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Session: 2022/23

Last modified: 01/07/2022 13:15:03

Title of Module: Process Dynamics and Control

Code: ENGG10044 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:Luc  Rolland

Summary of Module

This module is intended to provide students with dynamics and controls of chemical engineering processes as they are relevant in the contemporary engineering profession.

This module brings together the knowledge gained in previous years in the fields of process modelling, process safety, process monitoring and process control (regarding L1).

It develops students’ ability to carry out the calculations necessary to design control systems using both the Laplace domain, transfer functions, time domain analysis and the frequency analysis techniques (regarding L3).

It reviews the process modelling principles then discusses linearization of non-linear models, system response (1st, 2nd and more complicated systems), the effect of time delay and the phenomena of inverse response (regarding L3).

The module provides a detailed discussion of the different control strategies and control modes employed in the process industry such as feedback control, feed-forward control, ratio control, cascade control, as well as stability and controller design and tuning relations (regarding L4). Advanced control techniques, multi-loop and multivariable control, and process monitoring using machine learning will be covered, as will an appreciation of cyber security for the protection of commercial and control data (regarding L5).

The module discusses plant-wide control and the use of information gained from HAZOP and other hazard assessment and identification techniques in the design of control systems and individual equipment operational control loops (regarding L2). Systems for start-up and shut-down form an integral part of the course. Control valves with their actuators, alarms, relief valves and relief systems are also covered in the module.

  • 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 1


Term 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. Demonstrate a critical understanding of chemical processes dynamics and their related control systems while grasping the impacts, benefits and risks of digitalisation including the role they play in the safe and economic operation of the process industry.

L2. Demonstrate critical understanding of the role of hazard assessment techniques in the safe operation and control of chemical plants. Adopt a holistic and proportionate approach to the mitigation of security risks using measurement, controls and automation.

L3. Derive process models and manipulate them to enable the deduction of the steady-state and transient behaviours and transient behaviours of a system quantitatively.

L4. Critically understand the different control modes and control strategies and the basis for selection, specification, implementation and field tuning of control systems.

L5. Identify and implement control strategies for specific equipment and systems.

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.

• Demonstrate a critical knowledge of control systems and their operation.
• Develop a critical and analytical approach to control systems and their role in the safe operation of chemical processes.

Practice: Applied Knowledge and Understanding SCQF Level 10.

• Apply process control techniques in the design of safe operations.
• Use a range of skills in solving problems in proces control.

Generic Cognitive skills SCQF Level 10.

• Critically conceptualise the details of a control system and the role process control plays in the safe operation chemical plants and their role in safety and environmental protection.

Communication, ICT and Numeracy Skills SCQF Level 10.

• Be able to explain and communicate all the details of a control system clearly, precisely and without any ambiguity to the team, the management and other concerned parties such as the authority and the public.

Autonomy, Accountability and Working with others SCQF Level 10.

• Deal with complex issues related to process control in teams within and out with the organisation.
• To present information about a process control system in clear precise scientific and engineering manner.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
This module covers a variety of theoretical and conceptual 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), 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:

Dale E. Seborg, Thomas F. Edgar, Duncan A. Mellichamp, Process Dynamics and Control, 4th ed., Wiley, 2019.

King, M. (2016) Process Control: A Practical Approach. Chichester: Wiley. 2nd edition.

Luyben, Tyreus and Luyben (1998) Plantwide Process Control. McGraw Hill.

Thomas Marlin, Process Control, Designing Processes and Control, System Dynamics Performance, 2nd edition, McGraw-Hill 2014

IChemE Knowledge Hub (various articles)

(**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 ExaminerR 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 mark,
continuous assessment worth 30% of the final mark and it consist of a written assignment and a laboratory report.
(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
Unseen open book  check markcheck mark 703

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
Design/ Diagram/ Drawing/ Photograph/ Sketchcheck markcheck mark check markcheck mark150
Laboratory/ Clinical/ Field notebookcheck mark  check mark 150
Combined Total For All Components100% 3 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 appropriate chemical engineering background, however it should be noted that in order for you to complete this module the practical 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

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.