CME2029 : Process Measurement, Dynamics & Control
CME2029 : Process Measurement, Dynamics & Control
- Offered for Year: 2025/26
- Module Leader(s): Dr Jie Zhang
- Lecturer: Dr Chris O'Malley
- Owning School: Engineering
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 10 |
| ECTS Credits: | 5.0 |
| European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
Pre Requisite Comment
N/A
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
None
Aims
To gain an appreciation of process measurement devices.
To gain an appreciation of how time-dependent process behaviour affects the design, operation and safety of process plants.
To learn how to analyse the dynamic behaviour of linear systems and to attain a basic understanding of Chemical Process Control.
This module serves as an introduction to the analysis of linear dynamical systems and basic process control strategies.
Outline Of Syllabus
Measurement of flow, temperature, differential pressure, level, composition. Safety and costing considerations regarding instruments, introduction to piping and instrumentation diagrams.
The importance of dynamic effects; steady-state and non-steady state balances; review of solution of ODEs; the concept of models; the role of dynamic simulation; Laplace transforms; transfer functions; parameters of transfer functions; transfer function block diagram algebra, typical linear systems responses, linear systems stability and analysis.
Review of open loop dynamics; Closed loop elements; PID control; Plant testing for process characterisation; PID tuning; PID loop simulation.
Learning Outcomes
Intended Knowledge Outcomes
Understanding of the principles of operation of process measurement devices and to be able to select them for process control (C13).
Understanding of the key safety considerations when specifying instrumentation for use in the process industries (C13).
Understanding of the difference between steady-state and non-steady behaviour and an appreciation of the importance of dynamics in process design and operation (C1).
Understanding of the concept of models and their development, an appreciation of their uses in Chemical Engineering and of the role of simulation in studying process dynamics (C2).
Recognising the effects of linear systems parameters on system responses, including system stability (C2).
Appreciation of the concepts of feedback control and other common control strategies (C3). Appreciation of the detrimental effects of time-delays (C6).
Intended Skill Outcomes
Ability to identify the causes of different types of dynamic characteristics. Use of block diagrams to represent relatively complex systems (C2).
Basics of using SIMULINK to perform simulations of dynamic systems.
To be able to create digital twins for simple linear dynamic processes (C3).
Ability to read, design and draw Piping and Instrumentation diagrams. Problem Solving (C5).
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 1:30 | 1:30 | Exam |
| Scheduled Learning And Teaching Activities | Lecture | 20 | 1:00 | 20:00 | Lecture |
| Structured Guided Learning | Academic skills activities | 12 | 2:00 | 24:00 | Tutorials follow up/solving questions |
| Structured Guided Learning | Academic skills activities | 20 | 1:00 | 20:00 | Lecture follow up |
| Scheduled Learning And Teaching Activities | Practical | 1 | 2:00 | 2:00 | Formative computer based assessment |
| Scheduled Learning And Teaching Activities | Small group teaching | 12 | 1:00 | 12:00 | Tutorials |
| Guided Independent Study | Independent study | 1 | 20:30 | 20:30 | Review lecture and tutorial material, prepare for assessments |
| Total | 100:00 |
Teaching Rationale And Relationship
Lectures provide the knowledge base and examples of application.
Numerical practice sessions allow consolidation through worked examples and problem discussion.
Reading Lists
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
| Description | Length | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|---|
| Written Examination | 90 | 2 | A | 100 | N/A |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Computer assessment | 2 | M | Small group computer based formative assessments. |
Assessment Rationale And Relationship
The exam is an appropriate way to assess both theoretical understanding and problem solving skills under time- constraints. The examination assesses the following AHEP4 learning outcomes: C1-3, C5-6, C13.
The computer based formative assignment tests the ability to deploy knowledge by utilising skills gained in order to solve practical problems.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- CME2029's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- CME2029's past Exam Papers
General Notes
Original Handbook text:
Welcome to Newcastle University Module Catalogue
This is where you will be able to find all key information about modules on your programme of study. It will help you make an informed decision on the options available to you within your programme.
You may have some queries about the modules available to you. Your school office will be able to signpost you to someone who will support you with any queries.
Disclaimer
The information contained within the Module Catalogue relates to the 2025 academic year.
In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described.
Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, staffing changes, and student feedback. Module information for the 2026/27 entry will be published here in early-April 2026. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.