| Students have comprehensive knowledge of the functional zones in single- and twin-screw extruders and are able to model/predict their main physical processes (i) solids conveying, (ii) melting, and (iii) melt conveying using analytical methods. The knowledge and skills are acquired in close interaction between lecture and practical exercise "Polymer Extrusion and Compounding 2: Modelling Screw Extrusion”, where students collaborate on a competition-oriented single-screw design group project. Students have to design the screw of a grooved bush or smooth single screw extruder, where they have to holistically design and chose values for all the geometric parameters. Given a minimum of boundary conditions and constraints, students have a large degree of freedom to find optimum solutions to this problem by employing analytical modeling techniques and taking reasonable assumptions and simplifications. The final design is assessed by means of functionality, economic and energetic considerations, and sufficient mechanical strength of the screw.
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| Design and evaluate in detail a particular screw for a single-screw extrusion process including (i) solids conveying, (ii) melting, and (iii) (non-iso-thermal) melt conveying using analytical methods (K4)
Work in a team with fellow students (K3)
Elicit and specify the requirements for the project (K3, K6)
Design a solution for the specified problem according to state-of-the-art modeling using scientific approaches (K5)
Independently make simplifications and assumptions (K5)
Given a particular throughput, independently define optimum parameters for geometry and process conditions by means of simple parametric design studies (K6)
Taking into account energetic considerations and constraints regarding mechanical strength
Critically analyze the calculation results (K5)
Manage the project group (K5)
Document the requirements, the design, the models, and the results of the project (K3)
Present the outcome of the project to other students (K3)
Defend and explain your results and assumptions taken in front of the class (K5)
Give feedback to the results of the other groups and discuss them in class (K5)
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Management of a group to obtain the results within a certain timeframe (K3)
Clear and comprehensible presentation of the workflow in MS Excel (K3)
State-of-the-art models for (i) solids-conveying, (ii) melting, and (iii) (non-isothermal) melt conveying in single-screw extrusion (K3)
Common assumptions and simplifications in the context of single-screw extrusion modeling (e.g., Newtonian flow model) (K2)
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