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Session: 2022/23

Last modified: 13/07/2022 22:21:09

Title of Module: Chemical Reactor Engineering

Code: ENGG10033 SCQF Level: 10
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Computing, Engineering and Physical Sciences
Module Co-ordinator:Cristina  Rodriguez

Summary of Module

This module addresses the major step(s) at the heart of most chemical processes, i.e. chemical reactor design.

The module reviews the fundamental concepts of thermodynamics and kinetics relevant to chemical reactors design and the different types of reactors that are likely to be encountered in the course of designing a chemical process. The students are then introduced to the digital techniques required to carry out mass and energy balances for reactors other than ideal ones.

This module addresses the major step(s) at the heart of most chemical processes, i.e. chemical reactor design. 

The module reviews the fundamental concepts of thermodynamics and kinetics relevant to chemical reactors design and the different types of reactors that are likely to be encountered in the course of designing a chemical process. The students are then introduced to the digital techniques required to carry out mass and energy balances for reactors other than ideal ones. 

The subject of catalysis is covered in depth and topics such as mechanisms and kinetics of catalytic reactions, catalysts classification, formulation, preparation, structure, surface area, pore size distribution, adsorption, mass and heat transfer in catalytic reactors, resistances, diffusion, pore models, effectiveness factor, catalyst deactivation and regeneration are discussed. Fluidization is also covered. 

Mass transfer with chemical reaction in multiphase systems will provide the introduction to the discussion of the design of fixed-bed catalytic reactors and transport reactors as well as other types of multiphase reactors. 

  • I am UWS ( 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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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

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.

Online with mandatory face-to-face learning on Campus

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 2


Term 3


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Learning Outcomes: (maximum of 5 statements)

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

L1. Identify the details of the necessary reaction step(s) of a chemical process and select the type(s) of reactor(s) to be used for different processes.

L2. Show a critical understanding of the role of catalysis in chemical processing.

L3. Carry out design calculations of chemical reactors integrating theories, concepts and principles.

L4. Demonstrate a critical understanding of the reasons why the safety, environmental and economic constraints make the reaction step a crucial part of the overall process.

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 deep understanding of issues related to the reaction step(s) in a chemical process and important role it plays in the success of the process both economically and environmentally.
Master the ability to make appropriate choices regarding the reaction step(s) of a chemical process.

Practice: Applied Knowledge and Understanding SCQF Level 10.

Carry out detailed calculation for the design of chemical reactors and associated facilities.
Carry out practical experiments to analyse the performance of chemical reactors.

Generic Cognitive skills SCQF Level 10.

The ability to gather information from different sources and in different formats and its use in making sound judgement about the design, operation and monitoring of chemical reactors.

Communication, ICT and Numeracy Skills SCQF Level 10.

The ability to gather relevant information from different sources and in different formats. Use of both general purpose (e.g. Excel, Mathcad, Polymath) and specialist chemical engineering software (flowsheeting, design and equipment sizing, etc) to analyse and specify reactor equipment details.
Communicate results of laboratory investigation in report format.

Autonomy, Accountability and Working with others SCQF Level 10.

Working effectively with others in team in laboratory sessions.
Identifying and addressing individual learning needs in the subject area associated with the module.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Chemical Process Principles
Other:Or, any other suitable prior learning
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, structured tutorials (work closely integrated with the lecture material),
practical exercises in calculation and modelling linked to experimental analysis of
equipment performance, completion and submission of written coursework making use
of appropriate forms of IT and VLE, and independent study.
The hours for Lecture/Core Content Delivery include the exam and the class tests.
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 Delivery12
Tutorial/Synchronous Support Activity24
Laboratory/Practical Demonstration/Workshop12
Independent Study152
200 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:

H. Scott Fogler, Essentials of Chemical Reaction Engineering, Pearson Education, 5th Edition ,2016

O. Levenspiel, Chemical Reaction Engineering (3rd edition), John Wiley & Sons 1999

S.J.Thomson and G. Webb, Heterogeneous Catalysis, Edinburgh : Oliver & Boyd, 1968.

B. Gates, Catalytic chemistry, New York : Wiley, 1992.

Hill, C. G. and T W Root, Introduction to Chemical Engineering Kinetics and Reactor Design, 2nd Edition, Wiley, 2014

(**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
ModeratorLi Sun
External ExaminerRaffaella Ocone
Accreditation DetailsThis module is part of the BEng(Hons) Chemical Engineering programme accredited by the IChemE.
Version Number


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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 laboratory sessions and as part of the preparation for written submissions.
Summative assessment includes class tests, written assessment elements and a final exam.

Assessment will be based on the following:

(a) final written exam worth 70% of the final
(b) continuous assessment worth 30% of the final mark and consists of written assignment(s)/report(s), laboratory exercises and design problem(s).
(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) Weighting (%) of Assessment ElementTimetabled Contact Hours
Unseen open book check markcheck markcheck mark703

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Design/ Diagram/ Drawing/ Photograph/ Sketchcheck mark check mark 100
Laboratory/ Clinical/ Field notebookcheck mark check mark 103
Review/ Article/ Critique/ Paper check mark check mark100
Combined Total For All Components100% 6 hours

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

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  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 the appropriate prerequisites, however it should be noted that in order for the student to complete this module the laboratory element of coursework would require to be undertaken. Special support can be provided where necessary, consequently, if special support is needed to complete this part of the module, then the University’s Health and Safety Officer should be consulted to make sure that safety in the laboratory is not compromised.
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.