The specific educational objectives of the undergraduate course in Chemical and Food Engineering include the recommendations of the European Federation of Chemical Engineering. They include: - knowledge of the general principles of process engineering: balance of energy, matter, momentum, chemical and physical equilibria, kinetics, chemistry and physics (transport of matter, heat, momentum); - knowledge of measurement methods and general concep... More...
The specific educational objectives of the undergraduate course in Chemical and Food Engineering include the recommendations of the European Federation of Chemical Engineering. They include:
- knowledge of the general principles of process engineering: balance of energy, matter, momentum, chemical and physical equilibria, kinetics, chemistry and physics (transport of matter, heat, momentum);
- knowledge of measurement methods and general concepts of regulation for the management of the production process and product quality control;
- basic knowledge of safety and environmental problems;
- ability to formulate problems in the field of process engineering in a general way, tracing them back to the basic physicochemical principles;
- ability to choose the methods of analysis, modeling and simulation for the simplest problems;
- basic knowledge of design methods and ability to use them;
- the ability to organize, implement and describe a simple laboratory or industrial test experience in the field of process engineering;
- ability to present the results of one's work, both in written and oral form, in an articulated manner and to communicate effectively.
In the three-year development of the course, we move from a first period in which basic knowledge is mainly built, first scientific and then engineering, to the development of more specific skills, which occurs mainly in the applicative teachings of the third year. It should be noted, however, that, at every level, the development of knowledge is always accompanied by practical exercises that illustrate the concrete application of the theoretical elements studied. In particular, the first year is largely identical to those of Industrial Engineering. In the following years, aspects related to the basic engineering disciplines (construction science, fluid machinery, electrical engineering) and aspects related directly to chemical engineering are explored. In the second year, the disciplines studied are molecular biology and microbiology, thermodynamics, transport phenomena, kinetics of chemical reactions (including biological and enzymatic kinetics, with regard to those of interest to the food industry), chemical reactors, separation processes.
Industrial chemistry (including inorganic industrial chemistry, and principles of catalysis), process control, safety in industrial processes (which explores aspects of occupational hygiene, fire and explosion hazards, uncontrolled evolution of chemical reactors), plants for the chemical and food industry, are the subject of the last year of studies, together with more characterizing industrial engineering teachings (fluid machinery, electrical engineering) but very close to the interests of chemical and food engineers.
Chemical and food engineering is primarily process engineering, and attaches particular importance to processing technologies in the manufacturing industry; the degree programme focuses on both traditional chemical processes and those used in the food industry, which are characterised and distinguished one from the other by particular operations and equipment.
The programme aims to enable graduates to funtion competently in the broad field... More...
|The Study program qualifies the following professional profile/s:||Roles and skills:|
|CHEMICAL ENGINEER - Junior||FUNCTION IN A WORKING CONTEXT:
Graduates in Chemical and Food Engineering are able to operate in the operational management of plants, systems, processes or services in sectors related to the transformation of materials. In this case, the chemical and food engineer can:
- participate in the management and management of production processes in the chemical, petrochemical, pharmaceutical, food area;
- participate in the management and operation of plants for the treatment of polluting, solid, liquid or gaseous wastewater
- participate in the management and operation of plants for the production of energy from fuels.
Graduates in Chemical and Food Engineering possess the cognitive tools and methodological preparation for the design of operating units and basic equipment of the chemical and process industry, and therefore:
- collaborates in the definition of production and transformation processes and in the design of plants for the process industry and for the production of energy.
- performs the modeling and design of networks for the transport of fluids, heat exchangers, reactors, concentrators, separators and equipment in general for the process industry.
- collaborates in the collection and analysis of data for the purposes of the safety of processes and plants for the transformation of raw materials
SKILLS ASSOCIATED WITH THE FUNCTION:
Basic skills allow adaptability to the function and fields of application. In particular, a junior process engineer will particularly exploit the skills acquired from specific courses of chemical-thermodynamic engineering of multiphase and reactive systems, chemical and physical equilibria, transport phenomena, with particular regard to the aspects related to the management of conventional reactors and separation units, lines for the transport of fluids and production processes of chemical products. The skills related to the safety assessment of chemical industrial processes and plants and product quality will also be used.
Conversely, a junior designer will use the same skills acquired from general engineering and especially chemical engineering courses to lead the design of conventional reactors and separation units, fluid transport lines and chemical production processes and related production facilities. . In this context, the scientific foundations characterizing chemical engineering will be used more. The skills related to the safety assessment of chemical industrial processes and plants and product quality will also be used.
The reference area is typically the processing industry (chemical, petrochemical, food, pharmaceutical, ...), which in different economic sectors, such as energy production, agriculture, etc .... Design studies. Public and private organizations. However, process management skills are also required in other industrial areas and are often related to the treatment of wastewater, the use of fuels, the handling of fluids.
|Technical Sales officer|| JOB ROLES:
The chemical and food engineer who carries out technical sales roles assists clients in all stages, from the definition of sales specifications to after-sales services, related to processing chemicals, especially those of interest to the food industry; this may also apply to equipment, plants or services. He is able to organize and to make presentations and demonstrations of systems and equipment, in trade fairs or to customers directly on site.
SKILLS RELATED TO THE ROLE:
The relationship with the client, be it an individual, a company or institution, who buys both goods and services, especially if high in added value, requires specific technical skills, as well as communication skills and the ability to manage sales processes. The chemical and food engineer in charge of the sales process has a firm grasp of the basic technologies of the plants and equipment, of the product properties and of the related aspects of reliability, maintenance, performance, and energy consumption.
Production companies in the areas of processing and in other different economic sectors, technical design companies, providers of services related to quality, environment and safety.
|Laboratory technician|| JOB ROLES:
Graduates in chemical and food engineering can work in R&D or industrial laboratories, where they contribute to and supervise their management and organization, by using their innovation capacity, by dealing with the division of roles within the technical staff team, with the selection and purchase of reagents and laboratory equipment, with the management of the project archive, and with the equipment maintenance..
SKILLS RELATED TO THE ROLE:
The skills of the lab technician are related to all the stages of design, prototyping and small batch production of a product / process, as well as the related analytical techniques and instrumentation, taken into consideration both from the theoretical and application point of view in the lab activities included in the study program. In particular the engineer in this role has knowledge of the product design and production technologies; he is able to select the raw materials and the processes to be employed with the best cost-performance trade-off; he knows how to expertly use lab instrumentation and simulation software; he has the process control expertise to prepare and manage laboratory equipment and production.
Research and development labs, test facilities, measurement and characterization of systems and devices, in public and private companies and research institutes.
|Qualifications for further studies||Knowledge required to continue studies|
The scientific contents subdivided by learning area and defined across the "Dublin descriptors" are shown in the table relating to the Framework A4b - Expected learning outcomes. The Degree Course is presented through four areas of learning. The first is related to the basic scientific training of mathematics, chemistry and physics; the second one concerns the general engineering education, the third one concerns the engineering education charact... More...
The scientific contents subdivided by learning area and defined across the "Dublin descriptors" are shown in the table relating to the Framework A4b - Expected learning outcomes. The Degree Course is presented through four areas of learning. The first is related to the basic scientific training of mathematics, chemistry and physics; the second one concerns the general engineering education, the third one concerns the engineering education characterizing chemical engineering, and the fourth area, finally, completed the relational and context training