CHEM ENG 4014 - Plant Design Project
North Terrace Campus - Semester 2 - 2022
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General Course Information
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 2 hours per week Available for Study Abroad and Exchange N Prerequisites CHEM ENG 4034 & CHEM ENG 4056 Assumed Knowledge Successful completion of CHEM ENG 2010, CHEM ENG 2014, CHEM ENG 2015, CHEM ENG 3030, CHEM ENG 3033, CHEM ENG 3034, CHEM ENG 3035 Assessment Assignments, oral presentation, final report Course Staff
Course Coordinator: Dr Diana Tran
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
On successful completion of this course students will be able to:
1 Explain the fundamentals of process plant design 2 Complete conceptual or preliminary design 3 Demonstrate basic engineering design 4 Construct an assessment of economic performance of the proposed plant 5 Complete a sustainability assessment of the proposed plant 6 Construct a preliminary environmental impact assessment of proposed plant 7 Construct 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) Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1, 3, 7 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
1, 3, 7 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
1, 3, 7 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
1, 3, 7 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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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
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Learning & Teaching Activities
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 SupervisorsLearning 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
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Assessment
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
* The specific due date for each assessment task will be available on MyUni.Assessment Task Weighting (%) Individual/ Group Formative/ Summative Due (week)* Hurdle criteria Learning outcomes Assignments 6 Individual Formative As advised 3. Progress Report Presentation 10 Group Formative As advised 2. 3. Final Design Report 84 Group Formative As advised 1. 2. 3. 4. 5. 6. 7. Total 100
This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.
In accordance with the Assessment for Coursework Programs Policy, Procedure 1a. i: An exemption from the stated requirement that group assessment activities total no more than 30% has been granted.
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 .
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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.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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