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Module Descriptors

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Session: 2022/23

Last modified: 12/08/2022 18:26:17

Title of Module: Chemical Engineering Design Study

Code: ENGG10031 SCQF Level: 10
(Scottish Credit and Qualifications Framework)		 Credit Points: 40 ECTS: 20
(European Credit Transfer Scheme)
School:School of Computing, Engineering and Physical Sciences
Module Co-ordinator:Cristina  Rodriguez

Summary of Module

This double module develops a student’s ability to design multi-step chemical processes, the ability to work with limited data the exploration of innovative and challenging designs and their use according to the commercial, economic and social demands placed on industry wherever in the world it may be.

This module will supplement students’ knowledge of chemical engineering gained at levels 8 and 9 of the Chemical Engineering programme and take in concepts from level 10 during the course of two terms, acting as a capstone module to the degree up to this point..

In addition to the independent work undertaken by the students, the module is augmented with two hours formal scheduled weekly group project supervision meetings, outwith which students may request additional support from the supervisor . In addition to this a programme of formal lectures, practical sessions and workshops on topics and techniques relevant to the design process is delivered, including:

  • Plant location and layout; systematic approach with considerations of plant siting, safety and hazardous area classification, environmental and social impact, operation, transport and storage of raw materials and products. Statutory requirements; outline of planning methods, project management, regulations and approvals required. Introduction to the design of pressure vessels and piping systems. Using stress analysis to investigate stress concentrations. Selection of materials of construction for process piping, vessels and equipment. Role of Design Codes including those for pressure vessels, storage tanks, piping and composite structures. Design for fabrication; examination of designs to simplify/optimise fabrication and minimise costs, Inspection and in-service observations. Use of computer software packages in design, simulation and modelling using process simulation packages ASPEN/HYSYS and computational fluid dynamics packages FLUENT. Economic costing and project evaluation.

  • I am UWS (https://www.uws.ac.uk/current-students/your-graduate-attributes/): Upon completing this module the students will be equipped with tools that will help them in their journey to be work-ready, successful and universal. The module develops critical thinking and analytical skills that enhance the students’ ability to deal with complicated issues and make them problem solvers. It encourages them to become motivated, innovative, autonomous, inquisitive, creative and imaginative. The module and the teaching approach encourage collaborative working, effective communications, resilience and perseverance, and development of research and inquiry skills. The aim is to produce graduates who are knowledgeable with excellent digital skills fit for the 21st century and aware of the global context in which they operate and the challenges that face humanity in the 21st century in the areas of water, food, energy, environment and well-being, who strive to lead, influence and dare to make transformational changes while being ethically-minded, socially responsible, critically aware of the environmental and social impacts of their decisions and actions, and culturally sensitive.


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

HybridC
Online with mandatory face-to-face learning on Campus

HybridO
Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2check markTerm 3

 

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Produce a design of a chemical plant to meet a specific industrial requirement in a safe and economical operational manner while minimising environmental impact over the plant life cycle.

L2. To apply process engineering principles to the design of a chemical plant and to demonstrate both creative and critical thinking in design synthesis and the ability to use judgement with design problems in situations where either novel processes or of limited information on existing technology leads to published intellectual property and technical literature not giving full coverage.

L3. To work as part of a design team, participating in team meetings, and producing work to the schedule decided by the team.

L4. To use available process design, simulation and modelling computer software packages where relevant to improve/optimise the design. (e.g. (ASPEN/HYSYS and FLUENT)

L5. To appreciate the wider aspects of mechanical engineering practice and design as well as economics and marketing, along with consideration of the needs and pressures of a business in modern industrial society.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 10.

Develop a broad knowledge and understanding of the myriad issues involved in the design of a chemical process.

Practice: Applied Knowledge and Understanding SCQF Level 10.

Integrate the use of chemical engineering knowledge and understanding to design chemical processes.

Generic Cognitive skills SCQF Level 10.

Use of information retrieval techniques to access and critically use published information/data in design studies.

Communication, ICT and Numeracy Skills SCQF Level 10.

Develop verbal and written communication skills and group working skills by members of the design studies team. Use available computer software packages (described above) in design studies and presentation of final reports.

Autonomy, Accountability and Working with others SCQF Level 10.

Participate in group meetings and in efficient work scheduling for members of the design studies team.
Take turns in playing leading roles within the team to collate meeting minutes and publish its findings

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
ENGG09037
ENGG09036
Module Title:
Chemical Process Principles
Process Design, Control and Safety
Other:Or, suitable appropriate background
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
This module covers a wide variety of theoretical, conceptual and practical areas, which require a range of knowledge and skills at a more advanced level to be displayed and exercised. Delivery of its syllabus content therefore involves a diversity of teaching and assessment methods suitable to the learning outcomes of the module; these include formal lectures and seminars, group design study of a chemical process, written and oral presentations at two stages of the project, making use of appropriate forms of IT and VLE, and independent study.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below: 		Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery24
Tutorial/Synchronous Support Activity48
Independent Study328
400 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Seider, W. D., Lewin D. R., Seader J. D., Widagdo S., Gani R., and Ming NG K.A. NG(2019) Product & Process Design Principles: Synthesis, Analysis and Evaluation. N.J.: Wiley.

R K Sinnott and G Towler, Chemical Engineering Design: SI Edition, Butterworth-Heinemann 6th Edition, 2019

Crowl, D. A. and Louvar J. F. (2019) Chemical Process Safety: Fundamentals with Applications. 4th Edition. Boston, Mass.; London: Prentice Hall.

Boodhoo et al, Process Intensification for Green Chemistry, Wiley, 2013.

El-Halwagi, M. (2017) Sustainable design through process integration : fundamentals and applications to industrial pollution prevention, resource conservation, and profitability enhancement. 2nd Edition, Amsterdam : Elsevier..


Luyben, W., Principles and Case Studies of Simultaneous Design, Wiley, 2011.

Foo, S., Process Integration for Resource Conservation, CRC Press, 2013.


Reay, D, Ramshaw, C and A Harvey, Process Intensification, 2nd Edition, Elsevier/Butterworth-Heinemann, 2013.

Turton et al, Analysis, Synthesis, and Design of Chemical Processes), 4th edition, Prentice-Hall, 2013.


Lee’s Loss Prevention in the Process Industries”, Volumes 1,2 and 3, 4th Edition, Elsevier-Butterworth, 2012.


J.R. Couper et al, Chemical Process Equipment–Selection and Design, 2nd edition, Elsevier Publishers (2010).

Ludwig's Applied Process Design for Chemical and Petrochemical Process Plants, Volumes 1,2 and 3, 3rd/4th Editions, 2004/2007 Gulf Professional Publishing.

Foo, D. C.Y. M. M. El-Halwagi and R. R. Tan (Editors), Recent advances in sustainable process design and optimization, World Scientific, 2012

Erwin, D., Industrial Chemical Process Design, 2nd Edition, McGraw-Hill, 2014.

Dietrich, T. R. Microchemical engineering in practice, Wiley, 2009

Ulmann’s Process and Process Engineering, Volumes 1,2 and 3, Wiley-VCH Publishers, 2004.

R. Smith, Chemical Process Design and Integration,Revised 2nd edition, Wiley, 2016.

Kletz, T. and Amyotte P. (2010) Process Plants: A Handbook for Inherently Safer Design. 2nd Edition, Boca Raton, Fla.; London: CRC Press.

N.P. Chopey, Handbook of Chemical Engineering Calculations, 4th Edition, McGraw-Hill, 2012.

G.F. Hewitt (Ed.), Heat Exchanger Design Handbook Parts 1-5, Begell House, 2002.

F. Crawley et al, HAZOP: Guide to Best Practice, IChemE, 2000.

Peters M. S., K.D. Timmerhaus and R.E. West, Plant Design and Economics for Chemical Engineers, 5th Edition, McGraw-Hill, 2003.

Inherently Safer Chemical Processes, CCPS, 2nd edition, Wiley, 2009

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Students are expected to attend all timetabled sessions and to engage with all formative and summative assessment elements.

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Supplemental Information

Programme BoardEngineering
Assessment Results (Pass/Fail) No
Subject PanelEngineering
ModeratorMojtaba Mirzaeian
External ExaminerR Ocone
Accreditation DetailsThis module is part of the BEng(Hons) Chemical Engineering programme accredited by the IChemE.
Version Number

2.17

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Assessment: (also refer to Assessment Outcomes Grids below)
Assessment for the module includes both formative and summative assessment.
Formative assessment is provided during lectures in the form of class exercise problems, during tutorial sessions, during the weekly and other supervisory meetings and as part of the preparation for written submissions.
Summative assessment includes class tests, group presentations and project reports submissions.



There are three assessment categories:
Assessment Category 1: Design Stage 1 Report which is 35%
Assessment Category 2: Design Stage 2 Report which is 45%.
Assessment Category 3:
Design Stage 1 and stage 2 Oral Presentations totalling 20%.
The academic calendar when assessment is likely to feature will be provided within the Student Handbook.
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Dissertation/ Project report/ Thesischeck markcheck markcheck markcheck markcheck mark3524

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Dissertation/ Project report/ Thesischeck markcheck markcheck markcheck markcheck mark4524

Component 3
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Clinical/ Fieldwork/ Practical skills assessment/ Debate/ Interview/ Viva voce/ Oralcheck mark  check markcheck mark202
Combined Total For All Components100% 52 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
This module is suitable for any student with appropriate chemical engineering background, it does not involve practical laboratory or field work, however, if special support is needed to complete the learning activities associated with the module then the University’s Health and safety Officer should be consulted to make sure that appropriate support is provided.

Current University Policy on Equality and Diversity applies.

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.

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