Page Navigation

Module Descriptors

This page displays the selected Module Descriptor.

Printer friendly version Printer friendly version

Session: 2022/23

Last modified: 16/03/2022 14:02:57

Title of Module: Process Modelling and Simulation

Code: ENGG08024 SCQF Level: 8
(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:Li  Sun

Summary of Module

Introduction to process modelling and simulation. Model hierarchy and its importance in analysis.

Application areas of process models: Uses of models, limitations of process models

Classification of process models: Fundamental, empirical, semi-empirical, analogous, steady state models, dynamic models, discrete models, differential models, deterministic vs stochastic models.

Development and formulation of process models: assumptions, approximations, accuracy, and simplifications.

Development of empirical models: data fitting

Solutions of the models: Analytical techniques, numerical techniques.

Development of understanding system dynamics.

Process Simulation: Structure of process simulators, modular approach vs equation oriented approach, selection of properties packages.

Advanced CAD including 3-D representation of items.

Examples from reactor design, heat transfer, fluid flow, phase equilibrium, etc. will be used for modelling both by hand calculation and with spreadsheets.

Representative process simulation exercises will be used to introduce ASPEN HYSYS.

  • 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
check mark

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:
check mark







Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1


Term 2check markTerm 3


[Top of Page]

Learning Outcomes: (maximum of 5 statements)

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

L1. To introduce the concept of process modelling and the role of models in the design, optimisation, control and operation of chemical processes.

L2. To introduce problem solving techniques and data analysis in chemical engineering by both analytical and numerical methods.

L3. To develop understanding of process simulation.

L4. To appreciate the importance of physical and thermodynamic data in modelling and simulation of chemical processes.

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 8.

SCQF Level 8:
Demonstrating a broad and integrated knowledge and understanding of the main areas of process modelling and simulation.
Demonstrating a critical understanding of principles, concepts and terminology

Practice: Applied Knowledge and Understanding SCQF Level 8.

Use a selection of the principal skills, techniques, practices and/or materials associated with engineering and industrial tasks
Practice routine selection of suitable thermophysical data for process modelling and simulation.

Generic Cognitive skills SCQF Level 8.

Be able to compare suggested solutions with expected values

Communication, ICT and Numeracy Skills SCQF Level 8.

The ability to report in writing and orally on findings
Use a range of IT applications to facilitate calculations and provision of report and presentations
Interpret, use and evaluate numerical and graphical data and use it to design and analyse equipment and systems

Autonomy, Accountability and Working with others SCQF Level 8.

Take some responsibility for use of appropriate data resources
Practice in ways which take account of own role and responsibilities
Work under guidance with qualified practitioners

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:Any suitable applied math and chemistry background
Co-requisitesModule Code:
Module Title:
Chemical Engineering Fundamentals

* Indicates that module descriptor is not published.

[Top of Page]

Learning and Teaching
This module covers a wide variety of theoretical and conceptual areas, which require a range of knowledge and skills to be displayed and exercised. Delivery of its syllabus content involves a diversity of teaching and assessment methods to achieve the learning outcomes of the module. These include formal lectures, structured tutorials (work closely integrated with the lecture material), computer based exercises to develop process simulation skills and familiarisation with computational techniques for process simulation, completion and submission of written coursework making use of appropriate forms of IT and VLE.
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 Delivery24
Tutorial/Synchronous Support Activity12
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:

Wiley-VCH (Editor), Ullmann's Modelling and Simulation, Wiley, 2007

Haydary J., Chemical Process Design and Simulation: Aspen Plus and Aspen HYSYS Applications, New York : Wiley, 2019

Rasmuson A., Andersson B., Olsson L., and Ronnie Andersson R., Mathematical Modelling in Chemical Engineering, Cambridge University Press, 2014

Rice R. and Do D., Applied Mathematics and Modelling for Chemical Engineers, 2nd Edition, Wiley-Blackwell, 2012

Stanley M. Walas, Modelling with Differential Equations in Chemical Engineering, Butterworth-Heinemann,1991

(**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.

[Top of Page]

Supplemental Information

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


[Top of Page]

Assessment: (also refer to Assessment Outcomes Grids below)
Assessment will be based on the following:
Assessment Category 1:
Final written exam worth 50% of the final mark, and
Assessment Category 2:
Continuous assessment worth 50% of the final mark.
The continuous assessment component of this module will consist of class based exercises and simulation exercises.
Further details, and the academic calendar when assessment is likely to feature, will be provided within the Module Information Pack.
(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 bookcheck markcheck mark  502

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Laboratory/ Clinical/ Field notebook  check markcheck mark5024
Combined Total For All Components100% 26 hours

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

[Top of Page]

  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 engineering background, however it should be noted that in order for you to complete this module the laboratory element of coursework will 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.