PROCESS SYSTEMS DESIGN - 2024/5
Module code: ENGM073
This module addresses the design principles and methods for process systems comprising reaction and separation (including water utilisation) sections.
Chemistry and Chemical Engineering
CECELJA Franjo (Chst Chm Eng)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: H800
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 95
Lecture Hours: 22
Tutorial Hours: 11
Guided Learning: 11
Captured Content: 11
Prerequisites / Co-requisites
ENG1085 (MATHEMATICS 2) or equivalent
Introduction to Process Synthesis and Design;
Separation Systems Design;
Reactive Separation Design;
Integration of reaction and separation systems;
Reducing wastewater through water reuse, recycling and regeneration;
Targeting for minimum process water intake;
Water network design
|Assessment type||Unit of assessment||Weighting|
|Coursework||COURSEWORK (DESIGN OF AN OPTIMISATION MODEL FOR INDUSTRIAL PROBLEMS)||40|
|Examination Online||ONLINE (OPEN BOOK) EXAM WITHIN A 4-HOUR WINDOW||60|
The assessment strategy is designed to provide students with the opportunity to demonstrate
- Understanding of scientific principles, methodologies and mathematical methods associated with process systems design, as well as the ability to formulate and solve particular process systems problem in the final examination. The coursework tests and amplifies awareness and ability to formulate and solve a practical problem in engineering.
Thus, the summative assessment for this module consists of:
- Coursework – 40%, 15 hrs (LOs 1, 2)
- Examination – 60%, 2 hrs (LOs 2, 3, 4)
Formative assessment and feedback
- Formative verbal feedback is given during the problem solving classes.
- Formative feedback on coursework is given verbally and available on SurreyLearn to provide feedback on understanding of design process and respective problem formulation and solution.
- The objectives of the module are to develop a systematic understanding of the following areas:
- General methods and procedures for process synthesis and design;
- Conceptual design of reactive systems;
- Conceptual design of separation systems;
- Integrated reaction-separation systems design;
- Pinch analysis and network design for water reuse.
|001||Formulate the mathematical model-based and heuristics-based approaches to conceptual process design||KC|
|002||Conceptually design chemical flowsheets for achieving specific objective(s);||PT|
|003||Best exploit reuse strategies in the design of water networks and treatment systems.||PT|
|004||Identify and classify process design techniques||KP|
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:
- Introduce principles of selecting appropriate design techniques and design decision making process and their implementation and use through theory and worked examples. This is mainly delivered through lectures and problem-solving activities.
The learning and teaching methods include:
- 2 hours lecture per week x 11 weeks
- 1 hour tutorial x 11 weeks
- 2 hours revision lectures
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: ENGM073
Throughout the programme students learn to navigate and utilise the Virtual Learning Environment @ Surrey (SurreyLearn) and other digital resources and online databases to aid their learning and undertake research. Students are also introduced to, and gain proficiency in specific digital tools, such as general modelling software MatLab, process and process systems modelling software Aspen+, optimisation modelling software GAMS, which are all assisting in building their skills to deal with engineering problems, generate, analyse, and present data mainly by the means of computer. Students are also encouraged to use current media such as Whatsapp, Teams, Zoom, and utilising cloud/file sharing for communication and team working. Appropriate use of digital media and communication platforms is increasingly important for engineering practitioners, and through use and discussion of these students gain an awareness of their roles, plus their limitations and misuse which can have wider impact (e.g., to digital well-being).
The programme is designed to equip students with all the core competencies required for an engineering professional in general and professional in process industry in particular. Throughout the course students will encounter real-life examples and problems to be prepared, solved and hence competitive in job market. They will also be taught by, and exposed to a variety of internal and external speakers exposing students to the variety of specific roles and real-life cases engineers have in the workplace. The tasks and assessments undertaken across the modules are specifically chosen to equip students with knowledge and skills that are key to the role of modern and forward-looking engineers. Key to this, and underpinning everything through this programme, students develop the ability to critically appraise evidence and the appropriate application of this knowledge to specific individuals, groups, or populations, all in course of development of new products or advancing research in a commercial world.
Global and Cultural Capabilities:
The programme is taught in an interactive and collaborative way, in a cohort that commonly represents a wealth of nationalities and backgrounds. Students are encouraged to engage with, and learn from diverse perspectives through interaction and teamwork. It is evident that main advances in engineering originate from cross-cultural studies, and differences between ethnic groups are explored and appreciated as key to understanding the interrelationship between various aspects of engineering: research, design and operation. Students also develop an understanding of inequalities in commercial world and the underlying causes of differences with exploration of how the diversity of lived experience and culture can impact processes. Invited speakers contribute to diverse global perspectives on cutting edge advancement in engineering as well as global effects.
Resourcefulness and Resilience
This programme requires practical problem-solving skills that teach a student how to reason about, and solve, new unseen problems starting with a problem scenario and designing and developing a complex and practical solution to the problem. As such, students will have experience of taking an idea from concept through to implementation and evaluation in both as an individual and within a group.
From the very beginning of the programme students begin to consider the foundations of engineering and technology related knowledge in the context of the UN Sustainable Goals. The sustainability is directly involved in most of the modules on the programme. Broader aspects relevant to sustainability, including manufacturing processes, general processing, distribution, retail and impact on global resources and the environment are topics that are addressed across the programme. Seminars and tutorials give students the opportunity to explore specific topical aspects of sustainability. In particular, students can choose optional modules dealing with current sustainability problems to further master and advance sustainability in the technology sector of their interest.
Programmes this module appears in
|Information and Process Systems Engineering MSc||2||Optional||A weighted aggregate mark of 50% is required to pass the module|
|Renewable Energy Systems Engineering MSc||2||Compulsory||A weighted aggregate mark of 50% is required to pass the module|
|Process Systems Engineering MSc||2||Compulsory||A weighted aggregate mark of 50% is required to pass the module|
|Petroleum Refining Systems Engineering MSc||2||Compulsory||A weighted aggregate mark of 50% 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.