The students should develop an understanding of and competence in the formulation and solution of material and energy balance problems in engineering; develop competence in using basic flowsheet analysis and appropriate computational tools; improve their group work and problem solving skills; gain an ability to extract a simplified version of a problem from a complex situation.
Mass conservation related topics include: unit systems and unit conversions; properties of solids, fluids and gases; mass balance calculations on batch and flow systems; balances on multiple units processes, balances on reactive systems, recycle, bypass and purge calculations; equilibrium compositions of reacting systems; vapour pressure and humidity. Energy conservation includes the following topics: apply the first law of thermodynamics to flow and batch systems in process industries; understand thermodynamic properties such as internal energy, enthalpy and heat capacity; conduct energy balances for sensible heat changes, phase transformations and reactive processes for practical industrial systems; understand the applications of psychrometry, refrigeration, heat of formation and combustion in industry.

This unit will introduce students to the profession of chemical engineering. It will give students an appreciation of the variety of the chemical and process industries, their history, the economic importance and the scale of their operations both in Australia and globally.
The unit will make use of virtual process plants and industrial leaders as guest speakers.

This course covers the principal concepts and methods of fluid statics and fluid dynamics. The topics covered include dimensional analysis, fluid properties, conservation of mass and momentum, measurement of flow, and flow in pipes. The course provides an introduction to Computational Fluid Dynamics for the solution of flow regimes.

This unit consists of two core modules: MODULE A: Applied Statistics for Chemical Engineers and MODULE B: Applied Numerical Methods for Chemical Engineers. These modules aim at furthering your education by extending your skills in statistical analysis and Chemical Engineering computations. This unit will also enable you to develop a systematic approach to solving mathematically oriented Chemical Engineering problems, helping you to make sound engineering decisions. The modules will provide sufficient theoretical knowledge and computational training to progress in subsequent engineering analyses including Process Dynamics and Control and Chemical Engineering Design. This unit will provide students with the tools and know-how to tackle real-life multi-disciplinary chemical engineering problems.

This unit of study teaches principles of heat and mass transfer required for chemical and biomolecular engineering. It covers steady and transient conduction and diffusion, convective transport of heat and mass, and radiative heat transfer.
It runs concurrently with CHNG2801 (Fluid Mechanics) to provide students with the tools and know-how to tackle engineering problems related to transport phenomena.
This unit of study also includes project-based study components including a research project on heat transfer phenomena in biological systems and a lab session on mass transfer.
Students will develop a physical understanding of the underlying phenomena and gain the ability to solve real heat and mass transfer problems of engineering significance.

This is a core unit within the curriculum. Chemical Engineering requires an understanding of material and energy transformations and how these are driven by molecular interactions. The rate of such transformations is dependent on driving forces and resistances, and these need to be defined in terms of fundamental physical and chemical properties of systems. This course seeks to provide students with a sound basis of the thermodynamics of chemical systems, and how these, in turn, define limits of behaviour for such real systems. The thermodynamic basis for rate processes is explored, and the role of energy transfer processes in these highlighted, along with criteria for equilibrium and stability. Emphasis is placed on the prediction of physical properties of chemicalsystems in terms of state variables. The course delivery mechanism is problem-based, and examples from thermal and chemical processes will be considered, covering molecular to macro-systems scale. The course builds naturally from the second year first semester course in heat and mass transfer, and prepares students fundamentally for the third year course in design of chemical and biological processes, which deals fundamentally with reaction/separation systems, and considers phase and chemical equilibria.

This course involves the study of the fundamental concepts which underpin sustainable development, including technical and economic efficiency, environmental stewardship and social responsibility.
The course examines both the material and non-material economies from an engineering perspective. Tools such as life-cycle assessment, input-output analysis and multi-criteria decision analysis are examined and implications for resource and energy consumption, pollution and waste generation are analysed.
A number of governing sustainability frameworks are discussed to determine their suitability within the context of chemical and biomolecular engineering. A range of approaches and tools for determining the environmental impact of human activities on small and large scale are introduced as part of a sustainability framework. Energy production and use, and product design are investigated from a sustainability perspective.

This unit will cover the general principles and the development of quantitative models of separation processes based on equilibrium and rate processes. Concepts of phase equilibria, transport phenomena and mass and energy balance will be used to model the separation units. Understanding of these principles will provide the basis for analysis and preliminary design calculations of large scale separation units of importance to manufacturing industries. The principles will be applied to units operations of distillation (binary, multicomponent), solvent extraction, absorption, adsorption and membrane processes

Year 3 elective unit of study for the degree in Chemical Engineering. Objectives/Outcomes: The objective of this (single semester) Exchange Program is to provide students with the opportunity to live and learn in a foreign culture while completing the academic and professional requirements of the University of Sydney degree program. Upon completion of the full year-long exchange (i.e. both CHNG3041 and CHNG3042), students will have completed work at least equivalent to Year 3 in the Chemical Engineering degree, including in particular all Year 3 core units of study.

Year 3 elective unit of study for the degree in Chemical Engineering. Objectives/Outcomes: The objective of this (single semester) Exchange Program is to provide students with the opportunity to live and learn in a foreign culture while completing the academic and professional requirements of the University of Sydney degree program. Upon completion of the full year-long exchange (ie both CHNG3041 and CHNG3042), students will have completed work at least equivalent to Year 3 in the Chemical Engineering degree, including in particular all Year 3 core units of study.

The unit is a Year 3 elective unit of study for the Bachelor degree in Chemical Engineering. The unit enables Chemical Engineering undergraduates to undertake an overseas learning activity during the university's winter break while completing the academic and professional requirements of the University of Sydney degree program. The learning activity may comprise either a short project under academic or industry supervision or summer or winter unit of study at an approved overseas institution. The learning activity should demonstrate outcomes and workload equivalent to a 6 credit point senior unit in the student's current award program.

The unit is a Year 3 elective unit of study for the Bachelor degree in Chemical Engineering. The unit enables Chemical Engineering undergraduates to undertake an overseas learning activity during the university's summer or winter break while completing the academic and professional requirements of the University of Sydney degree program. The learning activity may comprise either a short project under academic or industry supervision or summer or winter school unit of study at an approved overseas institution. The learning activity should demonstrate outcomes and workload equivalent to a 6 credit point senior unit in the student's current award program.

This is a project based unit of study that aims to develop the practical skills required in process engineering with the focus on design, simulation, operation, control, and optimization of chemical and biological processes. It employs an interdisciplinary approach that applies the previously acquired knowledge of mass and heat transfer, thermodynamics, fluid mechanics, reaction engineering, design of unit operations, process modelling, and process control to understand the interaction between unit operations, to analyze the process flowsheet, and to carry out equipment selection and sizing for the plant.
The integrated course structure helps students develop their knowledge of integrated process design by working on miniplant design projects, involving process simulation/modelling using flowsheeting software, detailed design of plant equipment (reactor, distillation and absorption columns, pumps, piping), process modification (eg by heat integration) and process optimisation.

The scope and importance of process control technology expands continuously with the growth of industrial automation. Knowledge of process control tools and theory is vital for chemical engineers involved in plant operation or design. This unit covers the development of linear models, control system analysis, the design and performance of feedback control systems, and the use of control related software. Skills developed in the unit include:
- Designing a feedback control system.
- Analysing the system's performance for a range of process applications using both traditional and software-based techniques.
- Designing common control enhancements.
- Appreciating the role, possibilities and limitations of process control tools and methods.

This unit of study focuses on the understanding of the key concepts of reaction engineering in process design. It covers key principles of reaction kinetics, including reaction mechanisms, temperature and concentration dependence of chemical reactions, and catalysis effect in reactor design. This course employs an integrated approach in combining the basic principles of material and energy balance, thermodynamics, heat and mass transfer, and fluid mechanics with those of chemical reaction kinetics to help students select and design the most suitable reactor for a particular reaction system.
It provides an introduction to reactor design through topics, such as ideal batch reactors (constant and varying volume), stoichiometry and reaction mole balance equation, single and multiple reaction systems, catalysts and catalytic reactions, and using experimental reaction data to estimate rate laws. Students will learn how to design continuous isothermal and nonisothermal reactors, variable density reactors, multiple reactors in series and parallel, mixed flow reactors in series, recycle reactors, and carry out size comparisons of ideal reactors and optimisation of operating conditions.

Biochemical engineering is increasingly playing an important role in technology to modern society. The engineers with knowledge of various aspects of biochemical processes are tremendously valuable. The course will examine cutting edge examples of biochemical technologies across a broad range of applications relevant to chemical engineering. The specific objectives of this course are to understand the history and scope of the biotechnology industry; examine the role of biochemical engineering in the industrial application of biotechnology and its development. We will provide an understanding of the major fundamental aspects of biochemical engineering and implementing the knowledge acquired to some selected industrial applications.
At the completion of this unit of study students should have developed an appreciation of the underlying principles of biochemical engineering and the ability to apply these skills to new and novel situations. The students will be able to critically analyse different types of biochemical engineering processes and to improve these processes consistent with the principles of biochemical engineering.
Students are encouraged to engage in an interactive environment for exchange of information and develop problem-solving skills for successfully handling challenging engineering situations. This course will be assessed by quizzes, assignments and exams.

This unit of study teaches principles of particle technology and solid separation process required for chemical and biomolecular engineering.
It provides students with the tools and knowhow to tackle unit operation tasks related to chemical engineering.
It also includes project based study components including a research project on fluidisation of solid particles, a dyer design project and a lab session on chromatograph.
The integrated course structure helps students to develop a physical understanding of particle technology and solid separation process and gain the ability to solve problems of engineering significance.

This unit of study aims to develop an appreciation of project and risk management practice of process systems for chemical and process engineering. It employs a holistic approach to management covering vital concepts in project management, technical risk assessment and decision making, economic evaluation and financial risk assessment, and project design optimization.
It provides students with the experience and working knowledge to solve real world engineering problems in process-led and product-driven industries.
By the end of this unit of study a student should be competent in: preparing a resume for use in employment applications; developing project work plans in conjunction with project management schedules; performing economic evaluations of projects, plans and processes; performing qualitative and quantitative risk assessments of projects, plans and processes; exploring optimization of complex processes under risk and uncertainty, covering unit operations, business units, enterprises and value chains.

This unit of study is designed to give students experience at solving complex, interesting, real world engineering problems, by applying theoretical and experimental principles learnt during their studies. During the unit of study students will be required to work on three project-driven case studies covering a range of design scenarios, from the domain of particulate products, entrepreneurial ventures (business "start ups", ethics and product value chains. This unit of study is a concurrent requirement for the concept and enabling technology courses running in parallel in the same semester. By the end of the unit of study students should be proficient at developing a strategy for taking a product development idea from concept to commercial artefact - with a comprehensive appreciation of economic arguments, underlying uncertainties (and how to mitigate these), and consideration of trade-offs inherent in this development. They should also be able to apply design and analysis tools for the synthesis of particulate products leading to the manufacture of a preferred product at pilot scale and be able to develop a strategy for the design and analysis of extended business enterprises. A key aspect of the unit of study is that students demonstrate these outcomes in project mode. The three projects in the unit of study address "issues of scale" of chemical and biomolecular engineering, from molecular to macro-systems levels.

Macromolecules and composite materials find a wide range of applications from construction, food to biomedical engineering. A significant number of engineers are employed by the related industries. This unit of study will facilitate engagement with a broad spectrum of modern engineering principles that range from the synthesis of such materials to design of products and processes for a range of industries with an innovative approach. The unit will also enable an understanding of developing sustainable technologies with the materials for producing goods used within industries or by consumers. The industrial applications will range from chemical, biomedical to electronics and nanotechnology. New and emerging technologies will be compared with established operating models. The unit will be delivered through workshops, seminars, class work and project-based learning.

This unit of study provides an opportunity for students to gain experience in the operation of process plants and pilot plants. In particular students will have the opportunity to apply chemical and biomolecular engineering fundamentals to real world problems including distillation, heat transfer, fermentation, filtration, crystallisation and reverse osmosis. The unit will give students experience with examples drawn from the petrochemical, minerals, biotech, pharmaceutical and water industries.
In addition the unit will also give students an additional opportunity to apply the knowledge of experimental design, data analysis and statistics.

Year 4 elective unit of study for the degree in Chemical Engineering. Objectives/Outcomes: The objective of this (single semester) Exchange Program is to provide students with the opportunity to live and learn in a foreign culture while completing the academic and professional requirements of the University of Sydney degree program. Upon completion of the full year-long exchange (i.e. both CHNG4041 and CHNG4042), students will have completed work at least equivalent to Year 4 in the Chemical Engineering degree, including in particular the Year 4 core units of study, and will have fulfilled all the requirements of their degree from the University of Sydney.

Year 4 elective unit of study for the degree in Chemical Engineering. Objectives/Outcomes: The objective of this (single semester) Exchange Program is to provide students with the opportunity to live and learn in a foreign culture while completing the academic and professional requirements of the University of Sydney degree program. Upon completion of the full year-long exchange (i.e. both CHNG4041 and CHNG4042), students will have completed work at least equivalent to Year 4 in the Chemical Engineering degree, including in particular the Year 4 core units of study, and will have fulfilled all the requirements of their degree from the University of Sydney.

This unit of study will give students a rich experience in carrying out a major project within an industrial environment, and in preparing and presenting detailed technical reports (both oral and written) on their work. The project is carried out under joint University/industry supervision and extends over several months, with the student essentially being engaged full-time on the project at the industrial site. Previous students have been placed with industries in areas including the mining industry, oil and gas processing, plastic and paint manufacture, food production, manufacturing and so on. Students will learn from this experience the following essential engineering skills: how to examine published and experimental data, set objectives, organise a program of work, and analyse results and evaluate these in relation to existing knowledge. Presentation skills will also be developed, which are highly relevant to many branches of engineering activity.

In the overall design process, chemical engineers must clearly understand the (often complex) interactions and trade-offs that occur between technical, economic, social and environmental considerations. This units of study builds on concepts in each of these areas introduced in previous years but with an emphasis on their successful integration within a comprehensive design activity. This design activity is spread over two unit of study (Chemical Engineering Design A and B) run in first and second semester. The primary aim in the first unit of study is to consider the technical issues- with an emphasis on creating and evaluating a range of alternative options that exist at both the unit operation and complete flowsheet levels. The primary emphasis in the subsequent unit of study is on evaluating how non-technical considerations affect the final process design and its operation.
By the end of both units of study a student should be able to develop a wide range of alternative conceptual designs for a given product specification and market analysis, have an appreciation of how to evaluate process alternatives at the conceptual level with a view to creating a 'short-list' worthy of more detailed technical investigation, be familiar with the use of process flowsheeting software to compare alternative designs , appreciate the fact that technical considerations are only one component in an overall successful design project and be able to clearly present the results from both individual and group work in oral/written formats. This unit of study is part of an integrated (two semester) fourth year program in chemical engineering design whose overarching aim is to complete the 'vertical integration' of knowledge- one of the pillars on which this degree program is based.

In the overall design process, chemical engineers must clearly understand the (often complex) interactions and trade-offs that occur between technical, economic, social and environmental considerations. This unit of study builds on concepts in each of these areas introduced in previous years but with an emphasis on their successful integration within a comprehensive design activity.
This design activity is spread over two units (Chemical Engineering Design A and B) run in first and second semester. The primary aim in the first unit is to consider the technical issues- with an emphasis on creating and evaluating a range of alternative options that exist at both the unit operation and complete flowsheet levels. The primary emphasis in this unit is on evaluating how non-technical considerations affect the final process design and its operation. Students joining this course from the Major Industrial Placement Project (MIPPs CHNG 4203) or as overseas students (with approval) do the same assignment but on a different schedule.

The ability to plan, systematically conduct and report on a major project, involving both research and design, is an important skill for professional engineers. The final year thesis units (Thesis A and Thesis B) aim to provide students with the opportunity to carry out a defined piece of independent research and design that fosters the development of engineering skills. These skills include: the capacity to define a problem; carry out systematic research in exploring how it relates to existing knowledge; identifying the tools needed to address the problem; designing a solution, product or prototype; analysing the results obtained; and presenting the outcomes in a report that is clear, coherent and logically structured. The thesis is undertaken across two semesters of enrolment. Taken together, the Thesis A covers initial research into the background of the problem being considered (formulated as a literature review), development of a detailed proposal incorporating project objectives, planning, and risk assessment, preliminary design, modelling and/or experimental work, followed by the detailed work in designing a solution, performing experiments, evaluating outcomes, analysing results, and writing up and presenting the outcomes. The final grade is based on the work done in both Thesis A and B, and will be awarded upon successful completion of Thesis B. While recognising that some projects can be interdisciplinary in nature, it is the normal expectation that the students would do the project in their chosen area of specialisation. For student who are completing a Major within their BE degree, the thesis topic must be within the area of the Major. The theses to be undertaken by students will very often be related to some aspect of a staff member's research interests. Some projects will be experimental in nature, others may involve computer-based simulation and analysis, feasibility studies or the design, construction and testing of equipment. All however will require students to undertake research and design relevant to the topic of their thesis. The direction of thesis work may be determined by the supervisor or be of an original nature, but in either case the student is responsible for the execution of the practical work and the general layout and content of the thesis itself. The thesis must be the student's individual work although it may be conducted as a component of a wider group project. Students undertaking research on this basis will need to take care in ensuring the quality of their own research and design work and their individual final thesis submission. The thesis will be judged on the extent and quality of the student's original work and particularly how critical, perceptive and constructive they have been in assessing their work and that of others. Students will also be required to present the results of their thesis to their peers and supervisors as part of a seminar program. Whilst thesis topics will be constrained by the available time and resources, the aim is to contribute to the creation of new engineering knowledge, techniques and/or solutions. Students should explore topics that arouse intellectual curiosity and represent an appropriate range and diversity of technical and conceptual research and design challenges.

The ability to plan, systematically conduct and report on a major project, involving both research and design, is an important skill for professional engineers. The final year thesis units (Thesis A and Thesis B) aim to provide students with the opportunity to carry out a defined piece of independent research and design that fosters the development of engineering skills. These skills include: the capacity to define a problem; carry out systematic research in exploring how it relates to existing knowledge; identifying the tools needed to address the problem; designing a solution, product or prototype; analysing the results obtained; and presenting the outcomes in a report that is clear, coherent and logically structured. The thesis is undertaken across two semesters of enrolment. Taken together, the Thesis A covers initial research into the background of the problem being considered (formulated as a literature review), development of a detailed proposal incorporating project objectives, planning, and risk assessment, preliminary design, modelling and/or experimental work, followed by the detailed work in designing a solution, performing experiments, evaluating outcomes, analysing results, and writing up and presenting the outcomes. The final grade is based on the work done in both Thesis A and B, and will be awarded upon successful completion of Thesis B. While recognising that some projects can be interdisciplinary in nature, it is the normal expectation that the students would do the project in their chosen area of specialisation. For student who are completing a Major within their BE degree, the thesis topic must be within the area of the Major. The theses to be undertaken by students will very often be related to some aspect of a staff member's research interests. Some projects will be experimental in nature, others may involve computer-based simulation and analysis, feasibility studies or the design, construction and testing of equipment. All however will require students to undertake research and design relevant to the topic of their thesis. The direction of thesis work may be determined by the supervisor or be of an original nature, but in either case the student is responsible for the execution of the practical work and the general layout and content of the thesis itself. The thesis must be the student's individual work although it may be conducted as a component of a wider group project. Students undertaking research on this basis will need to take care in ensuring the quality of their own research and design work and their individual final thesis submission. The thesis will be judged on the extent and quality of the student's original work and particularly how critical, perceptive and constructive they have been in assessing their work and that of others. Students will also be required to present the results of their thesis to their peers and supervisors as part of a seminar program. Whilst thesis topics will be constrained by the available time and resources, the aim is to contribute to the creation of new engineering knowledge, techniques and/or solutions. Students should explore topics that arouse intellectual curiosity and represent an appropriate range and diversity of technical and conceptual research and design challenges.

The ability to plan, systematically conduct and report on a major research project is an important skill for professional engineers. This unit of study builds on technical competencies introduced in previous years, as well as making use of the report writing and communications skills the students have developed. The research activity is spread over two units (Chemical Engineering Project A and B) run in first and second semester. In this unit of study, students are required to plan and begin work on a major research project, which is very often some aspect of a staff member's research interests. Some of the projects will be experimental in nature, while others may involve computer-based simulation, design or literature surveys. In this unit, students will learn how to examine published and experimental data, set objectives, organize a program of work and devise an experimental or developmental program. The progress at the end of Engineering Project A will be evaluated based on a seminar presentation and a progress report. The skills acquired will be invaluable to students undertaking engineering work. Students are expected to take the initiative when pursuing their research projects. The supervisor will be available for discussion - typically 1 hour per week.

The ability to plan, systematically conduct and report on a major research project is an important skill for professional engineers. This unit of study builds on technical competencies introduced in previous years, as well as making use of the report writing and communications skills the students have developed. The research activity is spread over two units (Chemical Engineering Project A and B) run in first and second semester. In this unit of study, the primary emphasis is on the execution of a comprehensive and systemic series of investigations, and the reporting of the study in a major thesis document and an oral presentation. Students will acquire skills in developing a plan for a series of studies to illuminate an area of research, in evaluating alternatives at the conceptual level with a view to creating a 'short-list' worthy of more detailed technical investigation, and in searching the literature for guidance of the studies. Further, communication skills will be developed, such as the ability to clearly present the background and results in a written format and in an oral presentation to a general engineering audience. Students are expected to take the initiative when pursuing their research projects. The supervisor will be available for discussion- typically 1 hour per week.

Whatever its purpose, any process requires some level of process monitoring and control to allow it to operate satisfactorily. Once a process is under control, the option exists to further improve performance via the implementation of some level of optimisation. This unit will develop skills in integrating process modelling, simulation, design, optimisation and control concepts. The aims of this unit are (i) to demonstrate that modelling, process control and optimisation are integral concepts in the overall consideration of industrial plants, (ii) to demonstrate that a unified approach allows a diversity of application fields to be readily handled, and (iii) to allow each student to achieve and demonstrate acceptable competency over the unit material through a range of individual and group-based activities.

Green engineering, eco-technology and sustainable technology are all interchangeable terms for the design of products and processes that maximise resource and energy efficiency, minimise (or preferably eliminate) waste and cause no harm to the environment. In modern society, engineers equipped with the skills to develop sustainable technologies are tremendously valuable. This unit of study will examine cutting edge examples of sustainable technologies across a broad range of applications relevant to chemical and biomolecular engineering. The delivery of teaching and learning material will be exclusively in project mode. Students will be expected to critically analyse modern engineering processes and improve them, from the ground up if necessary, so that they satisfy the criteria of eco-design. At the completion of this unit of study students should have developed an appreciation of the underlying principles of green engineering and be able to demonstrate they can apply these skills to new and novel situations. Students are expected to develop an integrated suite of problem-solving skills needed to successfully handle novel (and previously unseen) engineering situations, coupled with an ability to independently research new areas and be critical of what is found, and an ability to cope with experimental data, change and uncertainty through critical thinking.

Particles and Surfaces: Mineral Processing. Aims and Objectives: Solid-solid and solid-liquid interactions are an important aspect in mineral processing. The aim of any mineral processing operation is the efficient extraction of the valuable metals or minerals (concentrate) from the waste materials in the ore (gangue). The goal of this course is to understand the various key steps and the corresponding principles required to achieve metal extraction from the ores.
Syllabus summary: This course will elucidate the principles in size reduction or comminution of the ore in liberating the valuable minerals, examine the microscopic details of solid-liquid, solid-gas and solid-solid interactions in mineral processing and their roles in macroscopic phenomena such as adhesion, wetting, adsorption, and mineral reactions such as reduction roasting and leaching. The general understanding of these factors will allow manipulation and improvement of performance in mineral beneficiation, dewatering of mineral slurries and extractive metallurgy.
By the end of this course students should develop a proficiency in characterisation of physical, surface and chemical properties of solids and metal aqueous streams; devising strategies to achieve extraction process objectives, within the constraints imposed by social, economic and physical environments, developing management strategies for treating liquid and solid effluents and becoming familiar with computer software packages in modelling aqueous and solid systems. This unit is an advanced Chemical Engineering elective.

Key learning objectives are to provide students with an overview of wastewater treatment and the range of technologies currently used.
The key issues considered are: wastewater characterisation; the cost of wastewater treatment and disposal; the (Australian) regulatory framework; primary, secondary and tertiary treatment options; solids management and water reuse; pro-cess integration; an introduction to process simulation.

This unit of study addresses inter-related issues relevant to wastewater treatment including: the diverse nature of wastewater and its characteristics; an overview of conventional wastewater treatment options; the use of commercial software in designing and evaluating a range of advanced wastewater treatment options including biological nutrient removal; the potential role of constructed wetlands in domestic and industrial wastewater treatment; wastewater management in the food processing, resources, and coal seam gas production industries; researching advanced wastewater treatment options.

This course will give students insights into advanced concepts in Chemical and Biomolecular Engineering, which are essential for the design of efficient processes and green products for the sustainable development and minimise or preferably eliminate waste for a clean world. This unit of study will examine cutting edge examples of nano-technology, renewable energy, bio-technology, and other advanced technologies across a broad range of applications relevant to chemical and biomolecular engineering. At the completion of this unit of study students should have developed an appreciation of the underlying concepts and be able to demonstrate they can apply these skills to new and novel situations. Students are expected to develop an integrated suite of problem-solving skills needed to successfully handle novel (and previously unseen) engineering situations, coupled with an ability to independently research new areas and be critical of what is found, and an ability to cope with experimental data, change and uncertainty through critical thinking.

The capstone project requires the student to plan and execute a substantial research-based project, using their technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice thus demonstrating the achievement of AQF Level 9. The ability to plan, systematically conduct and report on a major research project is an important skill for professional engineers. This unit of study builds on technical competencies introduced in previous years, as well as making use of the report writing and communications skills the students have developed. The research activity is spread over two units (Minimum 12 A and B) run over two semesters. In this unit of study, students are required to plan and begin work on a major research project, which is very often some aspect of a staff member's research interests. Some of the projects will be experimental in nature, while others may involve computer-based simulation, design or literature surveys. In this unit, students will learn how to examine published and experimental data, set objectives, organize a program of work and devise an experimental or developmental program. The progress at the end of Project A will be evaluated based on a seminar presentation and a progress report. The skills acquired will be invaluable to students undertaking engineering work. Students are expected to take the initiative when pursuing their research projects. The supervisor will be available for discussion- typically 1 hour per week. A thesis at this level will represent a contribution to professional practice or research, however the timeframe available for the thesis also needs to considered when developing project scopes. Indeed, a key aim of the thesis is to specify a research topic that arouses sufficient intellectual curiosity, and presents an appropriate range and diversity of technical and conceptual challenges, while remaining manageable and allowing achievable outcomes within the time and resources available. It is important that the topic be of sufficient scope and complexity to allow a student to learn their craft and demonstrate their research skills. Equally imperative is that the task not be so demanding as to elude completion. Finally the ability to plan such a project to achieve results within constraints and the identification of promising areas and approaches for future research is a key assessment criterion.

The capstone project requires the student to plan and execute a substantial research-based project, using their technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice thus demonstrating the achievement of AQF Level 9. The ability to plan, systematically conduct and report on a major research project is an important skill for professional engineers. This unit of study builds on technical competencies introduced in previous years, as well as making use of the report writing and communications skills the students have developed. The research activity is spread over two units (Minimum 12 A and B) run over two semesters. In this unit of study, students are required to plan and begin work on a major research project, which is very often some aspect of a staff member's research interests. Some of the projects will be experimental in nature, while others may involve computer-based simulation, design or literature surveys. In this unit, students will learn how to examine published and experimental data, set objectives, organize a program of work and devise an experimental or developmental program. The progress at the end of Project A will be evaluated based on a seminar presentation and a progress report. The skills acquired will be invaluable to students undertaking engineering work. Students are expected to take the initiative when pursuing their research projects. The supervisor will be available for discussion- typically 1 hour per week. A thesis at this level will represent a contribution to professional practice or research, however the timeframe available for the thesis also needs to considered when developing project scopes. Indeed, a key aim of the thesis is to specify a research topic that arouses sufficient intellectual curiosity, and presents an appropriate range and diversity of technical and conceptual challenges, while remaining manageable and allowing achievable outcomes within the time and resources available. It is important that the topic be of sufficient scope and complexity to allow a student to learn their craft and demonstrate their research skills. Equally imperative is that the task not be so demanding as to elude completion. Finally the ability to plan such a project to achieve results within constraints and the identification of promising areas and approaches for future research is a key assessment criterion.

The capstone project requires the student to plan and execute a substantial research-based project, using their technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice thus demonstrating the achievement of AQF Level 9.
The ability to plan, systematically conduct and report on a major research project is an important skill for professional engineers. This unit of study builds on technical competencies introduced in previous years, as well as making use of the report writing and communications skills the students have developed. The research activity is spread over two units (Capstone Project A and B/B extended) run in first and second semester. In this unit of study, students are required to plan and begin work on a major research project, which is very often some aspect of a staff member's research interests. Some of the projects will be experimental in nature, while others may involve computer-based simulation, design or literature surveys. In this unit, students will learn how to examine published and experimental data, set objectives, organize a program of work and devise an experimental or developmental program. The progress at the end of Capstone Project A will be evaluated based on a seminar presentation and a progress report. The skills acquired will be invaluable to students undertaking engineering work. Students are expected to take the initiative when pursuing their research projects. The supervisor will be available for discussion - typically 1 hour per week. Capstone Project B extended enables the student to undertake a project of greater scope and depth than capstone project B.
A thesis at this level will represent a contribution to professional practice or research, however the timeframe available for the thesis also needs to considered when developing project scopes. Indeed, a key aim of the thesis is to specify a research topic that arouses sufficient intellectual curiosity, and presents an appropriate range and diversity of technical and conceptual challenges, while remaining manageable and allowing achievable outcomes within the time and resources available. It is important that the topic be of sufficient scope and complexity to allow a student to learn their craft and demonstrate their research skills. Equally imperative is that the task not be so demanding as to elude completion. Finally the ability to plan such a project to achieve results within constraints and the identification of promising areas and approaches for future research is a key assessment criterion.

The purpose of this proposal is to introduce a new subject into the Master of Professional Engineering with specialisation in Chemical and Biomolecular Engineering. The new subject is designed to equip students with practical experience in the area of Chemical and Biomolecular Engineering. Industrial project placement will clearly cover and widen the practical nature of curriculum base studies.
This unit of study will give students a rich experience for undertaking a major project in an industrial environment and developing skills in the preparation and presentation of technical reports. The project is performed under industry supervision supported by School staff and extends over one semester. The students will be engaged full time on the project at the industrial site. Students will be placed with industries, such as mining, oil and gas processing, plastic and paint manufacturing, food production, wastewater and water treatment. The students will learn essential engineering skills, such as how to examine published and experimental data, set objectives, project management, and analysis of results and assess these with theory and existing knowledge.

To complete a substantial research project and successfully analyse a problem, devise appropriate experiments, analyse the results and produce a well-argued, in-depth thesis.

To complete a substantial research project and successfully analyse a problem, devise appropriate experiments, analyse the results and produce a well-argued, in-depth thesis.

"Membrane Science" provides background in the physics and electrochemistry of a variety of synthetic membranes used in industry as well as cellular membranes.
The course aims to develop students' understanding of:
- membrane self-assembly and manufacture;
- membrane separation processes such as filtration, desalination, ion exchange and water-splitting;
- and techniques for membrane characterisation and monitoring.

This course will give students an insight into the use of (computer-based) statistical techniques in extracting information from experimental data obtained from real life bio-physical systems. The issues and techniques required for mathematical modeling as well as monitoring and/or control scheme for bio-physical systems will be discussed and implemented in diverse range of bioprocesses, including biomaterials and fermentation products.
We will review statistical distribution; tests based on z, t, F variables; calculation of confidence intervals; hypothesis testing; linear and nonlinear regression; analysis of variance; principal component analysis; and use of computer-based statistical tools. The issues associated with dynamic response of bio-physical processes; inferred or estimated variables; control system design and implementation; introduction to model-based control; use of computer-based control system design and analysis tools will be elaborated.
When this course is successfully completed you will acquire knowledge to choose the appropriate statistical techniques within a computer based environment, such as Excel or MATLAB, for a given situation. The students will also obtain potential for monitoring/control scheme based on the key dynamic features of the process. Such information would be beneficial for any future career in Bio-manufacturing companies. Students are encouraged to promote an interactive environment for exchange of information.

This is a practical unit of study where students apply the theoretical concepts of membrane science to engineering practice via a series of laboratory experiments. The students will gain practical insights into mass transport processes through various membranes. Students will understand the construction and functional properties of synthetic separation membranes and also will explore experimentally the various factors affecting the performance of membranes.

The objectives of the course are to provide students with an overview of biochemical and pharmaceutical industry. It will give students an insight into drug delivery systems and formulation; how therapeutic drugs work; and a general overview of biochemical and pharmaceutical marketing. The design and management of clinical trials, which are key factors for development of any new therapeutic agent will also be covered in the course. The challenges for commercialisation of innovative methods and/or biochemical and pharmaceutical products and aspects of intellectual property protection will be elaborated. Ultimately the aspects of Good Manufacturing Practice (GMP) and international legislation for marketing pharmaceutical products will be illuminated.
Lectures in this course will be delivered by both University of Sydney staff and by a number of visiting professional representatives from industry and government agencies. We will also arrange a site visit for a bio-manufacturing company as warranted.
When you successfully complete this course you acquire knowledge about drug formulation, pharmaceutical processing including physical processes, legislation governing the bio-manufacturing and commercialisation of biochemicals and pharmaceuticals. The information would be beneficial for your future career in pharmaceutical manufacturing companies.
Students are encouraged to engage in an interactive environment for exchange of information. This course will be assessed by quizzes, assignments, oral presentation and final report. This unit of study is offered as an advanced elective unit of study to final year undergraduate students. Students may be required to attend lectures off-campus.

Working at an advanced level in the food processing industry requires an ability to independently familiarise yourself with new and emerging challenges and technologies, to recognise the potential and limitations of new tools and methods, and to devise innovative solutions. Students in this unit will critically examine a range of issues and technologies in food processing technologies particularly in the areas of energy requirements, product design and process design. New and emerging technologies will be compared with established operating models. The unit will be delivered through seminars and projects in three parts. In the first part, students will evaluate a range of processes based on their energy requirements. In the second part students will investigate particulate food processing and product design. In the third part of the course students will be tasked with devising and justifying their own optimum solution for a selected food processing challenge.