Chemical Engineering Thermodynamics Subject Code: 4340503
Chemical Engineering Thermodynamics Subject Code: 4340503
Chemical Engineering Thermodynamics Subject Code: 4340503
1. RATIONALE
Diploma Chemical engineer has to deal with the laws of thermodynamics which are
applied to flow and non-flow processes in the plant to evaluate heat effects and energy
transformation calculation accompanying physical and chemical changes, for calculating
temperature change and to determine power generation efficiencies of engines and
power plants. Understanding of basic concepts and application of thermodynamics are
therefore necessary for chemical engineers. Hence the course has been designed to
develop these competencies and its associated cognitive and effective domain learning
outcomes.
2. COMPETENCY
The aim of this course is to help the student to attain the following industry identified
competency through various teaching learning experiences:
Solve the problems related to heat and work requirements for physical and chemical
changes.
Identify the various phase behavior of different fluids.
Explain the working principles of heat engine, heat pump and refrigeration and
calculate efficiency
3. COURSE OUTCOMES(COs)
The theory, practical experiences and relevant soft skills associated with this course are
to be taught and implemented, so that the student demonstrates the following industry-
oriented COs associated with the above-mentioned competency:
(*):Out of 30 marks under the theory CA,10 marks are for assessment of the micro-project
to facilitate the integration of COs, and the remaining 20 marks are the average of 2 tests
tobe taken during the semester for assessing the attainment of the cognitive domain UOs
required for the attainment of the COs.
Legends: L-Lecture; T – Tutorial/Teacher Guided Theory Practice; P - Practical; C – Credit,
CA -Continuous Assessment; ESE-End Semester Examination.
Not Applicable
Note
i. More Practical Exercises can be designed and offered by the respective course teacher to
develop the industry relevant skills/outcomes to match the COs. The above table is only a
suggestive list.
ii. The following are some sample ‘Process’ and ‘#Product’ related skills (more may be
added/deleted depending on the course) that occur in the above listed Practical Exercises of
this course required which are embedded in the COs and ultimately the competency.
8. UNDERPINNING THEORY
The major underpinning theory is given below based on the higher level UOs of Revised
Bloom’s taxonomy that are formulated for development of the Cos and competency. If
required, more such higher-level UOs could be included by the course teacher to focus on the
attainment of COs and competency.
4d. Explain Carnot cycle, carnot 4.5 Carnot cycle and thermodynamic
principle and temperature scale
thermodynamic temperature
scale
4e. Explain Concept of Entropy 4.6 Concept of Entropy
for the given system 4.7 Mathematical Expression of
entropy
4f. Calculate entropy change 4.8 Calculation of entropy changes
during:
4.8.1 phase change,
4.8.2 ideal gas process
4.8.3 adiabatic mixing process,
4.8.4 isothermal mixing of ideal gases,
4.8.5 chemical reaction
4h. Explain Third Law of 4.10 Explain the Statement of Third Law
thermodynamics. of thermodynamics
Unit– V 5.1 Explain refrigeration, COP,
Refrigeration 5a. Refrigeration Cycles and Refrigerator capacity
Cycles and Systems
5b. Describe various refrigeration 5.2 Vapor-compression cycle and Air-
Systems cycles refrigeration cycle (only theory)
5c. Explain various types of 5.3 Types of refrigerants and codes
Refrigerants and their codes 5.4 Choice of refrigerant
IV Second Law of 10 05 07 06 18
Thermodynamics
V Refrigeration Cycles and 05 03 04 03 10
Systems
Total 42 21 25 24 70
Note: This specification table provides general guidelines to assist students for their
learningand to teachers to teach and question paper designers/setters to formulate test
items/questionsto assess the attainment of the UOs. The actual distribution of marks at
different taxonomy levels (of R, U and A) in the question paper may slightly vary from
above table.
These are sample strategies, which the teacher can use to accelerate the attainment of
the various outcomes in this course:
a) Massive open online courses (MOOCs) may be used to teach various topics/subtopics.
b) Guide student(s) in undertaking micro-projects/activities.
c) Different types of teaching methods i.e. video demonstration, activity based learning,
case study, m-learning need to be employed by teachers to develop the outcomes.
d) Some of the topics/sub-topics which is relatively simpler or descriptive are to be given
to the students for self-learning but to be assessed using different assessment
methods.
e) Teachers need to ensure to create opportunities and provisions for co-curricular
activities.
f) Guide students to address issues on environment and sustainability with reference to
using the knowledge of this course
g) Tutorial sessions may be organized as given in following table
Approx.
Sr. Topics/Sub Topics on which Numerical may be given during
Unit No. Hrs.
No. Tutorial Sessions
Required
Quiz and Brief questions on Introduction and Concepts of
1 I thermodynamics 1
TOTAL 14
13. SUGGESTEDLEARNINGRESOURCES
CO1. Understand
the fundamental
concepts of 3 - 1 - - - -
thermodynamics
Contact
Sr. Name and Institute Email ID
No.
No. Designation
Ms. SINGH SKJP, upasanat_singh@yahoo.com
UPASANA BHARUCH
1 TEJNARAYAN.
Lecturer in
Chemical Engg.
Ms. PATEL PARUL GP parul.chem@gmail.com
KANUBHAI. Gandhinagar
2
Lecturer in
Chemical Engg.