CHEM ENG 4014 - Plant Design Project

North Terrace Campus - Semester 2 - 2017

The plant design project involves a small group of students working as a team to design a nominated chemical or biological manufacturing plant. The tasks include the study of the available processes, process selection, calculation of material and energy balances, preparation of flow sheets, design of selected plant items, an assessment of factors affecting plant safety, sustainability and environmental impact, estimation of plant cost and process economics, preparation of a design report and drawing of the plant layout.

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Course Details

Course Code	CHEM ENG 4014
Course	Plant Design Project
Coordinating Unit	School of Chemical Eng and Advanced Materials(Ina)
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	6
Contact	Up to 15.5 hours per week
Available for Study Abroad and Exchange	N
Prerequisites	CHEM ENG 3024
Assumed Knowledge	All Previous CHEM ENG Courses
Assessment	preliminary report, final report

Course Staff

Course Coordinator: Dr Peter Mullinger

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

On successful completion of this course students will be able to:

1	Understand the fundamentals of process plant design
2	Perform conceptual or preliminary design
3	Perform basic engineering design
4	Prepare an assessment of economic performance of the proposed plant
5	Complete a sustainability assessment of the proposed plant
6	Prepare a preliminary environmental impact assessment of proposed plant
7	Prepare a comprehensive basic engineering design report

The above course learning outcomes are aligned with the Engineers Australia .
The course is designed to develop the following Elements of Competency: 1.2 1.3 1.4 1.5 1.6 2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4 3.5 3.6

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	1, 3, 7
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	1, 3, 7
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1, 3, 7
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	1, 3, 7
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	7

Learning Resources

Recommended Resources

Reference Books

Yu, Frank, Process Design for Chemical Engineers, CreateSpace Independent Publishing, 2012

Coulson and Richardson's Chemical Engineering, Vol. 6: Chemical Engineering Design. By R.K. Sinnott, Butterworth-Heinemann, Oxford, 3rd, Ed., 1999, 1994

Peters, M.S., Timmerhaus, K.D. & West, R.E., 5th Ed., 2003, Plant design and economics for chemical engineers, McGraw-Hill, New York.

Mecklenburgh, J.C., Plant layout, Leonard Hill Books (IChemE), 1973

Brannan, C., Rules of Thumb for Chemical Engineers, 4th Ed., Gulf Professional Publishing, Burlington, MA, 2005

Kletz, T.A. & Institution of Chemical Engineers, 1986, Hazop & Hazan: notes on the identification and assessment of hazards, Institution of Chemical Engineers, Rugby, Warwickshire

American Institute of Chemical Engineers. Center for Chemical Process Safety 2000, Guidelines for chemical process quantitative risk analysis, The Center, New York

Learning & Teaching Modes

Students work in groups to design a chemical, mineral or pharmaceutical process plant using knowledge acquired in the previous course work.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Activity	Contact Hours	Workload Hours
Lectures	1	0
Progress Report Presentation	1	5
Undertaking design, calculations, economic analysis, safety, environmental and sustainabilityanalysis. Report Preparation	20*	85
TOTAL	22	90

* These hours are allocated for meetings with Project Supervisors

Learning Activities Summary

Topic 1: Research pre-existing and alternative processes and study any technology transfer information required to develop the specified process

Topic 2: Develop a conceptual or preliminary process design to use the specified raw materials to produce the specified product

Topic 3: Prepare a Block Flow Diagram (BFD)

Topic 4: Develop a process flowsheets (PFD) with mass & energy balances

Topic 5: Prepare a description of the plant & process with the basic layout drawing

Topic 6: Prepare a basic equipment list, motor list & performance data sheets

Topic 7: Determine utility consumption & power requirements

Topic 8: Prepare preliminary capital & running cost estimates and undertake an economic assessment of the process

Topic 9: Prepare a process and instrument diagram (P&ID) for a section of plant and undertake a HAZOP. Revise the P&ID in line with the HAZOP findings

Topic 10: Consider start-up and shut-down procedures, including emergency shut-down

Topic 11: Undertake an environmental and sustainability assessment with reference to
local conditions

Topic 12: Prepare a comprehensive report covering all the above tasks, including documentation of the final design

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Weighting (%)	Individual/ Group	Formative/ Summative	Due (week)*	Hurdle criteria	Learning outcomes
Prepare a project plan	5	Group	Formative	Week 1		1. 2.
Progress Report Presentation	10	Group	Formative	Week 7		2. 3.
Final Design Report	85	Group	Formative	Week 13		3. 4. 5. 6. 7.
Total	100

* The specific due date for each assessment task will be available on MyUni.

This assessment breakdown is registered as an exemption to the University's . The exemption is related to the Procedures clause(s): 1. a. i 1. a. ii 1. a. iii 1. a. iv 1. b. 3.

Assessment Detail

No information currently available.

Submission

No information currently available.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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