beng chemical engineering (distance learning) - … chemical engineering (distance learning) ......

BEng Chemical Engineering (Distance Learning)

COURSE OVERVIEW AND MODULE DESCRIPTIONS

Note: The module descriptions in this booklet are intended as a guide, to assist students in choosing

their optional modules and applicants on whether the course content fits their needs. Please be

aware that although the general content and aim of the modules will remain the same, there may be

changes to some content and assessment as the lecturer will be continually updating and developing

the class. Modules may also become unavailable from time to time, either through staff changes, or

lack of demand. Students should read this in conjunction with the current course regulations and

student handbook.

Department of Chemical and Process Engineering

1

Contents

3 Year Outline 2

4 Year Outline 3

CP318 Professional Engineering and Project Management 4

CP208 Fluid Flow and Heat Transfer 5

CP211 Chemical Principles and Thermodynamics 6

CP319 Chemical Engineering Safety 7

CP209 Process Analysis and Statistics 8

CP321 Reactors 9

CP314 Mass Transfers and Separations 10

CP320 Biochemical Engineering 11

CP310 Process Design and Simulations 12

CP411 Process Control and Environmental Technology 13

CP412 Advanced Separations and Problem Solving 14

CP423 Chemical Engineering Design Part 1 15

CP424 Chemical Engineering Design Part 2 16

2

3 Year Course

3

4 Year Course

4

CP318 Professional Engineering and Project Management

Educational Aim This module aims to give an introduction to various professional engineering skills including project and time management, effective communication, group working, and a consideration of ethics and professional registration. The module is designed specifically for distance learning students currently working in chemical engineering related industries and following the BEng honours chemical engineering degree and requires them to develop skills that will help them to be successful in both the degree and their career in engineering.

Learning Outcomes

LO1 Gain a general understanding of Project and Time Management and related concepts, including the use of relevant software.

LO2 Demonstrate effective communication skills, and in particular the use of technology to enable and improve communication

LO3 Identify the issues relevant to successful engineering group projects and collaboration where participants are separated by time zones, distance and cultural differences and demonstrate the ability to successfully work in groups.

LO4 Gain a general understanding of ethics and professional engineering, and demonstrate an ability to interrogate complex documents to obtain an understanding of how these issues affect the student in their own specific location/company/career plan.

Syllabus

The module will teach the following:

Project Management principles, methods and tools

Communication skills and group working in an engineering context

Ethics

Career planning in engineering. Assessment Two assignments and one project.

5

CP208 Fluid Flow and Heat Transfer

Educational Aim This module aims to provide a comprehensive background into the study of fluids and heat transfer for steady state systems, and to provide an introduction to unsteady-state systems.

Learning Outcomes

LO1 be able to carry out material and energy balances of systems involving fluids in motion.

LO2 be able to carry out conduction/convection equations for various geometries

LO3 be able to determine the power required for pumping and identify appropriate pumps.

LO4 be able size heat exchangers for a range of applications.

Syllabus The module will teach the following:

material and energy balances of systems involving fluids in motion.

Visualisation of fluid flow patterns and perform calculations on fluid flow in pipework.

The principles of fluid flow measurement.

Fluids in motion sufficient to determine the power requirements of different types of pumps and their applications.

Fourier’s Law for both plane and radial situations.

Standard convection equation, which includes the heat-transfer coefficient (h).

The construction of the double-pipe heat exchanger for both co-current and countercurrent.

The flow paths in a multi-pass heat exchanger.

Simple condensers where a saturated vapour is the inlet flow, and a mixture of saturated vapour/liquid is the outlet flow.

The difference between boiling and evaporation.

Plate-and-frame and finned-tube heat exchangers.

Other cases of unsteady-state heat transfer

Assessment 30% coursework and 70% examination

6

CP211 Chemical Principles and Thermodynamics

Educational Aim This module aims to provide students with a fundamental understanding of the basic principles of physical chemistry relevant to chemical engineering, and of thermodynamics necessary to progress in the course. The final exam at the end of semester 2 will cover both chemical principles and thermodynamics

Learning Outcomes

LO1 to gain an understanding of molecular electrostatic interactions and their importance in colligative properties (Chemical Principles)

LO2 to gain an understanding of processes at interfacial boundaries (Chemical Principles)

LO3 to gain an understanding of the 1st and 2nd laws of thermodynamics (Thermodynamics)

LO4 to gain an understanding of solution thermodynamics (Thermodynamics)

Syllabus


Chemical Principles Students will learn to identify electrostatic interactions, understand surface tension, capillary effects, surfactant behaviour, and the fundamentals of adsorption, including experimental procedures, analysis models and the influence of system parameters on observed behaviour.

Thermodynamics Students will learn how thermodynamics underpins many chemical engineering classes as well as domestic phenomena and societal issues. The principles will be developed firstly with single-component systems followed by binary systems.

Assessment 30% coursework and 70% examination.

7

CP319 Chemical Engineering Safety

Educational Aim This module aims to provide students with skills relating to chemical engineering practice in Process Safety with particular respect to design, installation and operation of chemical processes.

Learning Outcomes

LO1 Gain intellectual skills so that they are able to demonstrate understanding of the design and safe operating practices in chemical process plant by demonstrating familiarity with industry standards and recommended guidelines.

LO2 Gain practical skills in the use of HAZOP studies and make judgements to apply safety design features and the application of the concept of "Defence in Depth”

LO3 Understand the general tools used in designing a safe process.

Syllabus The module will teach the following:

Introduction to Hazard Identification and Quantification as applicable to process plant. HAZOP, Fault/Event Outcome Trees, Emission, Dispersion, Fires/Radiation, Blast and Effects, Risk Assessment & Consequence Analysis.

It will also cover Industry standards and procedures for Permit to Work (as a procedure), the general legal framework, Toxicology and Design for Safety - including layout, relief systems, safety reviews (in general terms).


8

CP209 Process Analysis and Statistics

Educational Aim This module aims to provide the essential skills for chemical engineers in analysing chemical and physical processes through material and energy balances, and vapour/liquid behaviour, and to analyse process data using statistical techniques.

Learning Outcomes

Process Analysis LO1 have gained fundamental skills in solving material balance problems LO2 appreciate the behaviour of gases, the concept of vapour pressure and

vapour liquid equilibrium LO3 understand enthalpy, enthalpy of mixing and heat of reaction

(thermochemistry and thermophysics) LO4 have gained skills in solving process energy balance problems and

have mastered enthalpy-concentration charts, psychrometry and unsteady state processes

Statistics L01 Discuss the difference between discrete and continuous random

variables L02 Describe the main characteristics of probability distributions L03 Plot data in different ways (time series, box plots, histograms etc.) and

interpret the plots and detect outliers. L04 Generate confidence intervals and carry out hypothesis tests L05 Carry out error propagation analysis L06 Build simple linear regression models and analyse the performance of

the models. Syllabus

Process analysis using statistics: Material balances, Gases, Vapour pressure, Steam Tables, Vapour liquid equilibrium, Thermochemistry, Thermophysics, Energy balances, Enthalpy-concentration charts, Psychrometry and Unsteady-state processes, Discrete and continuous random variables, Probability distributions, Descriptive statistics, Propagation of errors, Confidence intervals, hypothesis testing and Linear regression


9

CP321 Reactors

Educational Aim This module aims to introduce the students to the principles of chemical reactors.

Learning Outcomes

LO1 Understand the basis of chemical reactor design in terms of mass balances, kinetics, energy balances and stoichiometry.

LO2 Know how to take into account multiple reactions (parallel and series reactions), and multiple reactors operating series in the design and analysis of reactors.

Syllabus


Stoichiometry;

Heat balances;

Equilibria;

Batch, plug flow and continuous stirred tank reactors and continuous reactors with recycle;

Reactors in series;

Multiple reactions – series and parallel reactions;

Regimes, stability of reactors;

Selection of reactors


10

CP314 Mass Transfers and Separation Processes

Educational Aim This module aims to provide an introduction to diffusion and separation processes for fluid mixtures.

Learning Outcomes

LO1 Understand liquid-vapour phase equilibria for closed systems and how this relates to separation processes, and be able to calculate the composition of coexisting liquid and vapour phases.

LO2 Be able to solve diffusion problems, including those related to fluid

separation processes LO3 Understand how to model basic distillation, absorption, stripping,

evaporation and gas adsorption processes based on an understanding of material and energy balances, vapour-liquid equilibrium, gas-solid equilibrium, and diffusion. This includes making preliminary calculations for equipment size based on specification of flow rates, product composition etc.

Syllabus


Material and energy balances for separation processes. Binary fluid vapour-liquid equilibria including construction of x-y diagrams. Principles of mass transfer (diffusion, including diffusion through varying cross-sectional area and path length, and across a vapour-liquid interface. Principles of binary distillation in staged and packed towers, including the McCabe-Thiele model and batch processes. Principles of gas absorption and stripping in staged and packed towers. An introduction to evaporator processes. Gas adsorption in porous materials, including basic thermodynamics of adsorption, gas-solid equilibria for pure gases, and the Ideal Adsorbed Solution Theory for mixed gases. Introduction to gas adsorption processes and scale-up.

Assessment 100% examination.

11

CP320 Biochemical Engineering

Educational Aim This module aims to introduce the students to the principles of biochemical engineering.

Learning Outcomes

L01 Understand the basics of biological processes such as anabolic and catabolic processes, processes involved in the central dogma of biology, organisms and groups of biochemical substances that are important in biochemical engineering.

L02 Produce simple models for enzyme kinetics and perform simple analysis of batch, fed-batch and continuous fermenters.

Syllabus


Microbiology

Biochemistry

Enzyme kinetics

Growth kinetics

Batch fermentation

Fed-batch fermentation

Continuous fermentation (chemostats)


12

CP310 Process Design and Simulation Educational Aim

This module aims to build students competence in the analysis of existing processes; preliminary process design. An element of the module involves the use of computer packages for the purpose of process calculation and design.

Learning Outcomes LO1: understanding information about a process presented in flow diagrams

and stream tables. LO2: implement process calculations based on this information (e.g. heat

and energy balances) to check that a design is reasonable. LO3: synthesising a preliminary process design and to size the main pieces

of equipment, using computer packages where appropriate. LO4: Is capable of presenting information about a process design in a

concise and coherent written document. Syllabus

Analysis of Existing Processes:

Is capable of understanding information about a process presented in flow diagrams and stream tables.

Can implement process calculations based on this information (e.g. heat and energy balances) to check that a design is reasonable.

Is able to analyse the reasons for choices made during design of a plant.

Can comment on the environmental impact of a process.

Is capable of synthesising information about a process into a concise and coherent written document.

Preliminary Process Design:

Understands the nature of process design and the input information and tasks required.

Has an understanding of why design is generally an iterative process

Is able to obtain appropriate physical property data from the literature.

Has some experience of synthesising flowsheets.

Is able to identify correct types of process equipment for some common duties.

Understands and has some experience of systematic techniques for heat exchanger network design.

Can present a preliminary design as a professional report that is backed up by calculations in appendices that are clear and concise

Is able to discuss technical ideas fluently with peers and supervisors.

Process Simulation:

Is competent in the use of the Mathcad package to prepare process calculations in a format that can be understood and used or modified by other engineers.

Can use the Aspen package to design various pieces of process equipment and to perform material and energy balances over process flowsheets.

Assessment 70% coursework and 30% project.

13

CP411 Process Control and Environmental Technology

Educational Aim This module aims to:

introduce students to the basic principles of water pollution, waste water treatment and effluent treatment plant design;

introduce students to the basic principles of air pollution and air pollution control technology.

Introduce students to process control Learning Outcomes

LO1 understand the effect on the environment of, and the legal framework for, discharging liquid and gaseous effluents.

LO2 have an in-depth knowledge of treatment methods for suspended solids and particulate pollutants.

LO3 Form first and second-order process dynamic models and solve them for step inputs using analytical and numerical methods

L04 Apply PID control algorithms to first and second order processes and configure them to achieve particular desired results

Syllabus


Effect of pollution, diseases, toxicity, eutrophication and oxygen sag; Overview of the legal framework for waste water discharges; Basic principles of biological sciences as applied to waste water treatment; Overview of Preliminary and Primary treatment; Detailed design and operational principles of activated sludge plants and anaerobic digesters.

Low/Medium-Efficiency Particle Abatement Techniques; High-Efficiency Particle Abatement Techniques; Absorption of Gaseous Pollutants; Adsorption of Gaseous Pollutants; Thermal Oxidation of Particulate and Gaseous Pollutants; Dispersion Modelling and Stack Heights.

Dynamic modelling: formation of balance equations; deviation variables; linearisation; standard solutions of first and second order process subjected to step inputs; numerical modelling using VisSim.

Basic feedback control: Air to open/close valves; direction of control action; PID algorithm; Proportional control; Integral control; Derivative action; tuning PID controllers; more sophisticated arrangements.

Control system design: operating envelope; degrees of freedom and control objectives.


14

CP412 Advanced Separations and Problem Solving

Educational Aim This module aims to instil in students the principles of advanced unit operations relating to separation: multicomponent distillation, membrane technology and drying. In addition, the module strives to strengthen and deepen problem solving skills in the students through applying their knowledge from previous modules (e.g., mass/energy balances, chemical kinetics, fluid flow, etc.) to practical examples with chemical engineering themes. This will reinforce and integrate the learning outcomes from previous modules and prepare them for the Design Portfolio in the second semester of Year 4 and their future careers.

Learning Outcomes

LO1 appreciate the principles of fractional distillation involving more than two components;

LO2 appreciate basic principles and applications of membrane technology; LO3 apply physical principles (e.g., mass/energy balances,

thermodynamics, chemical kinetics, and transport phenomena) to formulate mathematical models of unit operations;

LO4 apply numerical methods and software to solve coupled algebraic and differential equations.

Syllabus

Membrane processes: concentration polarisation, ultrafiltration, reverse osmosis, gas separation, membrane modules, membrane systems/cascades

Multi-component distillation: relative volatility, binary systems, multi-component bubble point, dew point and flash distillation, key components, analysis of multi-component distillation column.

Drying: psychometry, drying rate, analysis of dryers (batch and continuous).

Problem formulation: Engineering estimation, dimensional analysis, differential balances.

Numerical methods: iterative methods, finite difference method, software tools.


15

CP423 Chemical Engineering Design Part 1

Educational Aim To provide students with the opportunity to apply chemical engineering knowledge in the context of applications and industry-focused chemical engineering design project. The project allows the students to work in a team-based process design project as is expected and experienced in an industrial situation. The aim is to let the group formulate their own design of a process, showing the creativity needed in design. In addition each student has to develop a complete design of unit operation equipment showing how each individual part of the process is developed as a part of the process. Finally the group comes together again to work together on the safety, costs and other regulatory items which each process requires. This provides a “experience” of how Process Design projects are handled in industry.

Learning Outcomes

LO1 Apply chemical engineering knowledge and understanding to a key areas of chemical engineering process and technology to arrive at both detailed and scoping studies for process design.

LO2 Working in teams, develop and implement excellent time management, planning and proactive responsibility to meet challenging deadlines.

LO3 Develop the skills required to collaborate on the production of a detailed, professionally-presented report and presentation. This should follow typical “industrial style” reporting – with addendums, references, calculations, figures and graphs.

LO4 Develop critical skills to research existing state of art and information, analyse and evaluate process design principles, and sustainability.

Syllabus

The syllabus of the course is all chemical engineering modules that have been covered in previous years – as needed for the completion of the project. Student teams of 6-8 will start from a minimal design brief to research and develop a scoping study a detailed process design for an established industrial process. In this project teams will take responsibility for their work, planning, time management and submission of reports and presentation. The students will meet with their academic advisor to update group members on progress and any issues arising. The academic tutor is an advisor and who will provide advice but no help on calculations, proof reading, etc. of the report. The class also includes some recorded lectures on specific areas such as safety, HAZOP, and feedback tutorials on these aspects. The scoping study will be assessed via a short report and a group presentation, where the group members will all participate in presentation and questions put to them. The group will also mark their peers to assess how well the group has worked together. This should exemplify that the students are “pitching” for a full Process Design.

Assessment 100% projects

16

CP424 Chemical Engineering Design Part 2 Educational Aim

To provide students with the opportunity to apply chemical engineering knowledge in the context of applications and industry-focused chemical engineering design project. The project allows the students to work in a team-based process design project as is expected and experienced in an industrial situation. The aim is to let the group formulate their own design of a process, showing the creativity needed in design. In addition each student has to develop a complete design of unit operation equipment showing how each individual part of the process is developed as a part of the process. Finally the group comes together again to work together on the safety, costs and other regulatory items which each process requires. This provides a “experience” of how Process Design projects are handled in industry.

Learning Outcomes LO1 Apply chemical engineering knowledge and understanding to a key

areas of chemical engineering process and technology to arrive at both detailed and scoping studies for process design.

LO2 Working in teams, develop and implement excellent time management, planning and proactive responsibility to meet challenging deadlines.

LO3 Develop the skills required to collaborate on the production of a detailed, professionally-presented report and presentation. This should follow typical “industrial style” reporting – with addendums, references, calculations, figures and graphs.

LO4 Develop critical skills to research existing state of art and information, analyse and evaluate process design principles, carry out calculations used for Process Units, hazard analysis, and Process economics and sustainability.

Syllabus The syllabus of the course is all chemical engineering modules that have been covered in previous years – as needed for the completion of the project. Student teams of 6-8 will start from a minimal design brief to research and develop a scoping study a detailed process design for an established industrial process. In this project teams will take responsibility for their work, planning, time management and submission of reports and presentation. The students will meet each week with their academic advisor to update the tutor and other group members on progress and any issues arising. The academic tutor is an advisor and who will provide advice but no help on calculations, proof reading, etc. of the report. The class also includes some recorded lectures on specific areas such as safety, HAZOP, and feedback tutorials on these aspects. This part will be assessed based on the individual detailed design section, which will be prepared individually by each student. This will be submitted by each student. Finally, the group report on Process economics and sustainability aspects and a short contribution from each member on the critical analysis of their Process unit will have to be submitted. Therefore, the project involves both group and individual work, and requires a high level of written and presentation skills.

Assessment 100% projects.

beng chemical engineering (distance learning) - … chemical engineering (distance learning) ......

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