SEMESTER LEARNING PLAN
Course Title: Chemical Process Design (DPK)
MK code: AKM21 461
Credit Weight: 2
Group of Courts: Elective
Semester: 6
Prerequisite Course: KRX, KO3, KAno3
Lecturer:
Drs. WH rahmanto, Msi
Dra. Linda Suyati, Msi
Graduate Learning Outcomes (GLO)
| Attitude | GLO1-(S9) | Demonstrate an attitude of responsibility for work in their field of expertise independently. |
| General Skills | GLO3-(KU2) | Able to demonstrate independent, quality, and measurable performance |
| GLO4-(KU3) | Able to study the implications of the development or implementation of science and technology that pays attention to and applies humanities values according to their expertise based on scientific principles, procedures, and ethics to produce solutions, ideas, designs, or art criticism | |
| Special Skills | GLO5-(KK1) | Able to produce appropriate conclusions based on the identification, analysis, isolation, transformation, and synthesis of chemicals that have been carried out |
| GLO6-(KK2) | Able to solve science and technology problems in general and straightforward chemical fields such as identification, analysis, isolation, transformation, and synthesis of micro-molecules through the application of knowledge of structure, properties, kinetics, and energetics of molecules and chemical systems, with analytical methods and synthesis in specific chemical fields, as well as the application of relevant technologies |
Course Description
| Week | Expected ability (Sub-CLO) | Study Materials/ Learning Materials | Learning methods | Student Learning Experience | Time (minutes) | Evaluation | |
| Criteria and Indicators | % | ||||||
| 1 | Students can explain, understand (C2) and apply (C3) | Concepts of Energetic Theory, Chemical Reactions / Industrial Chemical Processes Introduction, The process of producing substances, the design of new substances | Discovery learning
Cooperative learning |
Students learn by listening to lectures and actively discussing to dig up further information to answer the problems asked by the lecturer. | FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy in describing the concept
(2). Student activity in discussions and doing assignments. |
5 |
| 2 | Students can explain, understand (C2) and apply (C3) | Process control, production stability | Discovery learning
Cooperative learning |
Students learn by listening to lectures and actively discussing to dig up further information to answer the problems asked by the lecturer. | FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy in describing the concept
(2). Student activity in discussions and doing assignments. |
10 |
| 3 | Students can explain, understand (C2) and apply (C3) | Process Engineering Foundation: Principles of “Green Chemistry | Discovery learning
Cooperative learning Problem Based Learning |
Students learn by listening to lectures and actively discussing to dig up further information to answer the problems asked by the lecturer. | FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy in describing the concept
(2). Student activity in discussions and doing assignments. |
10 |
| 4 | Students can explain, understand (C2) and apply (C3) | Chemical principles: kinetic, thermodynamic, and structural framework | Discovery learning
Cooperative learning Problem Based Learning |
Students learn by listening to lectures and actively discussing to dig up further information to answer the problems asked by the lecturer. | FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy in describing the concept
(2). Student activity in discussions and doing assignments. |
5 |
| 5 | Students can explain, understand (C2) and apply (C3) | physical principles | Discovery learning
Cooperative learning Problem Based Learning |
Students learn by listening to lectures and actively discussing to dig up further information to answer the problems asked by the lecturer.
|
FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy in describing the concept
(2). Student activity in discussions and doing assignments. |
10 |
| 6 | Students can explain, understand (C2) and apply (C3) | “Batch” Reactor Model and Design | Discovery learning
Cooperative learning Problem Based Learning |
Students learn by listening to lectures and actively discussing to dig up further information to answer the problems asked by the lecturer.
|
FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy in describing the concept
(2). Student activity in discussions and doing assignments. |
10 |
| 7 | Students can explain, understand (C2) and apply (C3) | “Flow” Reactor Model and Design | Problem Based Learning | Students learn by listening to lectures and actively discussing to dig up further information to answer the problems asked by the lecturer.
|
FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy in describing the concept
(2). Student activity in discussions and doing assignments. |
10 |
| 8 | Midterm exam | Written exam | 90 | Truth in solving exam questions | |||
| 9 | Students can explain, understand (C2) and apply (C3) | Engineering the production process of organic substances: design of organic reactions (substitution, addition, elimination), category of reaction kinetics | Discovery learning
Cooperative learning Problem Based Learning |
Students learn by listening to lectures and actively discussing to dig up further information to answer the problems asked by the lecturer. | FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy in describing the concept
(2). Student activity in discussions and doing assignments. |
5 |
| 10 | Students can explain, understand (C2) and apply (C3) | Engineering the production process of organic substances: Production of Key Ingredients of Organic Compounds | Discovery learning
Cooperative learning Problem Based Learning |
Students learn by listening to lectures and actively discussing to dig up further information to answer the problems asked by the lecturer.
|
FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy in describing the concept
(2). Student activity in discussions and doing assignments. |
5 |
| 11 | Students can explain, understand (C2) and apply (C3) | Inorganic Substance Production Process Engineering: designing chemical processes | Discovery learning
Cooperative learning Problem Based Learning |
Students learn by listening to lectures and actively discussing to dig up further information to answer the problems asked by the lecturer. | FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy in describing the concept
(2). Student activity in discussions and doing assignments. |
10 |
| 12 | Students can explain, understand (C2) and apply (C3) | Engineering of Inorganic Substances Production Process: design of electrochemical processes | Discovery learning
Cooperative learning Problem Based Learning |
Students conduct group discussions. | FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy in describing the concept
(2). Student activity in discussions and doing assignments. |
10 |
| 13 | Students can explain, understand (C2) and apply (C3) | Operation of process units: laboratory and industrial-scale chemical processes | Discovery learning
Cooperative learning Problem Based Learning |
Students learn by listening to lectures and actively discussing to dig up further information to answer the problems asked by the lecturer.
|
FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy in describing the concept
(2). Student activity in discussions and doing assignments. |
10 |
| 14 | Students can explain, understand (C2) and apply (C3) | Capita Selecta Drying Technique: Bernoulli and Gibbs Law | Discovery learning
Cooperative learning Problem Based Learning |
Students learn by listening to lectures and actively discussing to dig up further information to answer the problems asked by the lecturer.
|
FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy in describing the concept
(2). Student activity in discussions and doing assignments. |
5 |
| 15 | Students can explain, understand (C2) and apply (C3) | Capita Selecta Drying Technique: Bernoulli and Gibbs Law | Discovery learning
Cooperative learning Problem Based Learning |
Students learn by listening to lectures and actively discussing to dig up further information to answer the problems asked by the lecturer.
|
FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
Student activity in the discussion. | 5 |
| 16 | Final exams | Written exam | 90 | The truth and completeness of the answer to the question | |||
| Total Rating | 100 | ||||||
Reference:
1 . Atkins dan de Paula, 2010, Physical Chemistry, W. H. Freeman and Company, New York
Glossary
GLO = Graduate Learning Outcome
CLO = Course Learning Outcomes
FF = Face to Face Learning
ST = Structured tasks
SS = Self Study
