Process engineering. Plant layout in the food industry.

· To initiate the student in the basic operations of major importance in the food industry.

· Familiarize themselves with the specific terms of the subject (property balances, etc.) necessary for their understanding.

· Identify the basic operations controlled by the transport of matter, energy or amount of movement and know the equipment used in each of the basic operations studied.

· To deepen the study of food production plants, focusing in particular on the aspects of process design, equipment used in them, advantages and disadvantages of different alternatives, which allow to estimate the costs of a plant and optimize production .

· Students are expected to learn to identify the basic operations of a process, synthesize flowcharts and select the best alternative for a food processing plant through computer simulation.

Unit 1. Introduction to food processing and preservation technology

Unit 2. Property balances: material, energy and momentum balances

Unit 3. Rheology of food products.

Unit 4. Flow of food fluids inside conduits.

Unit 5. Solid-fluid mechanical operations of interest in the food industry: filtration, sedimentation, centrifugation, fluidization and pressing.

Unit 6. Unit operations controlled by heat transfer.

Unit 7. Unit operations controlled by mass transfer.

Unit 8. Environmental sustainability and environmental indicators.

Unit 9. Identification and selection of operations.

Unit 10. Process simulation software.

Unit 11. Synthesis of a process in Superpro software.

Unit 12. Simulation and analysis of a process.

Unit 13. Location of "bottlenecks" or limiting stages of the process.

Unit 14. Cost estimation and optimization.

Unit 15. Reports on technical, economic and environmental evaluation.


Practices

Design of a process of the food industry, computer simulation and analysis.

Basic:

Aguado, José y col., “Ingeniería de la industria alimentaria”, vol I-III, Ed. Síntesis, Madrid (1999-2002)

Complementary:

Albert Ibarz, G. V. Barbosa-Cánovas., “Operaciones unitarias en la ingeniería de alimentos”, Ediciones mundi-prensa (2005)

Brennan, J.G., Butters, J.R., Cowell, N. D. and Lilley, A.E.V., “Las operaciones de la ingeniaría de los alimentos”, 3ª Ed., Editorial Acribia, Zaragoza (1998).

Calleja Pardo, G. y col., “Introducción a la Ingeniería Química”. Ed. Síntesis, Madrid (1999)

Luyben, William L. 1990. Process modeling, simulation, and control for chemical engineers. McGraw-Hill.

Maroulis, Zacharias B. 2003. Food process design. Marcel Dekker. ISBN 0-8247-4311-3.

Roger G. Harrison, Paul W. Todd, Scott R. Rudgeand Demetri Petrides. 2002. Bioseparations Science and Engineering. Ed. Oxford University Press (USA). ISBN13: 978-0-19-512340-1.

Smith, P. G. 2003. Introduction to food process engineering. Kluwert, New York.

Online bibliography:
Process simulation readings: https://www.intelligen.com/download/literature/

Basic and General
CG4 - Know the methods and technologies of production and packaging that allow to obtain safer, healthier and more ecological foods, as well as to know their repercussion in the global quality of the food.
CG5 - Know the methods in food production that facilitate the monitoring or monitoring of self-control systems in food companies.
CG6 - Being able to intervene in the design and development of healthier foods.
CG9 - Manage specialized sources of information on nutrition and food, their technology and their safety.
CG11 - Acquire training to develop the research activity, being able to formulate hypotheses, collect and interpret information to solve problems following the scientific method, and understanding the importance and limitations of scientific thinking in the aspects related to nutrition, security and food technology.
CB7 - That students know how to apply the knowledge acquired and their ability to solve problems in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of ​​study
CB8 - That students are able to integrate knowledge and face the complexity of making judgments based on information that, being incomplete or limited, includes reflections on social and ethical responsibilities linked to the application of their knowledge and judgments
CB9 - That students know how to communicate their conclusions and the knowledge and ultimate reasons that sustain them to specialized and non-specialized audiences in a clear and unambiguous way

Transversal
CT1 - Capacity for analysis and synthesis.
CT2 - Ability to organize and plan.
CT5 - Ability to use information and communication technologies.
CT6 - Ability to search, analyze and manage information from different sources.
CT7 - Ability to solve problems.
CT8 - Ability to make decisions.
CT9 - Ability to transmit knowledge.
CT10 - Capacity for critical reasoning and argumentation, and self-critical ability.
CT11 - Capacity for autonomous learning.
CT12 - Ability to use information in a foreign language.
CT14 - Ability to apply knowledge to practice.

Specific
COP7 - Know how to use simulation programs in the food industry to select the most appropriate process and detect the limiting stages of the production.
COP8 - Understand the importance of Process Engineering in the food industry and the main basic operations controlled by transportation of matter, energy and amount of movement

ME1: Lectures. In them, the teacher will develop the content of the theoretical program reflected in this guide, using the didactic and audiovisual resources that he deems appropriate, and favoring the participation of the students.

ME2: Seminars. Individual Works Exhibition (ME5).

ME4: Group tutorials. Resolution of problems related to theoretical contents.

ME9: Examinations and review. Only for those who have not passed the continuous evaluation. All the student's tasks (study, work, readings) will be guided by the teacher in the group tutoring sessions (ME4) or individual (ME8).

As a fundamental resource to support teaching, the USC Learning Management System (LMS) (Moodle) will be used.

The acquisition of skills by students will be carried out:

- Through continuous evaluation with 50% of the final grade, which will be assessed as follows: attendance and participation in the theoretical classes with problem solving, 40%; active participation in tutorials, 10%.

- Through the individual preparation of a design work and simulation of a food production plant, presentation to classmates and the teacher with an assessment of 50% of the final grade.

In order to pass the subject, a minimum score of 5.0 is required.

For cases of fraudulent completion of exercises or tests, the provisions of the "Regulations for evaluating the academic performance of students and reviewing grades will apply."

The total number of hours of work of the student in a subject organized in ECTS credits is equal to 25 x nº ECTS, in this case 150 hours. The presence and the hours of work of the student will be distributed as follows:

Hours of work Personal hours of the student Total hours% of presence
Expositive 25 46.5 71.5 35
Seminars 10 27 37 27
Practices 8 16 24 33
Tutorials 5 12.5 17.5 29

-Participate actively, constructively and respectfully in classes, seminars and practices.

-Develop autonomous search habits of bibliographic information and Internet.

-To take advantage of the available resources for the student, from the university library.

-Use appropriate tutorials to know in detail the teacher's recommendations and clarify any doubts that arise in the learning process.

- Regularly consult the virtual classroom of the subject and make use of it.

This subject is taught in the two official languages of the Autonomous Community.

In cases of fraudulent performance of exercises or tests, the provisions of the “Regulations for evaluating student academic performance and reviewing grades will apply.