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Session: 2022/23
Last modified: 13/07/2022 22:28:23
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Title of Module: Biochemical and Environmental Engineering |
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Code: ENGG09053 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Computing, Engineering and Physical Sciences |
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| Module Co-ordinator: | Cristina
Rodriguez |
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| Summary of Module |
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During the course of this module students will develop their UWS Graduate Attributes (https://www.uws.ac.uk/currentstudents/your-graduate-attributes/ ). Universal: critical thinking and analytical mind; Work-Ready: Academic attributes problem-solver and motivated; Successful : autonomous, driven and resilient.During the course of this module students will develop their UWS Graduate Attributes (https://www.uws.ac.uk/currentstudents/your-graduate-attributes/ ). Universal: critical thinking and analytical mind; Work-Ready: Academic attributes problem-solver and motivated; Successful : autonomous, driven and resilient.
- The module brings together the scientific principles of several disciplines for the development of various applications in biochemical and environmental processes.
The module discusses basic biochemical engineering concepts such as the biological definition of cells and enzymes; types of cells and enzymes; enzyme kinetics; microbial growth; and introduction to bioreactors and their industrial applications.
- The module enables the students to acquire basic knowledge about biocatalysts, whether they are enzymes or cells, their manipulation and their applications in the different industrial applications and the potential that future research can bring in these sectors and their different fields of applications.
The module also addresses environmental problems, covering pollution in its different forms and the theoretical and practical knowledge of environmental pollution of anthropogenic origin.
- This module provides the students with the skills to address environmental issues from a chemical engineering point of view using process engineering to deal with the resulting problems with the purpose of using best technology available for emissions minimisation and abatement
- The module shows how chemical engineering interfaces with other engineering disciplines on multiple chemical, physical and biochemical processes. The module will allow students to adopt a holistic approach on biochemical and environmental processes including the commercial, social and economic context as well as be aware of the legal and industry standards. The module also apply an engineering management approach recognising the importance of an inclusive approach to engineering practice.
- The module will build on students' prior knowledge of unit operations, reaction engineering and biotechnology to enable them to choose and design systems and processes for emissions minimisation and treatment.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-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.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Understand the basic concepts of biochemical and environmental engineering and its components
L2.
Develop the skills to differentiate between the diverse types of biochemical operations available and make the proper choices regarding the type of equipment to use for each type of operation.
L3.
Develop critical understanding of sustainability, preservation of resources, minimisation of waste, greenhouse effect, the use of clean technology and the importance of green processing.
L4.
Understand safety and environmental impacts and ethical considerations of bioprocessing.
L5.
Characterization, management and treatment of waste in a wide range of geographical and socioeconomic environments. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Demonstrating a broad and integrated knowledge and understanding of the main areas of environmental pollution, waste and biochemical processes.
Demonstrating a critical understanding of a selection of the principal theories, principles, concepts and terminology.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Use a selection of the principal skills, techniques, practices and/or materials associated with industrial application of environmental and biochemical engineering. Use iterative multivariable techniques in design and sizing of equipment Practice routine searches for data on pollutants, waste nd biocatalyts. |
| Generic Cognitive skills |
SCQF Level 9.
Be able to critically evaluate and analysis worked problems and their suggested solutions and compare them with experimental and measured values. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Use a range of IT applications to facilitate calculations and provision of report and
presentations.
Interpret, use and evaluate numerical and graphical data to aid sizing and design of
equipment.
Make formal presentations on research finding to an audience of peers. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
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.
Undertake critical analysis, evaluation and synthesis of ideas, concepts, information and issues in the discipline.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
ENGG08022
| Module Title:
Chemical Engineering Fundamentals
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| This module covers a wide variety of theoretical, conceptual and practical areas, which require a range of knowledge and skills 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 and oral coursework 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 Delivery | 18 |
| Tutorial/Synchronous Support Activity | 18 |
| Independent Study | 164 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Gilbert M. Master, Wendell P. Ela. Introduction to Environmental Engineering and Science. Pearson. 2014.
Davis, D.L. and Cornwell, D.A. Introduction to Environmental Engineering. 5th Ed. McGraw-Hill.2013
Azapagic, A., Perdan, S. & Clift, R. Sustainable development in practice: case studies for engineers and scientists. 2nd Edition. Chichester (England): Wiley & Sons. 2011.
Fogler, H. S. (2016) Elements of Chemical Reaction Engineering. 5th Edition. Prentice Hall.
Hill, C. G. and T W Root (2014) Introduction to Chemical Engineering Kinetics and Reactor Design. 2nd Edition. Hoboken, N.J : John Wiley.
Shuler, M. L. and Kargi, F. (2002) Bioprocess Engineering. Basic Concepts. Prentice Hall.
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(**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)
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| Engagement Requirements |
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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 |
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Supplemental Information
| Programme Board | Engineering |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Engineering |
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| Moderator | Andy Durrant |
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| External Examiner | |
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| Accreditation Details | This module is part of the BEng(Hons) Chemical Engineering programme accredited by the IChemE. |
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| Version Number | 1.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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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, and as part of the preparation for written submissions
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The summative assessment for the module is made of three components:
Category 1 and 2: Class tests (35% each)
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| Continuous assessment including a report (15%) and design assignment (15%). |
(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.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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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.
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| Equality and Diversity |
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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
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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