DESIGN PROJECT MENG CHEMICAL ENGINEERING - 2024/5
Module code: ENG3192
The detailed design of a chemical process paying appropriate consideration to sustainability, economic and operational feasibility and engineering practicality is a key skill for chemical engineers and requires a detail and robust understanding of all aspects of chemical engineering. This module comprises a sequence of learning opportunities designed to integrate and consolidate most of the fundamental science and engineering expertise acquired during the previous levels of the degree programme. The assessment is design with 67% based on individual work and 33% based on group activity. The equipment design report (UOA 2) is based on a piece of equipment of advanced complexity (grade C or higher).
Chemistry and Chemical Engineering
PUTRANTO Aditya (Chst Chm Eng)
Number of Credits: 45
ECTS Credits: 22.5
Framework: FHEQ Level 6
JACs code: H810
Module cap (Maximum number of students): N/A
Overall student workload
Workshop Hours: 1
Independent Learning Hours: 395
Lecture Hours: 11
Tutorial Hours: 17
Guided Learning: 15
Captured Content: 11
Prerequisites / Co-requisites
Indicative content includes:
Process Design Module organisation, group organisation, individual process area and roll responsibilities, report format and deadlines, Turnitin, use of library resources, physical property data
Process Plant Safety Process plant control
Statutory safety requirements in design
Safety in process plant operation (video)
Area classification/plant layout
Pressure Hazards, reaction hazards, reaction runaway
Common errors in design
Process Design Feedback/Guidance Meetings
Block diagrams and operating conditions
Material and energy balances
Business Plan Nature of projects, factors for success, project development
Capital cost estimation, Lang factors
Recuirrent and operating costs
Discounting, DCF & NPV, criteria for comparative profitability
Project profitability profiles
Sustainability concepts, implications for process design
Assessment of sustainability, IChemE sustainability metrics
Application of IChemE sustainability metrics to process design, generation of design alternatives
GHG emmissions, impact of carbon cost (EU Emission Trading Scheme), implication and evaluation of design changes
Equipment Design Equipment specification
Physical property data collection and prediction
Equipment design and optimisation
Materials of construction, physical design, fabrication
Equipment data sheets
|Assessment type||Unit of assessment||Weighting|
|Coursework||INDIVIDUAL CONTRIBUTION TO ASSESSED FEEDBACK/GUIDANCE MEETINGS||10|
|Project (Group/Individual/Dissertation)||PROCESS DESIGN REPORT||40|
|Coursework||BUSINESS PLAN I) PROJECT CASE||4|
|Coursework||BUSINESS PLAN II) ECONOMIC AND SUSTAINABILITY ASSESSMENT REPORT||14|
|Project (Group/Individual/Dissertation)||EQUIPMENT DESIGN REPORT||29|
|Coursework||PROCESS CONTROL COURSEWORK||3|
The group poster will be presented by the student and will become an individual presentation to academic supervisors during the late summer assessment period.
The assessment strategy is designed to provide students with the opportunity to demonstrate the full range of learning outcomes via written submissions and oral presentation. The assessment has been design to allow individual assessment for 60% of the assessed activity with 40% based on group activity. To facilitate this individual responsibilities within the group activities are selected by student and these are so designed that information transfer between group members and effective coordination of the overall group activity is essential to the satisfactory completion of the project.
Thus, the summative assessment for this module consists of:
- Contribution to Assessed Feedback/Guidance meetings - 10% (individual mark), (LO1 and LO2)
- Process Design Report - 40% (24% individual mark, 16% group mark), 180 pages + appendices, (LO1, LO2, LO3, LO4, LO8)
- Business Plan – 18% (9% individual mark, 9% group mark), 40 pages + appendices (LO2, LO5, LO8)
- Presentation of Process Design and Business Plan
- Equipment Design Report – 29% (12% individual, 13% group, pairs work with individual reportable sections/activities), 100 pages + appendices, (LO6, LO7. LO8, LO9)
- Process Control Coursework – 3% (individual), 2 pages + PFD, (LO4)
Equipment sizing procedures & Initial sustainability assessment
Area equipment sizing & initial CAPEX
OPEX and outline process profitability analysis
Equipment Design Specification
Weekly verbal feedback during feedback/guidance meetings, written feedback on area simulations, equipment sizing procedures, area equipment sizing calculations, area PFDs, capital and operating cost estimations, sustainability analysis and impact on process design and equipment design specification, design procedures and calculations
Comprehensive verbal feedback on the last day of the semester on the submitted reports (double marking all the reports and giving feedback before this date is impossible).
- A systematic appreciation and critical awareness of industrial scale process and equipment design and their importance to chemical industry
- The experience of integrating the design methodology and fundamental analysis taught earlier in the programme through the completion of the process design of a complex industrially relevant production process working within a small compatable group of MEng students
- A comprehensive appreciation of the complexity of interactions (process, economic, sustainability , operability and safety) which must be considered and analysed during a process design with understanding of the business criteria to be met for the project to be approved for project execution.
- A critical awareness of the importance of properly integrating equipment design with the optimisation of a process design
- The experience of carrying out an optimised detailed design of a complex item of chemical process plant
|1||Confidently analyse the factors involved in completing the mass and energy balances of a complex chemical production process with multiple internal recycles, the principles of plant start-up/shutdown, layout and the health and sustainability considerations inherent to the design process. (LO1 C, K, P)||KC|
|2||Work effectively as a member of a design team (usually 4 to 6 members) converting a design brief into a feasible process design accepting responsibility for specified parts of the group activity as well as for specific parts of the process being designed.||KCPT|
|3||Effectively analyse the interactions between process requirements and practical equipment design.||KCP|
|4||Create an appropriate control systems for individual process units, a combination of units and the process overall.||KC|
|5||Effectively prepare a business plan which evaluates the business need, estimates the capital cost and determines the economic incentives, and assesses the sustainability of the process designed. Both a written submission and oral presentation will be made.||KCPT|
|6||Working with one other student confidently generate an unambiguous equipment specification based on the process flow diagram of the process design.||KP|
|7||Identify and confidently analyse the fundamental chemical and physical phenomena associated with the complex piece of equipment being designed.||KC|
|8||Confidently collect/generate the physical property data necessary to for design making appropriate judgements to reconcile conflicts.||KC|
|9||Propose a logical procedure for the design of a specified item of equipment, effectively use the procedure to design with appropriate iterations/optimisation and to generate the necessary equipment data sheets including the selection of the materials of construction and the methods of fabrication and testing.||KCP|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
- Allow students to work in a group (4 to 6 members for the process design, costing and sustainability and 2 members for the equipment design) and experience the design process appropriate to that required by the advanced design requirement for IChemE Accreditation for MEng students in Chemical Engineering
- Allow students to experience a learning environment of supervised feedback/guidance meetings with two supervisors in which they report on their progress against targets set during the previous meeting and receive immediate verbal feedback, ask for and receives clarification of their understanding/interpretation and agree a set of targets for their group and individual work to be achieved by the next meeting.
- Act as independent learners supported by the tutorial system with additional timetabled but voluntary contact hours with supervisors, controlled by a docket system. Each design groups has dockets (2 per group member) each permitting 10 minutes discussion with a supervisor for either the entire group or part of the group and each group member has 13 dockets (8 for Process Design/Business Plan and 5 for Equipment Design) permitting 5 minute of contact on a one-one basis with a supervisor. Non docketed contact time with supervisors is strongly discouraged.
The learning and teaching methods include:
- Lectures 6 hours per week for 2 weeks
- Group/individual Feedback/Guidance meetings 2 hour per week for 13 weeks (average)
- Independent learning 31 hours per week for 13 weeks (average)
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: ENG3192
The School of Chemistry and Chemical Engineering is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas¿¿
Digital capabilities – Students are instructed in the basics of the chemical process simulation package ChemCAD and then asked to use it, if possible, to produce a heat and mass balance for their area. Students may also use a sustainability database for their environmental impact calculations.
Employability – This module corresponds to the very common activities in industry of process and equipment design. As such this is the module that best prepares students for the workplace and is very often a module that students are asked to discuss at second interview.
Global and cultural capabilities - the process design section is interactive and collaborative with groups that are selected on mixed ability that commonly represents a wealth of nationalities and backgrounds. This reflects the highly globalised world of chemical engineering which uses the common languages of Mathematics, chemical equations and English (most big projects outside China and Russia will employ companies and individuals from many nations and use English for verbal and written communication)
Resourcefulness and resilience – Students are supported in the teamworking element of the process design by meetings with an industrial project manager (a former project manager for BP Chemicals at the time of writing). Working in teams is part of the student experience but are also very relevant to the workplace. The feedback from these sessions is aimed at increasing resourcefulness and resilience.
Sustainability – About half of the business plan is about quantifying the environmental impact of the chemical process being proposed. Students are also prompted to think about environmental impact of the route they are using earlier in the project. The other half of the business plan is about economic viability of the process which if positive will lead to employment in the place where the plant will be built. Therefore, the three pillars of sustainability are covered in detail in this report.
Programmes this module appears in
|Chemical Engineering MEng||2||Compulsory||A weighted aggregate mark of 40% is required to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2024/5 academic year.