Accelerated Design Training

Code

CHEE4064

School

Chemical & Environmental Engineering

Level

4

Credits

30

Semesters

Full Year Malaysia

Summary

Target Students

Available to students registered on the following courses: MSc Chemical Engineering, MSc Environmental Engineering .

Classes

• One 3-hour workshop each week for 20 weeks
• One 1-hour computing each week for 20 weeks

Assessment

• 40% Coursework 1: A group conceptual design task consisting of: basis of design, a minimum of 3 PFDs for different process configurations and a 3 page report outlining the comparative performance of each configuration. Due in November.
• 60% Coursework 2: Detailed group design task consisting of 10 separate components. Due in April

Educational Aims

Learning Outcomes

A2.6.0.1 Understand the inherent nature of safety and loss prevention, and the principal hazard sources in chemical and related processes – including flammability, explosivity and toxicity (including biological hazards)
Participation in lecture/workshop session introducing SDS and HAZID. Knowledge gained applied during Group Design Project (GDP)
A2.6.0.3 Understand methods of identifying process hazards (e.g. HAZOP), and of assessing environmental impact
Participation in lecture/workshop session introducing HAZOP. Knowledge gained applied during GDP
A2.6.0.4 Be aware of specialist aspects of safety and environmental issues, such as noise, hazardous area classification, relief and blowdown, fault tree analysis
Lecture on hazardous area classification. Application of the principles learned in detail design task of GDP
A2.6.0.5 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, incl. operators, designers, contractors, researchers, visitors and the public
Introductory lecture on health, safety and environmental legislation incl. CDM regulations
A4.1.1 Develop an integrated approach to chemical engineering
GDP provides experience of integrating unit operations into a complete plant incl. control, layout and operational considerations
A4.1.2 Encourage the application of chemical engineering principles to problems of current and future industrial relevance incl. sustainable development, safety, and environmental issues
Lecture introducing sustainability concepts.Students required, as part of GDP, to carry out Sustainability Assessment to IChemE metrics
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
Lecture on critical technical review techniques. Students required to demonstrate this in the choices they make in Conceptual Design Report of GDP
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
Students have to integrate a number of unit operations into a complex plant and show how they interact as part of Detail Design Report of GDP
A4.1.5 Encourage the development of transferable skills such as communication and team working
Training in AutoCAD. Students work in multidisciplinary teams to produce drawings, reports and oral presentation as part of GDP final submission
A4.1.6 Give students confidence in their ability to apply their technical knowledge to real problems.
Industrial design consultants provide regular formal and informal support to students during GDP and help to build their confidence
A4.1.7 Process design – synthesis of unit operations into a manufacturing process to meet a specification.
In GDP students design a chemical plant against a performance specification involving safety, technical, economic, environmental and legislative aspects
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.
GDP requires students to apply knowledge of unit operation design gained during lectures to a real engineering problem
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
Students encouraged to apply creativity and process innovation in GDP as well as reuse and recycling of waste streams and heat integration
A4.3.1 Have a comprehensive understanding of design processes and methodologies and an ability to apply and adapt them in unfamiliar situations
Lectures on design methodology. Students learn to apply knowledge in GDP
A4.3.3 Have the ability to generate an innovative design for processes, systems and products to fulfill new needs
Group Design Project (GDP)
A4.3.4.2 Design and operation aspects of start-up and shut-down
Students prepare start-up and shut-down procedures for the plant which they design in GDP. Documented in the detail design report
A4.3.4.5 Evaluation of financial and other risks
Students carry out capital cost estimation, operating cost calculations and economic analysis for the plant designed in GDP
A5.2.3 Recognise the importance of working effectively with others and have acquired a range of experience in achieving this
In GDP, students work in multidisciplinary teams with mixed gender, ethnicity and experience to solve a complex problem involving safety, technical, economic, environmental and legislative aspects.

Conveners

• Prof Dominic Foo