CME8133 : Advanced Process Control
CME8133 : Advanced Process Control
- Offered for Year: 2025/26
- Module Leader(s): Dr Mark Willis
- Co-Module Leader: Dr Jie Zhang
- Owning School: Engineering
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
| Code | Title |
|---|---|
| CME3008 | Process Control |
Pre Requisite Comment
N/A
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
N/A
Aims
To explore the concept of robustness in control systems design; frequency response methods for control systems analysis and model based control based on the Internal Model Control strategy.
To understand the principles of digital and computer-based process control systems. To learn how to design and implement digital controllers, from simple to more advanced algorithms.
Outline Of Syllabus
Ideal control versus practicable control; Robust control concepts; the role of frequency domain analysis; Bode diagrams and Polar plots; sensitivity functions; describing model uncertainties; robustness analysis; robust performance; robust stability; performance versus robustness; Internal Model Control (IMC) design; Equivalence of IMC to PID control.
Role of computers in process control; fundamental difference between continuous time and discrete time control systems; basic mathematics of sampled data systems; discretised PI/PID controllers; design via the Synthesis Equation; pole-placement control; discrete models for controller design.
Learning Outcomes
Intended Knowledge Outcomes
Evaluate the effects of process-model mismatch on process control performance (M1).
Appreciate the utility of frequency domain techniques in robustness analysis (M2).
Appreciate the significance of the use of dynamic models in controller design and control system analysis (M3).
Appreciate why robust controller designs are important (M6).
To understand the fundamental difference between continuous time and discrete time control systems (M1, M2)
To be able to make use of z-transforms and mapping of differentials to obtain discrete time models (M1).
To be aware of the characteristics of digital control systems (such as sampling and performance) (M1, M3).
Intended Skill Outcomes
Be able to analyse linear control systems for robustness and to achieve trade-offs between performance and
robustness in linear control systems (M2).
Be able to design PI/PID controllers based on “robustness” principles (M5).
To derive the structure of the z-transform model using differential or Laplace transforms as a basis (M1, M12).
To be able to design discrete controllers using, for example, the Synthesis Equation (M1,M3,M12).
To be able to analyze and design process control systems for performance and robustness (M1, M2, M4, M6).
To gain further practice and skills in the use of MATLAB and SIMULINK (M3).
To further develop skills in reporting on simulation based studies (M17).
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 1:30 | 1:30 | Examination |
| Guided Independent Study | Assessment preparation and completion | 1 | 40:00 | 40:00 | Assignment preparation and completion. |
| Scheduled Learning And Teaching Activities | Lecture | 12 | 2:00 | 24:00 | Lectures |
| Guided Independent Study | Assessment preparation and completion | 1 | 40:00 | 40:00 | N/A |
| Structured Guided Learning | Academic skills activities | 1 | 40:00 | 40:00 | Formative Quizzes and Online Materials |
| Scheduled Learning And Teaching Activities | Small group teaching | 4 | 1:00 | 4:00 | Tutorials |
| Guided Independent Study | Independent study | 1 | 50:30 | 50:30 | N/A |
| Total | 200:00 |
Teaching Rationale And Relationship
Lectures convey the mathematical concepts and theory of process control, the Canvas activity modules support this through illustration and problem solving. Tutorial sheets and other formative activities are used to prepare the students for the end of semester closed book examination. The assignment develops further skills in MATLAB / Simulink, control systems design and application and reporting of simulation based studies.
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 | 1 | A | 50 | N/A |
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Report | 1 | M | 50 | approx. 2000 words. |
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 | 1 | M | Formative Canvas quizzes |
Assessment Rationale And Relationship
The examination assesses the following AHEP 4 learning outcomes: M1-3.
The report assessed the following AHEP 4 learning outcomes: M1-6, M12, M17.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- CME8133's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- CME8133's past Exam Papers
General Notes
N/A
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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.