CHNG5116: Foundation of Chemical Engineering Design B (2014 - Semester 2)
|Unit:||CHNG5116: Foundation of Chemical Engineering Design B (6 CP)|
|Faculty/School:||School of Chemical and Biomolecular Engineering|
A/Prof White, Don
|Session options:||Semester 2|
|Versions for this Unit:|
|Site(s) for this Unit:|
|Brief Handbook Description:||In the overall design process, chemical engineers must clearly understand the (often complex) interactions and trade-offs that occur between technical, economic, social and environmental considerations. This UoS builds on concepts in each of these areas introduced in previous years but with an emphasis on their successful integration within a comprehensive design activity.
This design activity is spread over two UoS (Chemical Engineering Design A and B) run in first and second semester. The primary aim in the first UoS is to consider the technical issues - with an emphasis on creating and evaluating a range of alternative options that exist at both the unit operation and complete flowsheet levels. The primary emphasis in this UoS is on evaluating how non-technical considerations affect the final process design and its operation.
In addition to the above fundamentals, there will be considerable time spent during the semester on advanced topics related to designing chemical processes and associated technological developments.
|Assumed Knowledge:||Enrolment in this unit of study assumes that all core chemical engineering UoS in second and third years, or their equivalent, have been successfully completed.|
A/Prof White, Don
|T&L Activities:||Tutorial: Project Work - in class and tutorial sessions
Independent Study: Partly work in Group and Partly as individual research, development of ideas, report writing, and review
Attributes listed here represent the key course goals (see Course Map tab) designated for this unit. The list below describes how these attributes are developed through practice in the unit. See Learning Outcomes and Assessment tabs for details of how these attributes are assessed.
|Attribute Development Method||Attribute Developed|
|‘Vertical knowledge integration’ from an understanding of basic engineering concepts, through their application to unit operations, to their integration into a coherent process flowsheet. Development of an integrated suite of problem-solving skills needed to successfully handle novel (and previously unseen) engineering situations. Use of Process Flow sheet software packages as tools (Hysys and /or VGSim)||Design (Level 5)|
|‘Vertical knowledge integration’ from an understanding of basic engineering concepts, through their application to unit operations, to their integration into a coherent process flowsheet. Development of an integrated suite of problem-solving skills needed to successfully handle novel (and previously unseen) engineering situations. Use of Process Flow sheet software packages as tools (Hysys and /or VGSim)||Engineering/IT Specialisation (Level 4)|
|Ability to independently research new areas and be critical of what is found.||Information Seeking (Level 3)|
|Presentation of Material in Reports, Process Flow Diagrams, Mass and Energy Balances, etc, in a manner which is professional and understandable. The ability to communicate clearly and concisely. Report Presentation - both hard copy and electronic||Communication (Level 3)|
|Professionalism in terms of taking responsibility for the results of their calculations and recommendations.
Development of self-directed learning skills including the ability to critically assess one’s own performance in a constructive fashion.
|Professional Conduct (Level 3)|
For explanation of attributes and levels see Engineering & IT Graduate Outcomes Table.
Learning outcomes are the key abilities and knowledge that will be assessed in this unit. They are listed according to the course goal supported by each. See Assessment Tab for details how each outcome is assessed.Design (Level 5)
Project: Individual Projects
Project: Group work contribution, group report and presentations
|Policies & Procedures:||See the policies page of the faculty website at http://sydney.edu.au/engineering/student-policies/ for information regarding university policies and local provisions and procedures within the Faculty of Engineering and Information Technologies.|
Note: Students are expected to have a personal copy of all books listed.
Note: References are provided for guidance purposes only. Students are advised to consult these books in the university library. Purchase is not required.
|Online Course Content:||Web CT|
Note that the "Weeks" referred to in this Schedule are those of the official university semester calendar https://web.timetable.usyd.edu.au/calendar.jsp
|Week 1||General Design|
|Week 2||General Design|
|Week 3||Individual design work|
|Week 4||Individual design work|
|Week 5||Individual design hand in|
|Week 6||P and I D Hand in|
|Week 7||Break - to allow focus on Thesis|
|Week 8||Break - to allow focus on Thesis|
|Week 9||Break - to allow focus on Thesis|
|Week 10||HAZOP + review of Design|
|Week 11||Report 4 Hand in|
|Week 12||Report 5 - Economics - Hand in|
|Week 13||Final Report Hand In|
|Assessment Due: Project|
|Assessment Due: Project|
|Assessment Due: Presentation/Seminar|
|STUVAC (Week 14)||Well earned break|
|Exam Period||No Examination|
The following is a list of courses which have added this Unit to their structure.
|Master of Professional Engineering (Chemical & Biomolecular)||2010, 2011, 2012, 2013, 2014|
|Graduate Certificate in Engineering||2011|
This unit contributes to the achievement of the following course goals:
|Design (Level 5)||Yes||28%|
|Engineering/IT Specialisation (Level 4)||Yes||52%|
|Maths/Science Methods and Tools (Level 4)||No||0%|
|Information Seeking (Level 3)||Yes||0%|
|Communication (Level 3)||Yes||12%|
|Professional Conduct (Level 3)||Yes||0%|
|Project and Team Skills (Level 4)||No||8%|
These goals are selected from Engineering & IT Graduate Outcomes Table which defines overall goals for courses where this unit is primarily offered. See Engineering & IT Graduate Outcomes Table for details of the attributes and levels to be developed in the course as a whole. Percentage figures alongside each course goal provide a rough indication of their relative weighting in assessment for this unit. Note that not all goals are necessarily part of assessment. Some may be more about practice activity. See Learning outcomes for details of what is assessed in relation to each goal and Assessment for details of how the outcome is assessed. See Attributes for details of practice provided for each goal.