control of processes using popular
control algorithms are covered, including aspects of stability, controller
tuning, and safety.
Course
Objectives:
Equip the student with
necessary fundamental control theory tools in order to answer the following
questions:
o
Why is automated control necessary and
how is it done?
o
What is the difference between “open”
and “closed” loop system dynamics?
o
What are the elements of a
“closed-loop” automated control system?
o
When, where, and why does a closed loop
automated control system become unstable and how can a control engineer correct
instability?
Textbooks:
Process
Dynamics and Control, 2nd Edition
By Dale E. Seborg, Thomas F. Edgar, and Duncan A.
Mellichamp
Published by John Wiley & Sons, 2004.
Software:
Matlab/Simulink:
This
is an interactive environment for system simulation and design. Utilizing a
block diagram interface, it can be used to model, simulate, and analyze
multidomain systems for process control and understand system dynamics. It is installed on all PCs in the
Microcomputer Lab (room C233).
Class
Participation:
To
improve class participation, students with most presence in the class will get up
to 10 points extra in their final grade.
Assessment: Homework:
20%, Exams: 50%, Control Project: 30%
Course Context:
|
Week |
Date |
Topic |
Chapter |
|
1 |
Jan. 22 |
Course
Organization-Introduction to Process Control |
1 |
|
|
Jan. 24 |
Introduction to
Process Dynamics and Simulations |
2 |
|
2 |
Jan. 29 |
Introduction to
Process Dynamics and Simulations (Simulink) |
2 |
|
|
Jan. 31 |
|
3 |
|
3 |
Feb. 5 |
|
3 |
|
|
Feb. 7 |
Transfer
Functions and State space Models |
4 |
|
4 |
Feb. 12 |
Transfer
Functions and State space Models |
4 |
|
|
Feb. 14 |
Dynamic Response
of First and Second Order Systems |
5 |
|
5 |
Feb. 19 |
Dynamic Response
of More complicated Processes |
6 |
|
|
Feb. 21 |
First Exam
|
|
|
6 |
Feb. 26 |
Feedback Controllers |
8 |
|
|
Feb. 28 |
Control
System Instrumentation (Invited Speaker) |
9 |
|
7 |
Mar. 5 |
Control
System Design |
10 |
|
|
Mar. 7 |
Closed |
11 |
|
8 |
Mar.
12-14 |
Happy
Spring Break |
|
|
9 |
Mar. 19 |
First Round of
presentations on the project-intermediate reports due |
|
|
|
Mar. 21 |
PID Controller Design (Invited
Speaker) |
12 |
|
10 |
Mar. 26 |
Frequency
Response Analysis |
13 |
|
|
Mar. 28 |
Frequency Response
Analysis – Control Design |
14 |
|
11 |
Apr. 2 |
Feedforward
Control |
15 |
|
|
Apr. 4 |
Second Exam
|
|
|
12 |
Apr. 9 |
Multi-loop and
Multivariable Control |
18 |
|
|
Apr. 11 |
Multi-loop and
Multivariable Control |
18 |
|
13 |
Apr. 16 |
Real Time
Optimization (Invited Speaker) |
|
|
|
Apr. 18 |
Model Predictive
Control |
20 |
|
14 |
Apr. 23 |
Model Predictive
Control |
20 |
|
|
Apr. 25 |
Plant Wide
Control |
23 |
|
15 |
Apr. 30 |
Control Project
Presentations |
|
|
|
May 2 |
Control Project Reports Due
|
|
ABET Outcomes and
Assessment:
Program Outcomes (what we
expect our graduating senior to achieve)
(a) an ability to apply knowledge of
mathematics, science and engineering
(b) an ability to design and conduct
experiments, as well as to analyze and interpret data
(c) an ability to design a system, component,
or process to meet desired needs
(d) an ability to function in
multi-disciplinary/multi-functional teams (this can be defined as a mix of
biochemical and chemical engineers, or as a group of students working on a
different roles of a project)
(e) an ability to identify, formulate, and
solve engineering problems
(f) an understanding of professional and
ethical responsibility
(g) an ability to communicate effectively
(h) the broad education necessary to understand
the impact of engineering solutions in a global and societal context
(i) a recognition of the need for, and an
ability to engage in life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills,
and modern engineering tools necessary for engineering practice
Mapping of
content in program core curriculum to program outcomes. Highlighted entries represent the highest
weighted assessment points
|
Outcome Course |
(a) |
(b) |
(c) |
(d) |
(e) |
(f) |
(g) |
(h) |
(i) |
(j) |
(k) |
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155:201 |
ü |
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ü |
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:208 |
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:303 |
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:304 |
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:307 |
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:324 |
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440:407 |
ü |
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155:409 |
ü |
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:411 |
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:415 |
ü |
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:416 |
ü |
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:422 |
ü |
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ü |
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:427 |
ü |
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ü |
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ü |
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ü |
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ü |
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:428 |
ü |
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ü |
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:441 |
ü |
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ü |
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:491,492 |
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societies |
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ü |
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ü |
ü |
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Societies: student
professional organizations include AIChE, ISPE, SWE, OXE
Outcome (a): an ability to apply knowledge of
mathematics, science and engineering
(1)
Assessment
test: 1st day of class – same test at the time of the first exam
(after the basics have been revisited).
(2) Exams – Homeworks : Most of the problems
test the ability to apply knowledge of mathematics, science and engineering in
problem solving
Outcome (e): an ability to identify, formulate, and
solve engineering problems
Course projects:
The project will require the formulation of the problem described,
identification of the main challenges, investigation of multiple solution
approaches, report of the alternatives.
Outcome (g): an ability to communicate effectively
The project will
involve intermediate and final written and oral report. At the intermediate stage
feedback will be given from (a) class evaluations (b) instructor evaluations
Outcome (k): an ability to use the techniques, skills,
and modern engineering tools necessary for engineering practice
Homework
assignments and the project will require the use of Simulink as software to
perform dynamic simulations and control. The evaluation of the use of this tool
will be tabulated for the whole class and additional sessions will be scheduled
as appropriate.