Design Project

Code

CHEE3034

School

Department of Chemical and Environmental Engineeri

Level

3

Credits

40

Semesters

Full year China

Summary

Students undertaking this module will complete a group design project focused on system-level process plant design. The module is student-led under the guidance of the module convenor and a group of academic staff.

Target Students

Students registered in the Department of Chemical and Environmental Engineering only.

Classes

• Two 3-hour lectures each week for 23 weeks

Assessment

• 30% Task 1: 1. PFDs for three different process configurations that your group have investigated during the conceptual design phase. Each PFD should have a mass and energy balance appended. 2. Safety Assessment based on HAZID, economic analysis and environmental assessment for each of the three conceptual designs. 3. Design proposal that specifies, with appropriate justification the chosen concept design to be taken forward into the detailed design phase. This is a pitch to the client, and should make specific reference to how your selected design will meet the brief supplied by the client. 4. Detailed Design Delivery Plan. This is to document your proposed to approach to the detailed design phase during Task 2.
• 70% Task 2: 1. P&IDs and mass/energy balance. A single pdf file should be uploaded. The first page should show an overview P&ID drawing for the entire process within the battery limit. The material balance, in tabular form, should follow the overview drawing and include the pressure and temperature of each stream. The remaining pages can be comprised of more detailed P&IDs for different nodes/sub-sections as deemed appropriate by the group. 2. Plant layout plan & elevation drawings. These should be incorporated into a single pdf file and uploaded to the Moodle site. Any notes or narrative should be included on a separate page within the document. 3. Equipment specification pdf file uploaded to the Moodle site. 4. Functional Design Specification pdf file uploaded to the Moodle site. 5. Safety Report pdf file uploaded to the Moodle site. 6. Project schedule pdf file uploaded to the Moodle site. 7. Economic Analysis pdf file uploaded to the Moodle site. 8. Environmental Impact and Sustainability Assessment pdf file uploaded to the Moodle site. 9. Design Overview (max 5 pages) pdf file uploaded to the Moodle site.

Assessed by end of spring semester

Educational Aims

Learning Outcomes

 A2.1.7, Students must acquire the knowledge and ability to handle broader implications of work as a chemical engineer. These include: Sustainability aspects
A2.1.8, Students must acquire the knowledge and ability to handle broader implications of work as a chemical engineer. These include: Process safety, health, environmental and other professional issues including ethics, risk, security, diversity, inclusion, societal, commercial and economic considerations etc.
A2.5.2 Understand systems thinking, including the interdependence of elements of a complex system, being able to synthesise a conceptual multi-step process and apply analysis techniques to it
A.2.6.1 Be able to identify principal hazard sources in chemical and related processes (including biological hazards).
A.2 6.2 Understand the principles of safety and loss prevention, and their application to inherently safe design.  
A2.6.3 Understand the principles of risk assessment and of safety management, and be able to apply techniques for the assessment and abatement of process and product hazards.

A2.6.4 Be able to apply systematic methods for identifying process hazards (eg HAZOP), and for assessing the range of consequences (eg impact on people, environmental reputation, financial, security); 
A2.6.5 Be aware of specialist aspects of safety and environmental issues, such as noise, hazardous area classification, relief and blowdown, fault tree analysis.

A2.6.6 Have knowledge of the local legislative framework and how it is applied to the management of safety, health and environment in practice and in the workplace, from the perspectives of all involved, including operators, designers, contractors, researchers, visitors and the public.

A2.7.1 understand and be able to apply the principles of sustainability (environmental, social, economic) and the ability to apply techniques for analysing the interaction of process, product and plant with the environment and minimising adverse impacts. 
A2.7.2 Be able to apply the principles of process, plant and project economics.

A2.7.3 Understand the need for high ethical and professional standards and 
understand how they are applied to issues facing engineers.
A2.7.4 Be able to adopt an inclusive approach to engineering practice and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion
A2.7.5 Understand that: an effective ethics culture includes how sustainability, economics, health and safety, equality, diversity and inclusion and professionalism are informed by and influence the ethical reasoning and behaviour of the professional engineer
A3.2.1 Understand the commercial, economic and social context of engineering processes
A3.2.3 Adopt an inclusive approach to engineering practice, recognising the responsibilities, benefits and importance of supporting equality, diversity and inclusion

A3.2.4 Be aware of relevant legal requirements, codes or practice, and industry standards governing engineering activities, including personnel, health and safety, contracts, intellectual property rights, product safety and liability issues, and be aware that these may differ internationally;

A3.2.5 Understand and be able to apply knowledge of engineering management principles and techniques, including project and change management, and understand their limitations

A3.2.7. Be aware of quality assurance issues and their application to continuous improvement.

A4.1.1 Develop an integrated approach to chemical engineering.

A4.1.2 Encourage the application of chemical engineering principles to problems of current and future industrial relevance including sustainable development, progress towards a more circular economy safety, and environmental issues.
A4.1.3 Encourage students to develop and demonstrate creative and critical powers by requiring choices and decisions to be made in areas of uncertainty

A4.1.4 Encourage students to take a broad view when confronted with complexity 
arising from the interaction and integration of the different parts of a process or system.

A4.1.5 Encourage the development of transferable skills such as communication and team working.

A4.1.6 Give students confidence in their ability to apply their technical knowledge to 
real problems.

A4.1.7 Process design – synthesis of unit operations into a manufacturing process to meet a specification.
A4.1.8 Process troubleshooting/debottlenecking – analysis of problems for an existing process for which the solutions require innovative process or equipment changes.
A4.1.9 Equipment design – the design of specific and complex equipment items to 
deliver a process or product objective, e.g. extruder, distillation column, etc.

A4.1.11 Product troubleshooting – analysis of problems for an existing product for which innovative solutions are required.
A4.1.12 System design – where creativity, broad range thinking, and systems 
integration are needed to design a system to meet a specification, e.g. manufacturing supply chain, effluent handling system, transportation system, safety auditing system, recycling system, site utility system, product distribution system.

A4.2.1 Understand the importance of identifying the objectives and context of the 
design in terms of: the business requirements; the technical requirements; sustainable development; safety, health and environmental issues; appreciation of public perception and concerns.

A4.2.2 Understand that design is an open-ended process, lacking a pre-determined solution, which requires: synthesis, innovation and creativity; choices on the basis of incomplete and contradictory information; decision making; working with constraints 
and multiple objectives; justification of the choices and decisions taken.

A4.2.3 Be able to deploy chemical engineering knowledge using rigorous calculation and results analysis to develop a design and with appropriate checks on feasibility and practicality;

A4.2.4 Be able to take a systems approach to design appreciating: complexity; interaction; integration
A4.2.5 Be able to evaluate the effectiveness of their design, including its immediate and life cycle environmental impacts;
A4.2.6 Be able to work in a team and understand and manage the processes of: peer challenge; planning, prioritising and organising team activity; the discipline of mutual dependency.

A4.2.7 Be able to communicate effectively to: acquire input information; present the outcomes of the design clearly, concisely and with the appropriate amount of detail, including flowsheets and stream data; explain and defend chosen design options and decisions taken.
A4.2.8, Have a comprehensive understanding of design processes and methodologies and an ability to apply and adapt them in unfamiliar situations. 
A4.2.9, Be able to work with information that may be incomplete or uncertain, quantify the effect of this on the design and, where appropriate, use theory or experimental research to mitigate deficiencies. 
A4.2.10, Have the ability to generate an innovative design for processes, systems and products to fulfil new needs.
Have achieved within the design project(s) some of the Level F outcomes in Section A2, such as: 
A4.2.11.1, Detailed design of control systems based on process dynamics;
A4.2.11.2, Design and operation aspects of start-up and shut-down;
A4.2.11.4, Evaluation of financial and other risks.
A5.2.4 Recognise the importance of leadership skills and have had some opportunity to acquire these.

A5.2.7 Recognise the importance of project planning and time management and have acquired a range of experience in achieving these.

 

Conveners

• Dr Philip Hall