First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Engineering
Course unit
INP5071897, A.A. 2018/19

Information concerning the students who enrolled in A.Y. 2018/19

Information on the course unit
Degree course Second cycle degree in
IN0530, Degree course structure A.Y. 2012/13, A.Y. 2018/19
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Number of ECTS credits allocated 12.0
Type of assessment Mark
Course unit English denomination CHEMICAL REACTION ENGINEERING
Website of the academic structure
Department of reference Department of Industrial Engineering
E-Learning website
Mandatory attendance No
Language of instruction English
Single Course unit The Course unit can be attended under the option Single Course unit attendance
Optional Course unit The Course unit can be chosen as Optional Course unit

Teacher in charge PAOLO CANU ING-IND/23

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Educational activities in elective or integrative disciplines ING-IND/23 Applied Physical Chemistry 12.0

Course unit organization
Period First semester
Year 1st Year
Teaching method frontal

Type of hours Credits Teaching
Hours of
Individual study
Lecture 12.0 96 204.0 No turn

Start of activities 01/10/2018
End of activities 18/01/2019

Examination board
Board From To Members of the board
4 A.A. 2018/19 01/10/2018 30/11/2019 CANU PAOLO (Presidente)
GIOMO MONICA (Membro Effettivo)
3 A.A. 2017/18 01/10/2017 30/11/2018 CANU PAOLO (Presidente)
GIOMO MONICA (Membro Effettivo)

Prerequisites: fundamentals of chemistry and chemical kinetics, multicomponent and multiphase thermodynamics, tranport phaenomena
Target skills and knowledge: Learn about features, diagnosis and design criteria of real reactors (affected by mass, heat and momentum transfer).
More specifically:
1 - know the distinction between reaction vs species production rate and their measurement
2 - be able to predict the asymptotic (equilibrium) behavior of a reacting system
3 - predict the performance of a reactor, with simplified mixing
4 - recognize, foresee and exploit the effect of temperature on an ideal reactor
5 - know, diagnose and size catalytic reactors
6 - know, diagnose and size reactors that generate or consume solids
7 - quantify the impact of mixing in flow reactors
Examination methods: 2 tests, preferentially (not mandatory) in the following order:

1 – written exams with numerical exercises
Aims at verifing the abilities in chemical reactor design and diagnostic via approximated methods and simple calculations

2 – oral exam concerning the discussion of the written reports of the mandatory homework.
Aims at assessing the theoretical fundamentals underpinning the experimental evidences collected by students as well as the ability to link different issues and to propose a critical evaluation on open problems

The two tests equally contribute to the final evaluation-
Assessment criteria: The assessment takes place through the results of the writen and oral tests, as the average of the marks of the two tests, with equal weight.

Specifically, it is evaluated:

1 - The ability to orientate in the notions taught, which is revealed in the correctness of the identification, in an assigned problem, of the correct analysis and evaluation methods;
2 - The ability to perform simple calculations correctly and consistently, with sensitivity to the physical meaning of the manipulated numbers and the appropriate use of the units of measurement.
3 - The ability to translate the taught methods into real examples
4 - The ability to interpret the methods taught in a personal way, also developing similarities between apparently distant topics
5 - practical sense in the collection of experimental measurements on chemical kinetics.
Course unit contents: Developments and rationalization of chemical kinetics: examples of complex kinetic mechanisms in single-phase reactions (e.g. combustion).
Single phase, non-isothermal reactors, with constant or variable density.
Multi-phase reactors: general approach through ideal reactor models of each single phase.
1) fluid-solid catalytic reactions (heterogeneous catalysis): reactor types; effect of internal and external mass transfer limitations.
2) Fluid-solid non-catalytic reactions: solids reactions with accumulation/depletion of the solids phase.
3) Other multiphase reactors (fluid-fluid and fluid-fluid-solid).
Single-phase reactors with non-ideal flow: the residence time distribution method.
Planned learning activities and teaching methods: Classroom lessons, with projection of handnotes (including the audio), later available online (Moodle).
Numerical and/or laboratory exercises (subject to TA availability). Several shifts will be organized, of smaller groups of students.

Ud to date information available on the Moodle course's page.
Additional notes about suggested reading: In addition to the notes (including audio) of the lessons, there are the following textbooks for additional reading:

Elements of Chemical Reaction Engineering: Pearson New International Edition by Fogler, H. Scott (Aug 29, 2013)

Introduction to Chemical Reaction Engineering and Kinetics by Ronald W. Missen, Charles A. Mims and Bradley A. Saville (Dec 17, 1998)

Chemical Reaction Engineering, 3rd Edition by Octave Levenspiel (Aug 13, 1998)

Canu P., Cinetica Chimica per l’Ingegneria, CLEUP, Padova, 2003

Chemical Reactor Analysis and Design by Gilbert F. Froment, Kenneth B. Bischoff and Juray De Wilde (Aug 24, 2010)

Chemical Reactor Analysis and Design Fundamentals by James Blake Rawlings and John G. Ekerdt (Apr 1, 2002)

Further material (data, readings, programs, videos) available on the Moodle platform
Textbooks (and optional supplementary readings)
  • Schmidt, Lanny D., <<The >>engineering of chemical reactionsLanny D. Schmidt. New York: Oxford, Oxford university press, 2005. Cerca nel catalogo

Innovative teaching methods: Teaching and learning strategies
  • Lecturing
  • Laboratory
  • Problem based learning
  • Working in group
  • Questioning
  • Problem solving
  • Auto correcting quizzes or tests for periodic feedback or exams
  • Video shooting made by the teacher/the students
  • Use of online videos
  • Loading of files and pages (web pages, Moodle, ...)

Innovative teaching methods: Software or applications used
  • Moodle (files, quizzes, workshops, ...)
  • One Note (digital ink)
  • Matlab

Sustainable Development Goals (SDGs)
Good Health and Well-Being Quality Education Affordable and Clean Energy Decent Work and Economic Growth Responsible Consumption and Production Climate Action