compilation of ug handbook - imperial college london nilay shah head of department the undergraduate...
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DEPARTMENT OF CHEMICAL ENGINEERING
UNDERGRADUATE HANDBOOK
October 2016
CONTENTS
About the Handbook
I INTRODUCTION
The Department of Chemical Engineering by the Head of Department
The Undergraduate Course by the Director of Studies
Welfare by the Senior Tutor
II HEALTH AND SAFETY
Health
Disabilities
Safety Requirements
Basic Safety Information
III GENERAL INFORMATION
III.1 Chemical Engineering Society
III.2 Departmental Facilities
Where to hand in coursework etc.
Incoming mail
Notice-boards
Lockers
Refreshments
E-mail, computer accounts and Imperial Mobile
Computing
Photocopying and printing
Study rooms
Pilot Plant
Undergraduate Laboratories
Departmental Workshops and Technical Services
Communications
III.3 Exchange students and Year Abroad students
III.4 Chemical and Nuclear Engineering
III.5 Prizes awarded in 2015/2016
IV ASSESSMENT PROCEDURES
Examination rules
General marking schemes
Progressing from one year to the next
Rules for submission of coursework or any work for assessment
Instructions for preparing reports
V FINDING YOUR WAY
Useful names and how to contact them
Chemical Engineering Teaching Staff and where to find them
How to find your way around the Department
Plans of the Department
Map of the College
"Revision & Exam Stress: Self-help tips" by Claudio Calvi
ABOUT THE HANDBOOK This handbook is intended for new undergraduate students of the Department of Chemical Engineering and contains general information about the course and the Department. As well as this handbook students will also have access to specific information relating to that particular year's course, either as hard-copy or on the web.
Sections II and IV on Health and Safety and Assessment Procedures are important items
which you should read carefully. Section III contains general information about the Department which, hopefully, will be useful to refer to from time to time. Also included, in
Section V, are plans of the Department and a map of the College - to stop anyone getting lost!
Year Information includes details of the course. The objectives of each of the lecture courses and coursework topics covered can be seen on Blackboard in the relevant course pages and they are also compiled here http://www.imperial.ac.uk/engineering/departments/chemical-engineering/courses/undergraduate/course-details/modules/ Information about the staff, research interests, technical services, safety and much more, can also be found on the Department's web site: http://www3.imperial.ac.uk/chemicalengineering
I INTRODUCTION
THE DEPARTMENT OF CHEMICAL ENGINEERING The Department of Chemical Engineering of Imperial College takes great pride in the excellence of its undergraduate course, in the students it accepts and in its graduates. It is our objective to provide you with the best possible education in Chemical Engineering, designed to equip you for an important role in some of the world’s most dynamic industries. In order to fulfil this objective we provide a course that is demanding intellectually and is rigorous in its treatment of the fundamentals that underpin the discipline of Chemical Engineering. We also take special care to develop our students as a whole over their time with us. It is therefore no accident that the personal tutorial system of the Department, which is described in this booklet, is one of the best in the College, nor that the Chemical Engineering Society consistently outperforms all others with respect to student and staff involvement. We want you to enjoy yourself while working hard for your future. This introductory booklet is one part of our attempt to help you to do just that. Professor Nilay Shah Head of Department
THE UNDERGRADUATE COURSE The Master of Engineering Course in Chemical Engineering (H801) is designed so that every student taking this Course will:
Acquire knowledge and command of a wide body of technical and business studies and develop their skills in applying this knowledge to real-life problems: students will demonstrate this through successful completion of examinations and project assignments in each year of the Course.
Develop a firm grasp of the fundamental concepts and principles rather than a mere ability to manipulate empirical formulae: fluency in mathematics is a pre-requisite to the pursuit of a fundamental approach.
Develop skills in group-working and problem-solving as well as a high level of competence in oral and written communication: these skills are promoted by project assignments.
Show a high level of competence in process design, tested in a series of projects; in addition, students will demonstrate successful participation in an industry-based project (where this is practically achievable).
Demonstrate their ability to conduct practical experiments in the laboratory and pilot plants: they will be able to collect data making due allowance for measurement errors, interpret these data, develop conclusions from them and produce considered written reports on their findings.
Show a positive appreciation of the economic, social, safety, environmental and legal framework within which industry operates.
Be able to demonstrate their ability to deal with totally unfamiliar open-ended problems, often set in a non-chemical engineering context: the ability to deal with such problems is a key feature of the education and training provided and represent a transferable skill of crucial importance.
In addition, students on the Year Abroad Course (H802) will:
Develop sufficient command of an appropriate foreign language, if required, to enable them to complete a year of academic study abroad successfully, including all written examinations and course assignments.
Successful achievement in these objectives, and hence completion of the degree programme, will lead to full exemption from the academic requirements of the IChemE for corporate membership and thereby to stage 3 recognition by the Engineering Council, thus leading to CEng status on election to corporate membership of IChemE. In October 2008, we introduced a new stream, Chemical and Nuclear Engineering (H890). This is a joint effort with the Materials Department and the Mechanical Engineering Department. Students on this stream will be fully qualified in chemical engineering but will take a series of courses (that will replace the elective courses taken in the 3
rd and 4
th years)
which will give them a basis for employment in the nuclear and related industries. In addition, students pursuing this new combined degree will be encouraged to carry out project work relevant to nuclear power and every effort will be made to find them placements in a related industry in the summer vacation between their 3
rd and 4
th years.
The courses offered under this stream have as pre-requisites all of the Core Chemical Engineering courses in addition to the underpinning Mathematics and Science courses in the 1
st and 2
nd years.
Klaus Hellgardt Director of Undergraduate Studies
WELFARE While studying Chemical Engineering at Imperial College London, we hope you have a healthy and enjoyable time in a world-class learning environment. Many members of staff will teach you and help you learn throughout your course of study; some staff have additional roles, as listed on the next page, especially;
The Director of Undergraduate Studies, Prof. Klaus Hellgardt, who manages the teaching and assessment of students and staff.
The Director of Course Operations, Dr. Andreas Kogelbauer, who manages all aspects of the day-to-day operation of the UG course.
The Year Chairs, Dr. Christos Markides (Year 1), Dr. Paul Fennell (Year 2), Prof. Omar Matar (Year 3) and Prof. Klaus Hellgardt (Year 4), who liaise with the students and, in consultation with the Director of Studies and the Director of Course Operations, manage the courses for whole year groups.
During the four years of the course, you will have a Personal Tutor, a staff member responsible for your pastoral care. Each Personal Tutor has a group of about five tutees from each year. There will be timetabled meetings, throughout the academic year, when your tutorial group will meet to discuss any issues affecting your progress. However, your Personal Tutor will also be available to see you at other mutually convenient times to discuss academic and/or personal matters, in confidence, and to provide advice, as necessary. Normally, your Personal Tutor would also be the person willing to write references for you, in response to requests from prospective employers when you apply for jobs. Hence, it is also important that you ask permission from your Personal Tutor before you name him/her as a referee on application forms, and that you apprise him/her of your successes!
You may also wish to meet the Senior Tutor, Dr. Andreas Kogelbauer, to discuss and obtain advice on any issues relating to your welfare. The role of the Senior Tutor is to co-ordinate the personal tutorial system and to deal with more serious personal problems, especially those arising close to examination periods.
The Senior Tutor also participates in meetings, chaired by the Academic Representative to
ICU (usually an elected 4th year student), where two student Year Representatives elected
from each year discuss issues about the delivery of the course. Any required actions are progressed by the year reps with the teachers concerned, or, when appropriate, by the
Senior Tutor. (S)He convenes the Student-Staff Committee of staff and student representatives who meet termly to discuss the effectiveness of student learning on the M.Eng (and M.Sc.) courses. Apart from the departmental system described above, there is also a general support
system, available to all students, the Imperial College Welfare Services
(http://www.imperial.ac.uk/student-space/), which include the Health Centre (http://www.imperialcollegehealthcentre.co.uk/), the College Counsellor and the Wardens of the Halls of Residence.
At the end of this handbook, there is a helpful article “Revision & Exam Stress: Self-Help
Tips”, written by Claudio Calvi from the College Health Centre, and information about Exam
Stress Workshops. Andreas Kogelbauer Director of Course Operations and Senior Tutor
Year Panel Chairmen
Year 1: Dr. Christos Markides, room: ACEX 404
Year 2: Dr. Paul Fennell, room: BONE 228A
Year 3: Prof. Omar Matar, room: ACEX 506
Year 4: Prof. Klaus Hellgardt, room: ACEX 210
COLLEGE WELFARE SERVICES
Health Centre, Counsellor, Hall Wardens
Year Reps
(to be elected by you)
Acad. Rep. to ICU
(4th year student)
Personal Tutor Academic Tutors
Senior Tutor (and
Director of Course Operations)
Dr Andreas Kogelbauer
room: ACEX 206
Director of
Undergraduate Studies
Professor Klaus Hellgardt
room: ACEX 210
HELP?
II HEALTH AND SAFETY
HEALTH We hope that you will keep well during your time in the Department but if you do have any health problems contact the College Health Centre, which is housed in 40 Prince’s
Gardens, telephone number: 020 7584 6301. If you are away from College due to illness
do not forget to tell your personal tutor, and Dr Kogelbauer, the Senior Tutor (and
Director of Course Operations) or Professor Hellgardt, the Director of Undergraduate
Studies. You should also obtain a medical certificate if the absence is more than 5
days, a copy of which should be sent to the undergraduate office.
DISABILITIES If you have a disability, however temporary, which may affect your performance, please let Dr Kogelbauer know as soon as possible. If you normally have extra time for exams please let the Department’s Disabilities Liaison Officer, Mrs. Rituparna Saha, know, so that formal permission can be obtained before your first exam. The College Disabilities Service is available from 09.30-16.30, Monday to Friday.
Appointments can be made via the links on the Disability Services webpage at http://www.imperial.ac.uk/disability-advisory-service/. The Disabilities Liaison Officer is happy to talk to you and offer help and advice. If you think you need help with your life as a student look on the Learning Support section of the Disability Services webpage.
SAFETY REQUIREMENTS As a student at Imperial College you have the responsibility to ensure that you take reasonable care of your own and others’ health and safety. This means that you must adopt safe working practices and make proper use of any facilities provided. You must also comply with College Health and Safety Policies, and co-operate with College Staff holding safety responsibilities. In Chemical Engineering we try to ensure that all our staff and students work safely; this is not only beneficial for one’s health but is also cost-effective - having accidents costs money in lost manpower and lost resources. Do not cut corners, always use the correct
equipment for the job, and make sure you know what the hazards are and, if in doubt, SEEK
ADVICE. If you have any queries regarding safety matters contact
Departmental Safety Team: [email protected]
Familiarise yourself with the safety procedures by visiting the Departmental Health & Safety Information web-site by following this link: https://share.imperial.ac.uk/foe/ChemicalEngineering/ChemEng-Safety/SitePages/Home.aspx
DEPARTMENTAL SAFETY INDUCTION EVENT
Friday, 7th
October 2016
10.00am
Lecture Theatre 1
Attendance at the event is compulsory for all new undergraduates including
exchange students and will be checked.
Student web pages You will find all the information you need about student life and welfare by following this link: http://www.imperial.ac.uk/students or for new students http://www.imperial.ac.uk/newstudents
Working hours and access procedures Access to the department is allowed from 08.00 to 23.00 except when the College is closed. The doors are open between 08.00 and 17.30, outside these times and during the undergraduate vacations access is by swipe-card only. Undergraduates are not allowed to work in the laboratories out of normal working hours.
Significant hazards or health risks Your laboratory supervisor should inform you of any significant hazards or health risks in your working environment. Risk assessments have been carried out for all activities and any control measures must be followed. Personal Protective Equipment (PPE) must be worn if required. The Department provides PPE when it is necessary.
III GENERAL INFORMATION
III.1 CHEMICAL ENGINEERING SOCIETY The Chemical Engineering Society (Chem Eng Soc) is undoubtedly the most active and entertaining of all the departmental societies and aims to look after the interests of Chemical Engineering students at Imperial. The committee elect includes representatives from each undergraduate year and two staff members, ensuring the society is represented throughout the department.
The society organises a series of social and educational events throughout the year not only ensuring students thoroughly enjoy their time with us but also helping them secure jobs with the world’s biggest and best companies. The highlights of the events calendar include a Freshers’, Christmas and Annual dinner at top London locations, the ChemEng cocktail party and pub crawl, the ChemEng revue, the Newitt Lecture, industrial trips and regular concourse lunchtime presentations sponsored by industrial companies.
Another event unique to the department and one not to be missed is the annual Frank Morton Sports Day, where we go to compete (and usually win!) against other Chemical Engineering departments from around the country - and you get the day off! All students are encouraged to participate in the society’s activities, which are the focal point of the Department’s social activities. Look out for announcements of the many events organised on the Society's notice-boards on the concourse on level 2 of the ACEX building or visit the web-site: www.cgcu.net/chemeng This year the members of the committee are: President Prof. Paul Fennell Vice-President Dr. Camille Petit Chair Harry Magill Vice Chair Marina Georgiou Vice Chair of Events: RON Vice Chair of Industrial Relations: Richard Prior & Marin Tuleu Vice Chair of Sport: RON Vice Chair of Alumni: RON Secretary: Kieran Naylor Treasurer: Mike Wright Webmaster: RON Mums & Dads Coordinators Jessica Quigley & Robert Clark Departmental Representatives Kushagra Kohli & Nixon Sunny Year Representatives to be elected
IC STUDENTS’ UNION Students are encouraged to take advantage of the social and sporting opportunities afforded by the Students' Union. There are a number of sabbatical student positions that together run the Union each session. If you are considering standing for election to one of these positions then before allowing your name to go forward you are strongly recommended to discuss with the Senior Tutor, Dr Kogelbauer, the possible effect on your academic studies and where appropriate how best to prepare to resume your studies in the event that you are elected.
STUDENT SURVEYS
Your feedback is important to your department, the College and Imperial College Union. Whilst, there are a variety of means to give your feedback on your Imperial experience, the following College-wide surveys give you regular opportunities to make your voice heard:
UG SOLE lecturer/module survey
Student Experience Survey (SES)
The UG SOLE lecturer/module survey runs at the end of the Autumn and Spring Terms. This survey is your chance to tell us about the modules you have attended and the lecturers
who taught them. There are also separate surveys for your BPES and Horizons Co-
Curricular modules. For UG SOLE your lecturers will receive their individual numerical results and comments shortly after the survey closes. To make the most of your opportunity to give your feedback, please refrain from using offensive language or making personal, discriminatory or abusive remarks as these may cause offence and may be removed from the results. Whilst this survey is anonymous, you are also cautioned to avoid self-identification by referring to personal or other identifying information in your free text comments.
Imperial College Union’s Student Experience Survey (SES) is another opportunity to leave your views on your experience. This survey will cover your induction, welfare, pastoral and support services experience. When you are in the final year of your programme, you will be invited to take part in the
National Students Survey (NSS). NSS asks all final year undergraduates to rate a range of elements related to their student experience such as, academic support, learning resources and assessment and feedback. The nationwide survey compiles year on year comparative data for higher education institutions, with its results being made publicly available. For Imperial’s results visit the Unistats website: http://unistats.direct.gov.uk/ All our surveys are anonymous and the more students that take part the more representative and useful the results, so please take a few minutes to give your views. The Union’s “You Said, We Did” Campaign at https://www.imperialcollegeunion.org/you-said-we-did shows you some of the changes made as a result of survey feedback. Additionally, the Department publishes changes made as a result of student evaluations in the Student Resources section on Blackboard Learn and in the Start of Term address by the Senior Tutor. If you would like to know more about any of these surveys or see the results from previous surveys, please visit: http://www.imperial.ac.uk/students/academic-support/student-surveys/. For further information on surveys please contact the Registry’s Surveys Team on [email protected]
LECTURE RECORDING
The majority of lectures are recorded and student can access those recordings via Blackboard Learn. Please note the college’s guidelines on Audio and Video Lecture Recording: https://workspace.imperial.ac.uk/secretariat/Internal/Policies/Audioandvideolecturerecordingguidelines.pdf
III.2 DEPARTMENTAL FACILITIES
WHERE TO HAND IN COURSEWORK ETC
Most coursework is submitted on-line (see the section ‘Rules for submission of any
coursework or work for assessment’). If you are asked to hand-in hard copies of any work for assessment then these must be placed in the appropriate box located outside the mail room on level 2 in ACEX. Further details regarding submission of coursework or any work for assessment can also be found on Blackboard.
INCOMING MAIL We do not provide a mail service for undergraduate students. If you really must have mail sent to the college, please discuss this with your personal tutor who may be able to accept this for you in selected cases.
NOTICE-BOARDS Each undergraduate year has its own notice-board on which are posted timetables, information on coursework, etc. The boards are situated on Level 2 of the ACEX building in the corridor leading to Lecture Theatre 2. Be sure to check your year-board regularly, particularly for any timetable changes. The Chemical Engineering Society has a board near Lecture Theatre 1 and there are other boards with items of interest scattered around the Level 2 corridor and concourse area.
LOCKERS You may be issued with a locker so that you can keep your bags etc. secure if you require one. Information about lockers will be sent out to students via email. Please remember not to leave anything especially valuable in your locker - we cannot be responsible for any losses from them. The department has separate lockers for student laptops. You can request those through the UG office.
REFRESHMENTS During term-time hot and cold drinks, biscuits, crisps, etc. are available from the tea-bar, run by Mrs Blessing, on the second floor concourse (near Lecture Theatre 1) from 10.30 a.m. to 1.30 p.m. and 3.30 p.m. to 4.30 p.m. Hot and cold drinks and snacks are also available from vending machines on level 1, Bone building, near the stores. Drinking water is available at various sites around the department. The closest water dispensers are next to the tea-bar on Level 2 and in the corridor leading to the Bone building on Level 3. Do not drink the water in the washrooms, or use it to clean teeth, unless it is marked ‘Drinking Water’.
Food and drink are not allowed in the laboratories, lecture theatres or the study
rooms.
E-MAIL, COMPUTER ACCOUNTS AND ‘IMPERIAL MOBILE’ STUDENT PORTAL
All new students are given computer accounts and e-mail addresses. You should have been sent details on how to activate your Imperial College account for the first time. Follow the
link for details: https://www.imperial.ac.uk/ict/activateaccount.
Once you are registered you will have access to Blackboard Learn, the Department’s Virtual Learning Environment. On Blackboard Learn you will find lecture notes and other course material. 'Imperial Mobile' is a gateway to web based services that support and enhance your student experience and life at Imperial. It is a "portal" (mini-website) that you can personalise to give you quick access to useful applications and websites which you frequently use during your life at Imperial. These can be within the College or external..
Follow this link to get to Imperial mobile https://imperial.ombiel.co.uk/menu
COMPUTING --------------------------------
Attention is drawn to College regulations (see the Freshers’ Handbook) concerning
the use of computing equipment. Transgression of those regulations can result in
dismissal from the College and possible prosecution.
--------------------------------
Wireless Access: Wireless access is available all over campus and in all lecture theatres in the department. For information about the wireless services offered and how to connect, consult the relevant ICT webpage: http://www.imperial.ac.uk/admin-services/ict/self-service/connect-communicate/wifi-and-networks/access-wifi/. Activity may be monitored to ensure legitimate use of the facilities. The systems are operated in conjunction with Information and Communication Technologies (ICT). ICT also supply necessary documentation and run an advisory service (Help Desk) on Level 4 in the Sherfield Building. They can help with most questions on general (i.e. non Chem Eng specific) subjects. Help desk support can be obtained by visiting the Help Desk, telephoning ext. 49000, or by e-mail to [email protected]. In addition, ICT are responsible for the overall running of the e-mail system and Home Drive (H:) Facility and for other aspects of the computing service, including networking and the provision of site licenses for certain 'core' software, some of which is available to undergraduates and postgraduates. For more information on free software available for students to download, please visit http://www.imperial.ac.uk/ict and select “Shop/Software shop”.
PHOTOCOPYING AND PRINTING
Photocopying and printing within the department and other parts of the College is paid for using your ID card which you can load with credit using value-loaders scattered around the campus. The Department will load your card initially with a certain amount of credit to help
pay for printing lecture notes and coursework.
STUDY ROOMS There are designated undergraduate study rooms on floor 2 of the Roderick Hill building (RODH 232 and RODH230, the Richardson Suite). These rooms are occasionally reserved for ongoing undergraduate teaching activities. There are also several seminar rooms in the Department that are usually in use for teaching or meetings during the day. However, in the evenings and over the weekends these can be used as study rooms. There is a display
screen at the entrance of the department that will show you which rooms are available or booked throughout the day. If the rooms are locked ask Security to open them.
PILOT PLANT The art of predictable scale-up is at the heart of the chemical engineering discipline, and our pilot plant houses all of our larger scale equipment for teaching and research, which in turn is closely linked with the smaller scale units in our teaching and research laboratories. Unique focal point is the state-of-the-art carbon capture pilot plant that has been installed as part of a major £9M refurbishment project in 2011. Other larger scale equipment in the pilot plant includes batch reactors, such as used for making pharmaceuticals, and specialised rigs to study fluid flow phenomena, all of which are used in third year lab experiments.
Supervised access only is permitted to the pilot plant area, during the second year pilot plant project or during the third year Discovery Lab sessions. Please also note that this is a hard-hat area, requiring you to wear protective headgear!
UNDERGRADUATE LABORATORIES Part of the refurbishment project comprised the suite of undergraduate laboratories which are on Level 1 of the ACEX building. The purpose of the Undergraduate Teaching Laboratories is to provide a safe learning environment for undergraduate students of chemical engineering, where they experience the practical aspects of the discipline in 50 experiments spread over three years, complementing the lecture content. The 1
st year
“Foundation Lab” focuses on teaching basic practical skills in chemistry, physics and process engineering, through exemplifying them on relevant topics. The 2
nd year
“Knowledge Lab” strives to pass on Know-How in the core areas of Transport Processes, Thermodynamics, Separations and Reaction Engineering. In the 3
rd year “Discovery Lab”,
students will be given an opportunity to explore industrially relevant concepts of several unit operations in more depth and in a semi-open ended fashion. The 3
rd year lab is the
culmination of the practical teaching and, therefore, serves as a bridge between performing pre-defined teaching experiments and engaging in actual open-ended design and research.
Access to the undergraduate laboratories is only permitted supervised during lab teaching hours. Please note that the seminar rooms attached to the undergraduate laboratories
(ACEX 103A/B) must not be accessed through the undergraduate laboratories but from the outside of the building via the external access doors!
DEPARTMENTAL WORKSHOPS AND TECHNICAL SERVICES When you carry out your Industrial Internship or Research project you might well need to use these services to build, modify or mend a piece of equipment. The Mechanical Workshop (Head of Service, Tony Meredith) is situated on Level 1 of the Bone building near the Stores. All sizes and shapes of equipment can be built here and if you wish to do it yourself there is a well-equipped and supervised Student Workshop. The Electronics Workshop can be found in ACEX 1M02 and is supervised by Chin Lang (Head of Service). Anything to do with electronics, computers and electricity can be tackled here. If on the other hand you need a technician to help set up equipment then Laboratory Technical Services can help you, contact Pim Amrit (Technical Services Manager). Finally if you need to use specialised analytical equipment then the Department has a well-equipped Analytical Laboratory (ACEX 1M13) and Patricia Carry will be pleased to help you or give advice.
COMMUNICATIONS Departmental communications are handled by our Communications Officer, Michael Panagopulos ([email protected] , ACEX 308 ACEX, x46607). Contact Michael with details of any items of note that you have been involved in such as prizes, awards, publications, events, outreach, and he can help to promote your activities in the newsletter, the website, social media or the press as appropriate. He can also offer support and advice on communications including media training, events management, publicity, photography and outreach. Connect with the Department on social media Twitter: http://www.twitter.com/ICChemEng Facebook: http://www.facebook.com/ICChemEng LinkedIn: https://www.linkedin.com/groups?gid=1829242 Instagram: https://www.instagram.com/ICChemEng/ There are also ‘Class of 20XX’ LinkedIn groups for each of the year groups to enable you to keep in touch with each other at a professional level. Contact Michael Panagopulos for more information.
III.3 EXCHANGE STUDENTS AND YEAR ABROAD STUDENTS Running parallel to the four year M.Eng course in Chemical Engineering (H801) there is an M.Eng course in Chemical Engineering with a Year Abroad (H802). Students on the Year Abroad course that hope to go to non-English speaking universities for their year abroad not only take 95% of the M.Eng (H801) course but also spend considerable time and effort learning either French, Spanish or German. Those going to Switzerland, Spain or Germany will spend their 3
rd year abroad and students going to France spend their final, 4
th
year, away (there is also the possibility to go to Barcelona in the fourth year). Students studying French can opt to go to Lausanne (Switzerland), Nancy, or Toulouse; those studying German go to RWTH, Aachen and those studying Spanish go to Valladolid or Barcelona. The exchanges with English speaking universities are with Carnegie-Mellon University, Columbia University, and the University of California in the USA, the Universities of Melbourne, Sydney and Queensland in Australia, Singapore National University, KTH Stockholm in Sweden and Delft University in The Netherlands. All these exchanges take place in the 3
rd year except for Delft and KTH, which take place in the 4
th year.
As well as our students leaving to go to other institutions, a number of students come to Imperial College as part of their degree course from other countries mainly from other parts of Europe but there are also students from the USA, Singapore and Australia.
III.4 CHEMICAL AND NUCLEAR ENGINEERING
The need to continue and expand the generation of nuclear power is now widely recognised as part of the solution to the world’s problem of meeting rapidly growing energy demand whilst at the same time protecting the environment. In order to achieve the rapid growth necessary, there is an urgent requirement for new technical staff. The Departments of Mechanical Engineering, Chemical Engineering and Materials at Imperial College have an integrated programme leading to three new degrees (Mechanical and Nuclear Engineering, Materials and Nuclear Engineering and Chemical and Nuclear Engineering respectively). Students taking these degree courses will be fully qualified in their basic subject (mechanical engineering or materials or chemical engineering) but will take a series of courses (replacing normal elective courses in the 3
rd and 4
th years) which will give them a
basis for employment in the nuclear and related industries. In addition, students pursuing the combined degrees will be encouraged to carry out project work relevant to nuclear power and every effort will be made to find them placements in a related industry in the summer vacation between their 3
rd and 4
th years. More information can be found on the
department’s web-site.
III.5 PRIZES AWARDED IN 2015-16
Institution of Chemical Engineers Books Prize – Value: Books & £250 Awarded annually in the form of books published by the Institution to the undergraduate student of Chemical Engineering who, on the basis of performance in first year studies, is considered to be the most deserving. CID 01041144 Jin Tan
Procter and Gamble Prize – Value: £250 Awarded annually to the student who produces the best overall performance in Part II of the MEng course in Chemical Engineering. CID 00938937 Michelle Tan
BP Chemicals Prize in Chemical Engineering – Value: £250 Awarded to the student who produces the best overall performance in Part III of the MEng course in Chemical Engineering. CID 00862806 Sarah Quek
Governors’ Prize in Chemical Engineering – Value: £250 for books Awarded to the student of greatest merit in the final examinations in Chemical Engineering. CID 00732409 Maria Abundo
Hinchley Medal (plus £250 from the Department) Awarded by the Institution of Chemical Engineers to the student of greatest merit in the final examinations in Chemical Engineering. CID 0732091 Marcus Bishop
William Peck Book Prize – Value: £250 Awarded annually to a student of the Department of Chemical Engineering and Chemical Technology for proficiency in the final examinations in Chemical Engineering and in the design project. CID 00732808 Gabrielle Sessa
Ken Weale Memorial Prize – Value: £250 Awarded to the student of greatest merit on the course "Chemical Engineering with a Year Abroad" who has spent a year studying Chemical Engineering in a non-English-speaking country. CID 00733050 Ravi Shankar
Katrina Jacks Memorial Prize – Value: £250 Awarded to a student of high merit in the 4
th year.
CID 00736175 Emilie Lunddahl
Shell Prize – Value: £250 each Awarded annually to up to four Chemical Engineering undergraduate students for outstanding performances on the industrial Link Project. CID 00748686 Zheng Gu CID 00734292 Teng Hoo
Henry Sawistowski Travel Fellowship – Value: up to £500 (shared) For travel and accommodation. Awarded annually to one/two undergraduate students on the Chemical Engineering degree course for an outstanding performance on the Link/Research Project. CID 00689646 William Qi CID 00690282 Jingesi Aerai
Roger Sargent Prize – Value: £250 For annual award to a student in the third or fourth year of the MEng course in Chemical Engineering for work in the application of computers to the solution of Chemical Engineering problems. CID 00728780 Alisha Wong CID 00734988 Siying Lu
Loveless Book Prize – Value: £250 Awarded annually to an undergraduate student in the Department of Chemical Engineering and Chemical Technology for outstanding work in the Humanities or Social Studies. CID 00818121 Ignacio Deprit
Lonza Prize – Value £250 Awarded annually to a Chemical Engineering undergraduate student for outstanding performance on a pharmaceutical related final year design project or biopharmaceutical related final year research project. CID 00731107 Shi Fen Wong
Chemical Engineering Student Centenary Prize – Value £250 Awarded annually to the undergraduate student who is adjudged to have achieved the greatest merit in project work in the final year of the MEng in Chemical Engineering. CID 00729193 Wouter Thijssen
City and Guilds Gold Medal for Excellence Each Department in City & Guilds College to nominate up to one final year undergraduate for exceptional standards in a City & Guilds qualification. CID 00732091 Marcus Bishop
DEAN’S LIST Students with the top 10% of marks (in all streams) in each year were selected:
First Year
Student Name CID
Tan, Jin 01041144
Wong, Narumi 01066734
Ooi, Wei 01104291
Lim, Tse 01112595
Kesavadas, Hariprasad 01077444
Oon, Nicholas 01051773
Ong, Lionel 01044735
Xu, Xiyue 01056423
Clark, Robert 01051464
Inguva, Krishna 01045539
Favero, Silvia 01063767
Baek, Seong 01058103
Teo, Jaime 01080987
Second Year
Student Name CID
Tan, Michelle 00938937
Zhu, Kezheng 00923592
Chin, Benjamin 00868974
Oxley, Adam 00944307
Kono, Yuta 00940590
Okutsu, Naoki 00974514
Sheppard, Liam 00929793
Cheah, Keith 00922884
Chin, Yew Sian 00933216
Freeling, Isaac 00838200
Cheong, Desmond 00965805
Lam, Christy 00930708
Zainal Abidin, Qistina 00837147
Third Year
Student Name CID
Quek Tze Wei, Sarah 00862806
Watson, Oliver 00828501
Shah, Vatsal 00833886
Bonzanini, Angelo 00848793
Ker, Jen 00810627
Lim, Ying 00860895
Chan, Krystle 00809985
Lee, You'En 00860964
Udugbezi, Omolegho 00819183
Bieber, Niclas 00823941
Tropp, Uku 00836721
Fourth Year
Student Name CID
Bishop, Marcus 00732091
Abundo, Maria 00732409
Shankar, Ravi 00733050
Bunrittiphol, Panuvit 00733062
Thijssen, Wouter 00729193
Lunddahl, Emilie 00736175
Stevens, Matthew 00740340
Tian, Jana 00736345
Yap, Wai-Ming 00729243
Hoo, Teng Yew 00734292
Lee, Jason 00654143
Lim, Wei Jie 00745956
IV ASSESSMENT PROCEDURES The following section details the examination rules, what percentages in your examinations and coursework constitute passing and what are the minimum standards required to progress from one year to the next. If any procedures change during your time in the Department you will be informed.
Do remember that if you have a problem which may affect or has affected your
performance let your personal tutor know about it, he/she will be pleased to help or
advise you on your best course of action - don’t wait until it is too late.
EXAMINATION RULES - ISSUED IN 2011
INSTRUCTIONS TO CANDIDATES FOR EXAMINATIONS Candidates are asked to note that all examinations are conducted in accordance with the College’s Academic Regulations, the Regulations for Programmes of Study and the Examination Regulations. The Regulations include a requirement that to be admitted to a degree a candidate must have been examined in all parts of the examination prescribed for that degree and must have shown a competent knowledge in the examination as a whole. Candidates must be
examined in all parts of the examination prescribed for that course. Therefore (unless
prevented by illness or other adequate cause for which certification must be
provided) you must take each prescribed test and must submit sufficient work to enable you to be examined. Any candidate who does not attend an examination without providing evidence of satisfactory extenuating circumstances will be judged to have attempted the examination and failed.
The following instructions must be observed by candidates: You must attend punctually at the times stated and in the room indicated on the examination timetable. Food and drink (other than clear bottles of water) is not permitted in any examination room.
Those students with a documented medical need for food or drink must obtain permission in advance. You must display your College identity card on your desk throughout all your examinations, in a manner so that can be inspected by the Invigilators. When you have finished your paper you may leave at any time after the first half hour. You may leave the room temporarily only with the permission of the Invigilator. The solution to each question attempted should be started on a clean page in the answer book. Do not use scrap paper; do all rough work in the answer books and cross it through. Tie supplementary answer books, even if they contain rough work only, inside the back of the main answer book. Take nothing other than the question paper (unless instructed otherwise) from the
examination room. Do not damage any paper or other materials provided. Do not remove
unused answer books from the examination room. Failure to observe any of these
instructions will constitute an examination offence. In your own interest, read carefully and follow exactly the instructions on your question paper. Write as clearly as possible and do not use faint ink or pencil. Write all answers in English unless you are instructed otherwise.
Students should fully complete the front page of their main examination answer book, and take particular care to clearly write their full CID number (stated on every ID card, in the format of 00123456) as their ‘candidate number’ on the front page of each of their answer books. All students must also enter on the front of the answer books the numbers of the questions attempted and complete and seal the signature flap.
You may not bring into the examination room any books, papers or instruments except those which have been specifically permitted. You are advised that this includes all
electronic equipment such as mobile phones, ‘palmtop’ computers etc, which are not permitted in any examination room. Candidates should also note that dictionaries for the purpose of enabling students to overcome any deficiency in their command of the English
Language are not permitted in the examination rooms. Anyone bringing in any unauthorised
material into the exam room may be suspected of cheating. If anyone is suspected of
cheating, of attempting to cheat or of assisting someone else to cheat, the facts will
be reported to the Registry for a full investigation. Such individuals may in
consequence be disqualified from the examination and excluded from all future
examinations of the College. Any unauthorised notes or materials may be confiscated and retained by the College at its absolute discretion. You are reminded that all work submitted as part of the requirements for any examination of the College must be expressed in your own words and incorporate your own ideas and judgements. Plagiarism, - that is, the presentation of another person's thoughts or words as though they were your own - must be avoided, with particular care in coursework and essays and reports written in your own time. Direct quotations from the published or unpublished work of others must always be clearly identified as such by being placed inside quotation marks, and a full reference to their source must be provided in the proper form. Remember that a series of short quotations from several different sources, if not clearly identified as such, constitutes plagiarism just as much as does a single unacknowledged long quotation from a single source. Equally, if you summarise another person's ideas or judgements, you must refer to that person in your text, and include the work referred to in your bibliography. Failure to observe these rules may result in an allegation of cheating. You should therefore consult your tutor or course director if you are in any doubt about what is permissible.
Candidates should also note the following:- Candidates should not submit answers to more than the required number of questions. All questions will carry the same number of marks unless otherwise stated in the rubric. Credit will be given for good method even though a correct solution may not have been obtained. Last revised September 2012
M.ENG. DEGREE EXAMINATIONS 2017
Candidates are asked to note the following with regard to the introduction of materials into examinations: 1. Candidates may take into any examination normal writing instruments (pens, pencils,
rubbers, rulers, etc.), drawing instruments and colouring materials (pencils or crayons). 2. The Part III examination ‘Strategy of Design’ is completely open-book.
Candidates are allowed to take lecture notes, but not text-books into the Part III and IV examination ‘Colloids and Interface Science’.
The Part IV examination ‘Advanced Process Operations’ is open-book. You may use any text book, problem sets and solutions, as well as your personal notes.
The Part III and IV examination ‘Membrane Science and Membrane Separation
Processes’ is open-book and open-notes, but no problem sheets/solutions are allowed. All other examinations are closed-book. 3. Candidates may only use the electronic calculators provided for all examinations
except for open book examinations, where the following rules apply:
Conditions for the use of Electronic Calculators in open book
examinations Candidates may use the calculators provided or their own, provided they satisfy the following; (i) Calculators must be of the hand-held type, quiet in operation and compact and
with their own power supply; (ii) Numerical calculators of all types are permitted. Programmable calculators
must not contain any stored programme on entry to the examination room.
Calculator peripheral equipment (for example, matrix and thermal printers, plug-in programme modules, user manuals, programme listings, magnetic
cards, etc.) may not be taken into examinations. (iii) Candidates are advised that examiners require answers to numerical questions
to include a clear statement of the method of calculation, together with appropriate intermediate steps and results;
(iv) Candidates are entirely responsible for ensuring that their own machines are in
working order for the examinations and for providing in advance for alternative means of calculation in the event of their calculator failing during the examination.
4. Candidates are prohibited from taking mobile phones, MP3 & MP4 players, coats,
brief cases, document cases, bags or any other such impedimenta into examination rooms.
GENERAL MARKING SCHEMES
M.Eng in Chemical Engineering
NB All 3-hour papers except where noted.
OVERALL
Marks PART I Total 1000
PART II Total 2000
PART III Total 3000
PART IV Total 3000
9000
PART I
Examination Course 'Lecture'
hours
Marks
Chemical Engineering 1 Mastery for Engineers 1 3 P/F Process Analysis
1 Process Analysis 24 72
Separation Processes 12 Separation Processes 1 16 48
Transfer Processes 1 Fluid Mechanics 1 21 Heat & Mass Transfer 20 41 125 Thermodynamics 1 Thermodynamics 1 30 100 Chemistry
3 Chemistry 38 87.5
Properties of Matter4 Properties of Matter 30 87.5
Mathematics 1 Mathematics 1 55 150 Business Ethics for
Chemical Engineers 14 60
Sub-Total 730
Coursework
Design Project 60 Test 50 Matlab 60 Foundation Labs 100
Sub-Total 270
TOTAL 1000
1 One 2-hour paper
2 One 1.5-hour paper
3 One 2-hour paper
4 One 2-hour paper
25
PART II
Examination Course 'Lecture'
hours
Marks
Chemical Engineering 2 Mastery for Engineers 2 2 P/F Process Dynamics & Control
Process Dynamics & Control
30
185
Reaction Engineering 15 Reaction Engineering 1 20 120
Industrial Chemistry6
Biochemistry7
Industrial Chemistry Biochemistry
25 18
75 75
Transfer Processes 28 Fluid Mechanics 2 12
Heat Transfer 20 32 150 Separation Processes 2
9 Separation Processes 2 18 120
Thermodynamics 210
Thermodynamics 2 37 150 Mathematics 2 Mathematics 2 60 300 Economic Evaluation of
Projects 20 125
Sub-Total 1300
Coursework
Reactor and Controller Design
300
Knowledge Labs 250 Pilot Plant 150
Sub-Total 700
TOTAL 2000
5 1.5-hour paper
6 2-hour paper
7 1.5-hour paper
8 1.5-hour paper
9 1.5-hour paper
10 Includes Electrochemical Systems
26
PART III
Examination Course 'Lecture'
hours
Marks
Chemical Engineering 3 Mastery for Engineers 3 2 P/F Process Model Solution and Optimization
Process Model Solution and Optimization
20 125
Reaction Engineering 2 Reaction Engineering 2 30 225 Transfer Processes 3
11 Fluid Mech. & Particle Eng. 40 200
Strategy of Design12
Strategy of Design 20 150 Safety and Loss Prevention Safety and Loss Prevention 45 325 Environmental Engineering Environmental Engineering 35 225 Business for Engineers 3 Business for Engineers 3 20 150 Electives (Modules)
13 40 400
Elective (Module)14
20 Language
15 French 3/Spanish 3 40
Sub-Total 1800
Coursework
Discovery Labs 300
Techno-Economic Project 300
Flow Sheeting 300
Mechanical Design 300
Sub-Total 1200 TOTAL 3000
PART IV
Examination Course 'Lecture'
hours
Marks
Final-year Design Exam Advanced Chemical Eng.
Design Practice 250
Electives (Modules) 16
120 1200 Sub-Total 1450
Coursework
Industrial Internship17
/Research Project
Advanced Chemical Eng. Practice
600
Final-year Design Advanced Chemical Eng. Design Practice
950
Sub-Total 1550 TOTAL 3000
11
1.5-hour paper 12
2-hour paper 13
Two 20-hour technical/management/humanities modules 14
One 20-hour technical/ management/ humanities module 15
Students on H802 studying in Europe only 16
Three 40-hour or six 20-hour technical/management/humanities modules or suitable combination. Environmental Engineering
and Safety and Loss Prevention are compulsory courses and must be taken as electives if not taken in Part III. 17
Note that students taking the ‘Long’ Research Project option will be excused from two electives. In this case, the ‘Long’
Research Project will be worth 1000 marks, and the Electives total 800 marks.
27
M.Eng in Chemical Engineering – Fine Chemicals stream (phased out from October 2016)
NB All 3-hour papers except where noted.
OVERALL
Marks PART I Total 1000
PART II Total 2000
PART III Total 3000
PART IV Total 3000
9000
PART I As per the standard marking scheme.
PART II
Examination Course 'Lecture'
hours
Marks
Chemical Engineering 2 Mastery for Engineers 2 2 P/F Process Dynamics & Control
Process Dynamics & Control
30 185
Reaction Engineering 118
Reaction Engineering 1 20 120 Industrial Chemistry
19
Biochemistry20
Industrial Chemistry Biochemistry
25 18
75 75
Transfer Processes 221
Heat Transfer (excl Radiative Transfer)
15
Fluid Mechanics 2 12 27 125 Separation Processes 2
22 Separation Processes 2 18 120
Thermodynamics 223
Thermodynamics 2 37 150 Mathematics 2 Mathematics 2 60 300 Chemistry Chemistry Dept courses 24 150 Sub-Total 1300
Coursework
Reactor and Controller Design
300
Synthesis lab 250 Knowledge Labs 150
Sub-Total 700
TOTAL 2000
18
1.5-hour paper 19
2-hour paper 20
1.5-hour paper 21
1.5-hour paper 22
1.5-hour paper 23
Includes Electrochemical Systems
28
PART III
Examination Course 'Lecture'
hours
Marks
Chemical Engineering 3 Mastery for Engineers 3 2 P/F Process Model Solution and Optimization
Process Model Solution and Optimization
20 125
Reaction Engineering 2 Reaction Engineering 2 30 225 Transfer Processes 3
24 Particle Engineering 20 175
Strategy of Design25
Strategy of Design 20 150 Safety and Loss Prevention Safety and Loss Prevention 45 325 Environmental Engineering Environmental Engineering 35 225 Business for Engineers 3 Business for Engineers 3 20 150 Chemistry Chemistry Dept. Courses 40 325 Elective (Module) 20 200
Sub-Total 1900
Coursework
Discovery Labs 300
Techno-Economic Project 300
Flow Sheeting 300
Pilot Plant 200
Sub-Total 1100
TOTAL 3000
PART IV
Examination Course ‘Lecture’
hours
Marks
Final-year Design Exam Advanced Chemical Eng. Design Practice
250
Pharmaceutical Process Development
Pharmaceutical Process Development
20 200
Colloids and Interface Science
Colloids and Interface Science
20 200
Economic Evaluation of Projects
20 200
Electives Technical/ management/ humanities modules
26
Chemistry modules
40-60 0-20
60
600 Sub-Total 1850
Coursework
Industrial Internship /Research Project
27
Advanced Chemical Eng. Practice
600
Final-year Design Advanced Chemical Eng. Design Practice
950
Sub-Total 1550 TOTAL 3000
24
1.5-hour paper 25
2-hour paper 26
Environmental Engineering, Safety and Loss Prevention and Particle Engineering are compulsory courses and must be taken as
electives if not taken in Part III 27
Note that students taking the ‘Long’ Research Project option will be excused from two electives. In this case, the ‘Long’
Research Project will be worth 1000 marks, and the Electives total 400 marks.
29
PROGRESSING FROM ONE YEAR TO THE NEXT
Undergraduate Examinations - Regulations for passing each year
1st Year M.Eng.
Pass Criteria Candidates must pass in examinations and coursework separately before proceeding to Part II. Candidates whose performance is marginally unsatisfactory may be given the opportunity to satisfy the Examiners in Supplementary Qualifying Tests (SQTs), normally in not more than two subjects. Pass Marks Coursework: 40% on aggregate Examinations: 40% on aggregate with a minimum of 40% in each individual examination and a pass of the Mastery examination (for which no marks are awarded). At the discretion of the Examiners, a candidate who fails one examination (other than Mastery) may be allowed to proceed to Part II.
2nd
Year M.Eng. Pass Criteria Candidates must pass in examinations and coursework separately before proceeding to Part III. Candidates whose performance is marginally unsatisfactory may be given the opportunity to satisfy the Examiners in Supplementary Qualifying Tests (SQTs), normally in not more than two subjects. Pass Marks Coursework: 40% on aggregate Examinations: 40% on aggregate with a minimum of 40% in each individual examination and a pass of the Mastery examination (for which no marks are awarded). At the discretion of the Examiners, a candidate who fails one examination (other than Mastery) may be allowed to proceed to Part III.
Year Abroad (H802) special regulation:
The Department reserves the right to refuse to allow any student to take a year abroad who has not, on
aggregate, performed to a first or upper-second standard in the years spent at IC preceding the
year abroad.
3
rd Year M.Eng.
Pass Criteria Candidates must pass in examinations and coursework separately before proceeding to Part IV. Candidates whose performance is marginally unsatisfactory may be given the opportunity to satisfy the Examiners in Supplementary Qualifying Tests (SQTs), normally in not more than two subjects.
30
Pass Marks Coursework: 40% on aggregate Examinations: 40% on aggregate with a minimum of 40% in each individual examination and a pass of the Mastery examination (for which no marks are awarded). At the discretion of the Examiners, a candidate who fails one examination (other than Mastery) may be allowed to proceed to Part IV.
4th
Year M.Eng.
Awards and Honours In order to be awarded honours, candidates must pass the Part IV examinations and coursework separately. Approximate Classification of Honours: (as submitted to and accepted by the Collegiate Committee) 1 70% of course total 2(1) 60% of course total 2(2) 50% of course total 3 40% of course total
31
RULES FOR SUBMISSION OF COURSEWORK OR ANY WORK FOR ASSESSMENT
Coursework Submission
General Instructions
The list of coursework items below will be submitted electronically:
Autumn term:
1st
year:
Matlab assignments
2nd
year:
Pilot plant reports (except P&IDs)
Knowledge laboratory abstracts, executive summaries
Synthesis Lab (Fine-Chemicals Processing Stream)
3rd
year:
Mechanical design reports (technical drawings to be submitted as hard copies – see below)
Discovery lab, literature search, work plan and report
4th
year:
Industrial internship/Research project reports
Spring term:
2nd
year:
Pilot plant reports (except P&IDs)
Reactor design & control project reports
3rd
year:
Flow sheeting project reports
Techno-economic project reports
4th
year:
Final year design project reports
‘Long’ Research project reports
The electronic file that you submit will be used to check for plagiarism within the text. Instructions for electronic submissions can be found on the next page.
You may also be asked to submit other items of coursework (e.g. Mastery sheets, homework assignments etc, or technical drawings for the 3
rd year “Mechanical Design” project – see above). Instructions for hard
copy submissions can also be found on the next page.
All assessed coursework will be marked and returned to students within the agreed timetable (in most cases, within 2 weeks after submission). Submission deadlines for coursework and feedback deadlines are published on the Student Resources page on Blackboard Learn.
32
Electronic submission: All electronic submissions of coursework, homework, mastery sheets and assignments must be made
using Blackboard Learn, the Virtual Learning Environment (VLE). The faculty learning technologists will hold an introductory session for 1
st year students during the first week of term, providing training on the use
of Blackboard Learn. First year students are strongly advised to attend this session.
Hard copy submission:
The hard copy must be submitted in the appropriate box outside of the mail room on level 2 in
ACEX by 4.30 pm on the due date and must NOT be given to the coursework supervisor.
Late submissions must be handed in either to Mrs Margaret Gee in room ACEX 208 or to Dr. Andreas Kogelbauer in room ACEX 206 on the next working day, or as soon as possible thereafter.
Penalties for late submissions:
Coursework must be submitted or handed in by the time specified. Penalties apply if work is handed in late.
Late submission of assessed coursework incurs a 100% penalty (college policy). Extensions
of coursework deadlines are generally only given for reasons of certified illness or other valid
mitigating circumstances and can only be given by the Senior Tutor, and not by individual supervisors. Extensions are generally not given for computer disk corruption etc, so students are urged to make frequent back-up copies of their work.
It is your responsibility to ensure the electronic version is uploaded on time. Technical problems are not a valid excuse for late hand-in, unless there is a general problem with Blackboard Learn.
Penalties for plagiarism:
College and Departmental Regulations on Plagiarism are very strict! The definitions of what constitutes plagiarism can be found in the statement that you encounter in the assignment box as mentioned on the previous page; this is reproduced below.
‘Plagiarism - the presentation of another person’s words, ideas, judgement, figures, diagrams, software or work as though they are your own - is not permitted. The use of the work of another student, past or present, with or without the student's consent constitutes plagiarism. Full and proper references must be given to all material other than your own including published or unpublished work of others from the internet, or any other source. Failure to do so is a College offence and will result in a reduced mark (or, in serious cases, zero marks) being awarded for your coursework. All cases of plagiarism will be reported to the College; major offences can lead to additional disciplinary action being taken.
By submitting your coursework electronically using this site you are implicitly in agreement with the above statement and you certify that this work is original. This is true even if you are submitting an item of coursework on behalf of a group of students.’
Please also note that passing down copies of your own coursework reports to other students is
regarded as “collusion”, another form of plagiarism.
ALL work submitted for assessment - both individual and group projects- will be checked for
plagiarism using sophisticated anti-plagiarism software.
The penalties, even for the more “minor” forms of plagiarism are very severe. The minimum penalty to be recommended for any form of plagiarism, no matter how minor, is that the student(s) would be awarded a “bare pass” of 40%. The maximum penalty we are allowed to impose without referring the matter to the College is zero marks for the project. More serious forms of plagiarism
33
(second offences or wholesale copying of reports) will be referred directly to the College, the
maximum penalty is expulsion from the College.
Coursework Re-submission It is a Departmental regulation that all assessed coursework that has been returned to students in hardcopy form (i.e., coursework that was submitted as hardcopy or coursework that was submitted
electronically but was returned to students in hardcopy form) be returned to the UG office for review by coursework co-ordinators and for inspection by the External Examiners during their visit to the Department at the end of the Summer Term. This regulation applies only to material which has been assessed by staff in this Department and not, for example, to coursework submitted for assessment by other departments such as the Horizons programme or the Business School. Non-assessed submissions (Mastery exercises, etc.) and assessed elective courses, tests and homework exercises are excluded as well and are not to be submitted.
It is important to note that any required coursework which has not been re-submitted by the
deadline (to be confirmed) may be awarded zero marks, regardless of the mark tentatively assigned
to the report by the internal assessors. In the case of group reports, only a single copy of the report need be submitted but make certain that the cover sheet with all group members’ names is clearly legible. Each report should be submitted separately (not all bound together). As a guide, the following coursework reports need to be re-submitted.
First Year: ‘Foundation’ Laboratory: Lab book only
Second year: ‘Knowledge’ Laboratory: Lab book only Pilot Plant: P&IDs only
Third year:
Fourth year:
34
INSTRUCTIONS FOR PREPARING REPORTS
Note: These guidelines have been adapted from the “Instructions for Authors” provided by the Institution of Chemical Engineers for authors wishing to submit an article for publication in their journal, Chemical Engineering Research & Design (ChERD. Explanatory notes have been taken from the instructions for authors provided by the editors of the journal, “Chemical Engineering Science” and modified to reflect the requirements for student reports. Copies of these guidelines can be found on the Departmental website: http://www.imperial.ac.uk/chemicalengineering. Please remember also that all reports submitted must have a signed Departmental cover sheet.
Arrangement of manuscripts Reports should be arranged as follows:
1. Title: Make the title concise yet informative. Giving a title such as “Lab Report” or “Pilot Plant” or “Reactor Design” gives very little information to the reader. Within a constraint of about 10 -15 words, you should try to convey as much information as possible about the work and the report – such as “Experimental study of heat transfer in stirred vessels” or “Mass transfer effects in a pilot plant for the separation of CO2 from N2” or “Design of an adiabatic reactor for the production of methanol”.
2. Name(s) of author(s): This should appear on the first page of the report as well as on the Departmental cover sheet. Followed by affiliation(s). You should indicate your year, group or pair number, project supervisor, as appropriate.
3. Abstract: Not longer than 200 words (for student reports, more typically around 150), describing the essential,
original content: The Abstract must stand on its own and not refer to other parts of the report. A good guide as to what to put in the Abstract is: the purpose of the Abstract is to tell the reader the most important information that he/she has to know in order to decide whether or not to read the entire report. It should contain major results if they are of real, general interest (like, for example, the measured activation energy of a chemical reaction) but not specific details of no general importance (like the value of a heat transfer coefficient). It is recommended that you always delay writing the Abstract until you have finished writing the rest of the report. If your Abstract is judged to be inadequate, you will be required to re-write and submit an improved version before any marks will be awarded for the report.
4. Keywords: Up to six keywords, placed beneath the abstract. These also give the reader a quick insight into the main features of the report. These should be chosen primarily from the list provided by Chemical Engineering Science and reproduced in the attached table at the end of this handout.
5. Introduction: This should provide the background to your work; unless there is a strict maximum page limit to the report, this section might be between one and two pages long. In this section, you can describe the relevance of the study (why is it important? what is it trying to show?) and refer to previous work in the area in the chemical engineering literature.
6. Methods and materials: For experimental work, this should describe the experimental set up, the tools used for measurements, etc. For computational and design work, this should describe the type of special software used, if any. Any significant theoretical development should be included here. In many cases, it will be acceptable to divide this part of the report into sub-sections (not all of which are appropriate for all reports): a) Experimental set up b) Theoretical development c) Computational tools and development
Any very specific details which the reader does not need to follow in order to understand the rest of the report can be relegated to an appendix. Examples include the calibration curve of a rotameter or gas chromatograph for an experimental project or the derivation of an involved but straightforward equation for a theoretical project. Of course, if the derivation of the equation is a major achievement of the work, then it must not be placed in an appendix (see item 17 below).
35
7. Results and analyses: For both experimental and computational projects, you should put your major results here in graphical or tabular form as appropriate. It is essential to provide the reader with a paragraph explaining what each set of results means; a series of tables and graphs with no accompanying explanation will be incomprehensible. Use SI units in all cases with negative index notation [that is, kg s
-1m
-2, not kg/(s.m
2)]. If
the results need to be re-plotted to give significant results (e.g. as log-linear graph) then those can be placed here as well. You should give some quantitative indication (e.g. standard deviations or error bars) here of the accuracy and precision of the results which you are quoting. Many students still make the mistake of quoting an inappropriate number of significant figures; there is a big difference between 3.7 and 3.7214. Confusion here will be penalised both in project reports and in examinations! If you have many results of a similar nature, a representative set can be placed in the main body of the report
and the others in an appendix. Sample calculations should generally be placed in an appendix. BUT see the important note below (item 17) as to what may or may not be placed in an appendix.
8. Discussion and conclusions: For student reports, this is best separated into two sections: “Discussion” and “Conclusions”. The “Discussion” should include an interpretation of the significance of the results you presented in the previous section. You should include your assessment of whether or not the results obtained are consistent with the theory and if not, possible reasons for the divergence. If you quote a result (for example, that one experimental configuration performed better than another), you must give evidence for your statement by referring to the two sets of results obtained. Remember that if you have been given a strict page limit to your report (perhaps 10 pages), this page limit will generally apply only to text and not to graphs or tables. The “Conclusions” section is not meant to be a summary of what the project was about, but rather the conclusions reached from the study. A good guide is to write the Conclusions in the following form: Having carried out this study, I (we) were able to conclude that: 1. xxxxxxxx; 2. yyyyyyyyy; 3. zzzzzzz; etc. For many of the technical reports which you will write in your professional lifetime, many people will only read the Abstract and Conclusions!! For research-type reports, it may be appropriate to include a third sub-section here on “Recommendations for Future Work”; this is not normally required for ordinary UG project reports.
9. Nomenclature: Mathematical notation should be defined and listed in a table of nomenclature following the
concluding section of the paper. The table should include each symbol (listed alphabetically with normal symbols followed by Greek letters) with its definition and units. For example:
C concentration kmol m-3
P pressure kN m-2
x mol fraction --
Greek letters
μ viscosity N s-1 m
-2
τ time constant s
10. References: The references should be listed in alphabetical order on the first author’s surname. References
should be arranged:
For a journal article:
Ruiz, M.O., Cabezas, J.L., Escudero, I., Alvarez, J.R. and Coca, J., 2002, Phenylglycine extraction with trialkylmethylammonium chloride free and immobilized in a macroporous resin. Part 1. Equilibria, Trans IChemE, Part A, Chem Eng Res Des, 80(A5): 529–536.
For a book:
Nelson, W.L., 1969, Petroleum Refinery Engineering, 4th edition (McGraw-Hill, New York, USA).
For a chapter in a book:
36
Soekarto, S.T. and Steinberg, M.P., 1981, Determination of binding energy for the three fractions of bound water, in Water Activity: Influences on Food Quality, Rockland, L.B. and Stewart, G. F. (eds) (Academic Press, New York, USA), pp 265–279.
References to websites/URLs are acceptable when details of the author and the date of last access are also
supplied:
Richardson, S.M., 2003 (20/08/03): Department of Chemical Engineering and Chemical Technology: Welcome. http://www.ce.ic.ac.uk/welcome.htm
All references listed must be cited in the text using the author(s)’ name(s) and year of publication. If there are two
authors both author’s names should be cited e.g. (Brown and Green, 2002). If there are more than two authors use
the following format: (Jones et al., 2002). Where an author has more than one reference cited in the same year, use
a, b, c etc. to distinguish between the references e.g. (Williams, 2002a).
11. Acknowledgements: If appropriate, this section may be included in UG reports.
12. Address: Corresponding author's address. Not appropriate for UG reports.
13/14. Tables and table captions. Each table must have a brief and self-explanatory caption (generally placed at
the top of the table). Column headings should be brief, but sufficiently explanatory. Tables must be numbered
consecutively and referred to in the text. Explanations that are necessary to the understanding of the table should
be given as footnotes at the bottom of the table, indicated by a lower-case letter. Tables must be constructed with clear captions and column headings. The tables should generally be placed either in the appropriate place in the report or at the end of the section in which the first reference to the table is made. See the note below as to which tables might be placed in an appendix.
15/16. Figures and figure captions. Each figure must have a caption (generally place below the figure).
Explanations of symbols must be given in the caption. Text in the figures should be kept to a minimum. Figures
must be numbered consecutively and referred to in the text. Figures must be constructed with clear captions and definitions of symbols. The use of colour alone to distinguish curves on a single graph is not acceptable because these will not reproduce in black & white photocopying. The figures should generally be placed either in the appropriate place in the report or at the end of the section in which the first reference to the figure is made. See the note below as to which figures might be placed in an appendix.
17. Additional information – Appendices. The Appendix of a report should only contain information which the reader is not required to read in order to understand the work, but which he/she might pursue out of interest or to gain further insight into the study. Thus, it might contain the calibration curve for an experiment or the results of 8 different (but similar) experiments, 2 others having been shown in the main body of the report. It might also contain the sample calculations. All appendices must be referred to at the appropriate point in the main body of the report; but the detailed contents of an Appendix (say, an experimental result depicted in figure 3 in Appendix B) must not be referred to. If the reader needed to refer to that particular figure in order to understand the subsequent discussion, then it should not have been relegated to the Appendix! It is useful to remember that if you have been given a strict page limit to your report (perhaps 10 pages); this page limit will generally apply only to text in the main body of the report and not to appendices.
IMPORTANT NOTE: In the past, most students have not allowed sufficient time to prepare their reports and to re-read them before handing them in. If you read them carefully before handing them in, you would find dozens of errors – not only in English, but also in reference to nonexistent or wrongly numbered graphs, required information which had been omitted, poor structure, pages duplicated or omitted, and other typographical mistakes. In order to encourage you to take greater care in the preparation of your report, this year the marking template for reports will allocate 25% of the marks for the project for the way the report is presented: its logical structure, clear explanations, good English, etc. as indicated in the checklist for staff shown below. (Note however, that on our course, multi-coloured graphs and pictures gain you no extra marks.). Remember, all of the good work that you may have done is lost if it hasn’t been explained properly and clearly.
37
TIPS FOR WRITING A REPORT
1) Reports should generally be written in the 3rd person past tense. The past tense is used because you are talking about work you have done in the past. However, at times it becomes a little difficult in the discussion to know what tense to write in since you are changing between the present and the past. For example, it is acceptable to say: “The results show that the velocity of the stream is strongly dependent upon the pressure”
but not “The velocity of the stream is measured with an orifice plate”; this is because the measurements were made in the past but the results and discussion are being put forward at the present! The 3rd person is usually used, but in student reports it is also acceptable to use the 1
st person where that seems more appropriate. For
example, “I (We) believe that the inaccuracies in the composition sensor led to the poor correlation of the rate constant with temperature”.
2) Please use the Spell Check package before submitting written work - nowadays there is no excuse for
spelling mistakes (as opposed to sense mistakes). However beware!! Spell checks only check the spelling;
you must read through your work afterwards to ensure that it is sensible. For example, the following sentence makes no sense but has passed through a spell check without indicating any errors: “Thus sentences dose nut male cents”.
3) Paragraphs in your text generally contain at least two sentences, and are defined by one idea running through them. 4) Sentences contain a verb in them, and unless you want a very staccato writing style which is difficult to read, try to have sentences longer than 5 or 6 words! However, an occasional short sentence can be used for special emphasis.
5) Punctuation is absolutely critical because if it is missing, most sentences are incoherent! Lack of commas is usually the most common mistake - try reading a sentence you have written, everywhere you pause naturally should generally have a comma. 6) This may sound trivial, but in order for a large document to read easily it must be set out logically. Hence use a 12-point or 11-point font for text, using a larger font size for section headings, using single or 1.5 line spacing, leaving an extra space between sections. Section heads should be underlined bold and 14 point, sub-sections (3.3.2) should be in bold, while sub-sub-sections should be the last form of sub division and the text should follow on from them on the same line. 7) Colons and semi-colons. If you want to list a series of words or small phrases, then use a semi-colon (;); the words are then separated by commas. If you want to join two long phrases without resorting to two separate sentences then you can also use a semi-colon. If you need to break up a long sentence with a whole lot of long
phrases, then use a colon (:), and separate the phrases with semi-colons.
8) Read your prose carefully after you have written it to eliminate repetition, e.g. “We measured the temperature, and the temperature was found to be….”, rather use “We measured the temperature, and it was found to be….”, 9) Do not leave large gaps in the text because you cannot fit a Table or Figure on the same page. Put the figure or table on the next page and continue your text discussing them just before you get to the Table/Figure. Large gaps in the text look scrappy and unprofessional! 10) if you can possibly avoid it do NOT use footnotes at the bottom of the page – either reference the fact, or put it in the appendix. Footnotes tend to be used only in the Social Sciences where they have huge amounts of information to fit on the page. Footnotes are NOT where you put references.
38
KEYWORDS (as supplied by Chemical Engineering Science)
Absorption Adsorption Aeration Aerosol Attrition
Diffusion Dispersion Dissolution Distillation Downstream Processing
Drying Dust Dynamic simulation Economics Elasticity
Electrochemistry Electrolysis Electronic materials Electroosmosis Electrophoresis
Emulsion Energy Entropy Environment Enzyme
Evaporation Explosions Extraction Extrusion Fermentation
Films Filtration Flotation Fluid Mechanics Fluidization
Foam Food processing Formulation Fouling Fractals
Fuel Gases Gels Granulation Granular Materials
Heat conduction Heat transfer Homogenisation Hydrodynamics Imaging
Instrumentation Interface Ion Exchange Isothermal Kinetics
Laminar Flow Leaching Mass Transfer Materials Processing Mathematical Modelling
Membranes Metabolism Microstructure Mixing Model Reduction
Moulding Molecular Biology Momentum transfer Monoclonal Antibody Morphology
Moving Bed Multiphase Flow Multiphase Reactions Multiphase Reactors Nanostructure
Nonlinear Dynamics Non-Newtonian Fluids Nucleation Numerical Analysis Optimisation
Packed Bed Parameter Identification Particle Particle Formation Particle Processing
Particulate Processes Petroleum Pharmaceuticals Phase Change Phase Equilibria
Photochemistry Pneumatic Conveying Pollution Polymers Polymer Processing
Polymerisation Population balance Porous Media Powder Technology Powders
Process Control Product Design Product Processing Radiation Reaction Engineering
Remediation Rheology Safety Scale-up Sedimentation
Selectivity Separations Simulation Sintering Slurries
Soft solids Solid Mechanics Solutions Stability State Equation
Static Mixer Statistical Thermodynamics Supercritical fluid Surfactant Suspension
Systems Engineering Theory of Liquids Thermodynamics Process Tomography Transient Response
Transport processes Turbulence Unit operations Vaporization Viscoelasticity
Visualisation Voidage Zeolites
39
V FINDING YOUR WAY
USEFUL NAMES AND HOW TO CONTACT THEM
Building/room Tel.no e-mail
@imperial.ac.uk
Head of Department Prof. Nilay Shah ACEX 305 46621 n.shah
Director of Undergraduate Studies Prof. Klaus Hellgardt ACEX 210 45577 k.hellgardt
Director of Course Operations* Dr. Andreas Kogelbauer ACEX 206 45572 a.kogelbauer
1st Year Panel Chairman Dr. Christos Markides ACEX 404 41601 c.markides
2nd Year Panel Chairman Prof. Paul Fennell BONE 228B 46637 p.fennell
3rd
Year Panel Chairman Prof. Omar Matar ACEX 517 49618 o.matar
4th Year Panel Chairman Prof. Klaus Hellgardt ACEX 210 45577 k.hellgardt
Principal Teaching Fellow Dr. Clemens Brechtelsbauer ACEX 205 41662 c.brechtelbauer
Senior Teaching Fellow Dr. Umang Shah ACEX 208 46604 u.shah
Senior Teaching Fellow Dr. Colin Hale ACEX 204 45618 c.hale
Postgraduate Admissions Tutor Prof. Serafim Kalliadasis ACEX 411 41373 s.kalliadasis
Departmental Safety Officer Dr. Severine Toson BONE M03 42225 severine.toson03
Technical Services Manager Mr. Pim Amrit BONE M03 45600 p.amrit
* also the Senior Tutor and Careers Adviser
Departmental Services
Service
Who to contact
Telephone
No.
e-mail address @imperial.ac.uk
Room No. Electronics services
Mr. Chin Lang 45599 c.lang ACEX 1M02
Computing Mr Graham Stuart 46641 g.stuart BONE 321 Analytical Services Ms. Patricia Carry 45631 p.carry ACEX 1M13 Mechanical Workshop
Mr. Tony Meredith 45613 a.meredith BONE 131A
Stores Mr. Keith Walker 45615 keith.walker BONE 132A
40
CHEMICAL ENGINEERING ACADEMIC STAFF AND WHERE TO FIND THEM
Academic Staff
Initials
Telephone
No.
address
Room
No. @imperial.ac.uk
Prof. Claire S. Adjiman CSA 46638 c.adjiman RODH C606*
Dr. Clemens Brechtelsbauer CMB 41662 c.brechtelsbauer ACEX 205
Dr. João P.B.T. Cabral JTC 45571 j.cabral ACEX 517B
Dr. Benoit Chachuat BC 45594 b.chachuat RODH C501
Dr. Ronjun Chen RC 42070 rongjun.chen ACEX 408
Dr. Peter A. DiMaggio PDM 45589 p.dimaggio ACEX 218
Prof. Paul S. Fennell PSF 46637 p.fennell BONE 228A
Prof. Amparo Galindo AG 45606 a.galindo ACEX 311
Dr. Valeria Garbin VG 42878 v.garbin ACEX 415
Dr. Gonzalo Guillen Gosalbez GG 41478 g.guillen05 RODH C612
Dr. Jason Hallett JPH 45388 j.hallett BONE 228b
Dr. Adam Hawkes AH 49300 a.hawkes RODH C502
Prof. Klaus Hellgardt KH 45577 k.hellgardt ACEX 210
Dr. Jerry Y.Y. Heng JH 40784 jerry.heng ACE 417A
Prof. George Jackson GJ 45640 g.jackson RODH 601a
Prof. Serafim Kalliadasis SK 41373 s.kalliadasis ACEX 411
Prof. Sergei G. Kazarian SGK 45574 s.kazarian BONE 440
Dr. Andreas Kogelbauer AK 45572 a.kogelbauer ACEX 206
Dr. Cleo Kontoravdi CK 46655 cleo.kontoravdi98 ACEX 516
Dr. J. Krishnan Dr. Bradley Ladewig
JK BL
46633 48977
j.krishnan b.ladewig
RODH C503 ACEX 412
Prof. Kang Li KL 45676 kang.li ACEX 419
Prof. Andrew G. Livingston AGL 45582 a.livingston ACEX 413
Prof. Paul Luckham PFL 45583 p.luckham01 RODH 148
Prof. Sandro Macchietto SM 46608 s.macchietto ACEX 507A
Prof. Sakis Mantalaris AM 45601 a.mantalaris ACEX 515
Dr. Christos Markides CM 41601 c.markides ACEX 404
Prof. Omar K. Matar OKM 49618 o.matar ACEX 506
Dr. Marcos Millan-Agorio MMA 41633 marcos.millan RODH 236
Prof. Erich A. Müller EAM 41569 e.muller ACEX 409
Dr. Camille Petit Dr. Ronny Pini Dr. Roberto Rinaldi Sobrinho
CP RP RRS
43182 47518 41302
camille.petit r.pini r.rinaldi-sobrinho
ACEX 522 ACEX 526 ACEX 523
Prof. Nilay Shah Dr. Umang Shah
NS US
46621 46604
n.shah u.shah09
ACEX 305 ACEX 204
Dr. Qilei Song QS q.song ACEX 409A
Prof. Nina F. Thornhill Dr. Chris Tighe
NFT CT
46622 47432
n.thornhill c.tighe
ACEX 517 ACEX 417
Prof. J.P. Martin Trusler JPMT 45592 m.trusler ACEX 318
Dr. Daryl R. Williams DRW 45611 d.r.williams BONE 439
Prof. X. Yun Xu XYX 45588 yun.xu ACEX 407
* These rooms are in the Centre for Process Systems Engineering, access to which is by swipe card only. See the plan of the Department at the end of this section for an explanation of the various buildings.
41
HOW TO FIND YOUR WAY AROUND THE DEPARTMENT The Department comprises three different buildings, the Roderic Hill building (which faces Prince Consort Road), the ACEX building (Aeronautics and Chemical Engineering Extension - which runs parallel to the Walkway) and the Bone building which is the oldest building and runs perpendicular to the other two and is connected to both. The Centre for Process Systems Engineering (CPSE) is located on the top two floors of the Roderic Hill building. Most of the teaching areas are to be found on Levels 2 and 3 with the exception of the Pilot Plant, which runs through several floors, the UG laboratories which are on Level 1 and the seminar rooms, ACEX 400A & 400B, which are situated on Level 4 of the ACEX building and RODH C615 and C616 which are on the 6
th floor of the Roderic Hill building in CPSE. The locations of all the main teaching rooms and other
useful places are listed below but see the floor plans on the following two pages for details.
Building codes used in your timetables and this handbook are as follows:
ACEX ACE Extension building BONE Bone building RODH Roderic Hill building
Level Building Lecture Theatres 1 & 2 2 ACEX Lecture Theatre 3 3 RODH Conference room 207 2 ACEX Queen’s award room C616 6 RODH Seminar room 252 2 ACEX Design Offices 306, 309, 312, 315, 317 3 ACEX Seminar rooms 400A, 400B 4 ACEX CPSE Seminar room C615 6 RODH
Pilot Plant 1 ACEX UG Laboratories 1 ACEX Student study space 232 2 RODH Tea bar 2 ACEX
42
ACEX 102Undergraduate
Labs
ACEX102A
ACEX103B
ACEX103A
ACEX 101Pilot Plant
Sem
ina
rR
oo
ms
BO
NE
Bu
ildin
gA
CEX
Bu
ildin
g
BONE132
ChemicalEngineering
Stores BONE131
Chemical EngineeringWorkshop
Manager: Mr Tony Meredith
BONE136
BONE139
BONE137
GroundLevel
Entrance
Lifts
Toilets
Stairs
Laboratories
LEVEL 1
Lifts
Toilets
Stairs
Staff Offices
Laboratories
LEVEL 1MACEX 1M10Pilot Plant
ACEX1M17
AC
EX1
M1
2
AC
EX1M
11A
AC
EX1M
13A
ACEX 1M13Analytical Lab
Manager: Ms Patricia Carry
ACEX 1M11ElectronicsWorkshopManager:
Mr Chin Lang
ACEX1M13A
ACEX Building
43
A CEX 250 Lectu r e The a t r e 1
A CEX 252
Seminar R oom
Departme n t of Ae r onautics
Departme n t of Ae r onautics
Con c ou r se T ea Bar
Union Shop
Senior Common
Common R oom
A CEX 201A Co n t r ol R oom
A CEX 201 Pilot Pla n t
A CEX 203 Lectu r e The a t r e 2
A CEX 204
A CEX 205
A CEX 206
A CEX 208
A CEX
X 210
A CEX 207
207 Co n f e r ence
R oom A CEX 203A
A CEX
X 209
A CEX
X 211
A CEX 214
A CEX 217
A CEX 216
A CEX 218
A CEX 215
Unde
e
r g r adu a t e Studies Sui t e: A CEX 210: Di r ec t or of Unde r g r adu a t e Studies P r of Omar M at ar
A CEX 208: Unde r g r adu a t e Office Ms Ma r g a r e t Gee, Unde r g r adu a t e Sec r e t a r y Dr S e v erine T oson, S a f e ty & T eaching Support Officer
A CEX 206: Di r ec t or of Cou r se Ope
Ope
r a tions Dr And r eas K o g elbauer
A CEX 205: Principal Teaching Fellow r Dr Clemens B
B
r ec h t elsbauer
A CEX 204: Senior T eaching F ell o w s Ms Ni c ola Gui r guis, E x amin a tions Officer Dr Colin Hale, Pilot Pla n t Mana g er
A CEX 202
Lifts
T oil e ts
S t ai r s
S t a ff Offices
Labo r a t ories
LEVEL 2
A CEX Building
BONE Building
R ODERIC HILL Building
Prince Consort R oad
Main W alk w a y
BONE 221
BONE 223
BONE 222
BONE 225
BONE 225A
BONE 224
BONE 226
BONE 227
BONE 228A
BONE 228A
BONE 230A/B
UG Study
Space
R ODH 232B
Unde r g r adu a t e
Study Space
R ODH 236
R ODH 235
R ODH 234
R ODH 232
Unde r g r adu a t e Studies Sui t e
44
45
KEY
Lifts
Stairs
Ladies
Toilets
Gents
Toilets
Academic
Staff Offices *
46
47
Imperial College Health Centre, Claudio Calvi (2003)
Motivation & Revision Study & Exam Skills Anxiety & Panic Resources
approach-avoidance organizing study self-management tapes
stereotypes & phases learning strategies "stop the wasp" books
self-monitoring emotional preparation relaxation & meditation internet
self-talk exam skills mental rehearsal workshops
Motivation & Revision
Self-Monitoring When anticipating an important but stressful event we are bound to have feelings of ambivalence - an "approach avoidance dilemma". With revision and exams, the "approach" side is driven by expectations of reward -eg. a concrete achievement; "avoidance" is mainly due to anxiety and negativity. Instead of allowing unhelpful thoughts and feelings to fester inside you, become more aware of what exactly is holding you back and filling you with pessimism or dread. So put your concerns about revision and exams into words. Jot them down on a piece of paper as they arise, in any order, as one would in a brainstorming exercise. Naming these inner "devils" and externalizing them gives us some psychological space and vantage point from which to understand and confront them. If you find it difficult to generate enough items, keep a journal in which to record thoughts and feelings associated with studying and exams. This can help identify the fears, excuses, competing needs and habits diverting you from the work. Some of these items may reveal your hidden feelings or belief-system about exams or about yourself, generally, Perhaps this information fits into the stereotypes of procrastinators:
1. The Self-Indulgent student • denial of responsibility / or overconfident • not lazy, but has low frustration tolerance • escapist tendencies • requires stimulus to raise anxiety (eg approaching deadline)
2. The Tense & Fearful student • denial of potency - de-skilling self unnecessarily • self-critical, low self-esteem • overwhelmed by the importance of the exam, pressure to succeed • needs to develop anxiety-reducing and esteem-enhancing strategies
3. The Perfectionist student • denial of vulnerability, wanting total control • critical of the "system", passive-aggressive • sets impossible goals, so never feels "good enough" or "safe enough" • obsessive, workaholic tendencies; or procrastination • needs to develop more realistic appraisals of self and demands of task
Some students habitually get stuck in one of these patterns. However, it may, be more helpful to consider them as phases we can all go through.
48
Dealing With Procrastination & Negativity
The Self-Indulgent Phase
Procrastination can be difficult to overcome because we can so easily delude and sabotage ourselves -busily doing everything but a priority; making excuses; finding other diversions. Avoidance can also become a self-reinforcing habit. It may be that nothing but the approaching exam deadline will raise anxiety sufficiently to kick start revision, albeit at the last possible moment.
If starting the revision keeps getting delayed, try a paradoxical approach:
Timetable your fixed hours (lectures/coursework, travel, eating & sleeping) and your recreation time
Make the recreation compulsory, NOT the revision work
Focus only on starting to work, not on putting hours in each day.
If you start a piece of revision work, only concentrate on it for 30 minutes. Then record this achievement on your schedule and give yourself a reward.
Start as many 30-minute periods as you can. The aim is get into the habit of "frequently starting" to revise.
Only after some success with this approach should you gradually extend the study periods At first the "work" can legitimately involve all the necessary preparatory activity for revision.
Sort out your notes, obtain necessary photocopies, past exam papers, details of exam requirements and dates.
Then determine in overall terms what topics you will want to cover and roughly by when and display such information on wall charts. Deliberately make this a rough guide only - resist the temptation to produce the mother of all charts.
Chose one topic you find moderately challenging but not threatening; break it down into manageable chunks, and make a start with that
Find out which environment results in more productive study - your room, the library, studying with a friend?
The Tense & Fearful Phase
Here revision is delayed or undermined by self-doubts and self-putdowns. The more we entertain such negative thoughts, the more de-skilled we feel. We need to find ways of challenging and contradicting them. However, rational considerations by themselves usually get emotionally deflected or also discounted. Partly this is because our hidden belief system is prone to certain automatic thinking distortions, such as:
Exaggeration - magnifying negatives, ignoring positives.
Overgeneralization - e.g. expecting everything to be bad, always, because of one negative experience.
Catastrophizing - anticipating disaster even from a minor setback, real or imagined.
Polarization - black or white, all or nothing mentality.
Emotional Reasoning - confusing thinking with feeling (eg. you feel an idiot, so you must be one).
It is important therefore to spend some time developing constructive self-talk which also takes such distortions into account. For example with polarizations, try incorporating subtler gradations (e.g. a partial, rather than an absolute failure). Start doing this for items on your list. Think for instance what you might say that is empowering, but also realistic, to a friend bogged down by similar inner messages (then stop giving yourself a harder time). It may take some trial and error experimentation, initially with just a few items, to find or refine the appropriate counter-messages that work for you. These may be words, phrases or longer arguments or pep talks.
49
Address particularly the following:
"Catastrophizing" the future - If there is some reality to your fears, eg. that it is very unlikely for you to obtain the required grade ("plan A") think of ways of accepting the inevitable. It helps if you can formulate a "plan W which though not ideal is still feasible and worth working towards. In the context of your whole life this is only a passing phase and there's still plenty to play for. Your personal worth and future happiness are not conditional on the outcome of this exam. Even the worst scenario you're imagining will probably be nothing like as catastrophic as you think. Even if you know that your fears are unwarranted, it still helps having a "plan B". Best of all, focus on the present moment and its priorities and possibilities.
Magnitude of task - difficult as it may be, the task will certainly be "exaggerated" by your negativity. You know from past experience that once you get going, organizing the topics to revise and devising a realistic study programme, you usually manage to get things into perspective; and by doing something about it you'll feel more in control. It is always a good idea to break up a large area of work into smaller chunks, and focusing your energy on priorities within these.
Self-discounting - reminding yourself of how you did manage some things well in the past may be difficult if you keep discounting all your achievements -eg. "that was just a fluke"; or "so-and-so did much better". Persevere with self-talk that helps you re-own your potency and skills -accept complements for a change; give yourself credit whenever possible - eg rewarding yourself for reaching minor targets helps contradict a general pattern of feeling undeserving of success.
Look out for the way situations or perceptions also get distorted: eg You wake up in the morning, knowing you've got a lot to do. You tell yourself "it'll be just awful, I'll never get it done" etc. Try changing that to "looks like a busy day, could be a productive one. I'll get a load of things out of the way". Accent the positive side, whenever you can, to counteract the tendency to discount it.
Anxiety - is usually amplified by imagining oneself floundering, in conjunction with negative self-talk. Practise
Stop the Wasp and Mental Rehearsal techniques (described below) as an antidote
The Perfectionist Phase Most of us want to do things well and can be perfectionists at times. The problem arises when this attitude becomes inflexible and counterproductive. Perfectionist expectations may delay the start of revision because the task will seem too daunting- you want to cover everything and be in total control. Sometimes only the approaching deadline frees you sufficiently to consider a more pragmatic approach, giving you permission to expect less of yourself. When you start revising early you become a workaholic and get bogged down accumulating unnecessary information and producing and rewriting "perfect" notes. These unrealistic appraisals of yourself and the revision task are driven by almost fanatical internal imperatives which, most likely, affect other areas of your life as well. Self-monitoring can help you regain a more objective outlook. Devise self-talk that challenges the inherent flaws in perfectionist logic, typically dominated by "polarization" and "emotional reasoning" distortions. Be very suspicious of internal "shoulds", "musts" and "oughts" which make you think the way you feel. Imagine yourself as capable of making choices, rather than having to give in to obsessions. Break down the task into more manageable stages. For instance, cover essentials first; add refinements or further details later, if there is time. Give yourself permission to make mistakes - aim for "good-enough" efforts, to counter "all or nothing" tendencies. In other words, learn to be more selective in your work and less harsh on yourself generally.
50
Study & Exam Strategies Organizing Study The first task in organising yourself is to sort out topics for revision, as it Is usually unrealistic to cover everything Your selection of topics needs to be based on the syllabus and examination requirements; on predictions derived from past papers; and on guidelines suggested by tutors or indicated by course work covered. Then devise a routine of study periods which is realistic and productive, with suitable rest intervals and proper attention to diet, sleep and recreation (especially if you're a workaholic!). Breakdown targets into manageable units. Ticking off completed units creates a sense of forward movement. A checklist for the day's targets, provided these are achievable goals, can similarly boost morale. Make these plans and checklists rough guides only, as time spent studying cannot be equally productive. Deal with less demanding tasks in periods of the day when you are less alert and focused. If you find yourself struggling unproductively with a problem - take a break; switch to some other work; or discuss the problem with friends and tutors (if possible).
Learning Strategies You may improve your learning effectiveness by reading about study skills. Select and adapt suggestions to suit your own learning style and circumstances. Major alterations to your approach, especially nearer the exams, are unlikely to be productive. However, the following points are worth considering:
the more you actively interact with the subject matter, making it your own, and linking it to previous knowledge, the more meaningful and memorable it becomes.
a useful general strategy is the PQRST- i.e. first skim through the material, particularly the contents, charts,
headings, summaries and parts of the text to obtain a Preview; formulate Questions (from titles, headings or
sentences) that highlight what you aim to derive from the text, to guide your reading; Read actively, by
selecting material and making appropriate notes of key steps or ideas; Summarize the main points using paraphrases, lists, key words, patterns and flow diagrams, connecting them with knowledge from other
sources; Test yourself by reciting and reviewing the summaries immediately after learning the material, then at later intervals. Adapt this approach accordingly when learning key examples in problem sheets involving calculations and procedures.
keywords, patterns and flow diagrams linking ideas are useful not only for making master summaries for revision purposes, but also for jotting down ideas and planning answers during the examination (see Buzan's "Use Your Head").
index-sized cue cards, easy to carry around for frequent revision (eg when travelling), are useful for recording information that you find particularly hard to remember. On them can be displayed facts, figures, formulae - using colours, keywords, mnemonics and other memory aids. Sometimes displaying such information on wall charts around the room can also help.
for more efficient study, "spaced" learning is generally preferable to "massed" learning, as it has more time to sink in; revise related topics together; and take regular short breaks after 2-3 hour blocks, at suitable "achievement" points.
practise answering past exam questions on a topic (even if only in skeletal form) and make up some of your own that bring together typical "angles" or expose features that have not yet appeared in past papers. It is invaluable at this stage to compare notes with other students and to obtain feedback or clarification from tutors.
Try at least one question under exam conditions - but only after having learned the topic or previously attempted the question. The aim, as in mock exams, is primarily to help reduce stress and pacing problems later, not to undermine confidence.
51
Exam Strategies
Practical preparations - check the time and venue of the exam and work out how to get there in good time; have the necessary equipment ready (watch, pens etc).
Emotional preparations - mentally rehearse how you will tackle the exam as a whole, and how you will deal with anxiety, following suggestions described below. Consider what might additionally help - eg staying away from crowds gathering outside the exam hall, until the last moment; arranging to have a friend distract you with mundane talk or accompany you on the journey. If it helps sitting at a desk in a particular position in the hall (eg front or back), make arrangements with College authorities well in advance of the exam.
Memory considerations - the night or morning before the exam review your revision notes and cue-cards systematically, rather than attempt to learn complex new material. If appropriate, capitalize on short-term memory by glancing at your "difficult" cue cards, just before entering the exam hall, and reproducing them, when you're allowed to start (before reading the questions - to safeguard the memory trace).
Exam skills:
Read the exam paper carefully, underlining key words and instructions. Don't panic. Many students will feel unable to answer any of the questions at this stage, due to the surge of anxiety.
Note how many questions you are required to answer; if any are compulsory or need to come out of specific sections - the format may have changed since last year.
Tick the questions you intend to answer. Make a rough timetable, allocating equal time to equally-weighted questions, allowing perhaps about 15 minutes "planning" and 10 minutes "finishing off" times, overall, for a typical 3-hour paper.
Answer questions in the order: easiest, favourite, and difficult, to avoid getting demoralized. Attempt all the questions required, as usually the first 50% of marks for any question are easier to obtain than the next 50%.
Analyse carefully the precise wording of questions you intend to answer - it is easy otherwise to end up answering a question that was not asked.
Don't rely on your memory more than you have to - jot down key ideas that emerge about any of the questions, and use them when "planning" an answer. This might show the examiner what you had in mind, if you run out of time.
The last 5-10 minutes are, ideally, for putting finishing touches - crossing out unwanted script; ensuring that questions are clearly numbered; and that all answer books display your identification number.
If you get a mental block
Give yourself about four minutes to remember or puzzle out the answer. Failing that, move on to the next question. If in the meantime ideas for dealing with the problem question emerge, jot them down before you forget them.
With mathematical questions, it pays to stick with the problem a bit longer, say ten minutes. Sometimes it helps to think back to first principles; or to represent the problem diagrammatically or more concretely; or even to think laterally, about related issues.
Remember to adjust your timetable accordingly, and to still attempt all the required questions.
After the exam -don't indulge in post-mortems and comparisons with others. Review what went well in your overall approach, before and during the exam including the way you handled anxiety. Aim to improve upon that in the next exam.
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Anxiety & Panic Self-Management During revision and exams, anxiety is a common student problem. Up to a point anxiety can help us engage and stay focused on the task. But when overanxious avoidance tendencies intensify and we procrastinate. In an exam, over-anxiety makes our thinking more rigid and confused, so we don't do ourselves justice. The way to handle this anxiety and stress is through more empowering self-management:
cognitively - by facing your fears with more constructive self-talk
behaviourally - by devising and sticking to an effective study programme, in which you also take care of your recreational and physical needs
emotionally - by containing your fears through more insight and foresight: using appropriate self-monitoring, distraction and relaxation strategies, and in some cases medication.
These are admittedly difficult but manageable adjustments to make, particularly if taken gradually, a step at a tune. If you've had severe anxiety in past exams do seek help and advice in good time. Your GP could prescribe beta-blockers, for instance, which take away the physical symptoms of anxiety and help you feel more "in control".
Come also to the Exam Stress Workshops held at the Health Centre twice a year.
Stop the Wasp If you start panicking in the exam, finding that the harder you try the worse you feel .....
STOP - the self-defeating thoughts that are buzzing around like wasps - tell yourself instead that you are going to
survive this experience, come what may. Go through the following "W-A-S-P" squashing procedure, which you'll need to practise during milder forms of anxiety in the revision period (and so learn to recognize the early stages of panic, which are easier to neutralize). Familiarity with the procedure, through practice and mental rehearsal is essential emotional preparation.
WAIT- switch off and unwind for a few moments. Focus on breathing and then relax with eyes closed. This will help you return to the task afterwards with a calmer, clearer mind and more constructive perspective.
ABSORB - taking in the relaxation, flood your mind with constructive self-talk (ideally from a repertoire of previously prepared and practised phrases); then slowly open your eyes and calmly bring yourself to face the exam situation.
SLOWLY PROCEED -get going again with the paper, as best you can, calmly, a step at a time.
Note:
When focusing on your breathing, take a long slow deep breath, and allow the air to flow out slowly and smoothly. Sit back comfortably, dangling your arms by your side, and imagine any tension flowing out through your hands and feet. Try any relaxation technique that works for you (eg the isometric exercise described below).
If your breathing pattern has been rapid and shallow, you may need to avoid hyperventilating, by pausing after long exhalations, and breathing with stomach, rather than upper chest, movements. If the hyperventilating continues, breathe into cupped hands (or even a paper or plastic bag - take one along if you think you'll need it).
It may help to reframe your attitude towards the examiner. Instead of some sadistic, persecuting figure, imagine him or her as a friend, or someone who just wants some help with the question.
Repeat "Stop the Wasp" if necessary - you may have rushed back too soon the first time. Stay longer "waiting" and "absorbing". If the panic continues or escalates, tell the invigilator without delay.
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Relaxation Strategies Each of the following approaches has its own value and applications. The more mental techniques are probably better at reducing general levels of stress over time; the physical ones are more effective when anxiety is acute and the mind is confused. Basically, you'll need to experiment and then practise your favourite techniques well before the exam - taking advantage of mini crises during the revision period.
Meditation There are various kinds of meditation techniques around. These generally induce an altered state, which is normally relaxing and beneficial. However, anyone with a mental illness, prone to reality confusion, depersonalisation etc should seek medical advice before trying out such techniques.
Transcendental Meditation has been the most thoroughly researched, especially for its relief of stress and other health benefits. TM is a subtle, effortless technique and requires no involvement with the organization, or changes in lifestyle or beliefs. However, it is expensive to learn and, as with other practices, not everyone seems to benefit. For current student rates and information pack ring 020 7402 3451.
Benson's "Relaxation Response", a more mechanical technique, also achieves good relaxation results:
once or preferably twice a day, sit comfortably with eyes closed, for 15 - 20 minutes
become aware of your breathing. Breathe easily and naturally; and with every out breath mentally repeat your mantra - a sound or word like "relax", "one" or "om" .
maintain a passive, accepting attitude - eg have no goals or expectations, other than comfortably following the procedure. don't try to resist other thoughts or strain to think your mantra clearly.
when aware of having been distracted by other thoughts, simply switch your attention back to the mantra.
Variants
If you want a Christian mantra, you can use the Aramaic "ma-ra-na-tha", as suggested by John Main (ring 020 - 7937 4679 for the Kensington Christian Meditation Centre).
You may prefer to just follow the naturally changing rhythms of the mantra and ignore the breathing (but stick to one method).
Or you can follow the breath without a mantra - Mindfulness of Breathing, which can be learned at local Buddhist Centres, again simply as a relaxation technique. Ring 020 7727 9382 for further information.
Imagery
Sit comfortably with eyes closed
Notice bodily sensations, and let go any tension. As you breathe out, imagine tension flowing out through your hands and feet. Enjoy a sensation of warmth and heaviness or lightness, going through the body in waves of relaxation.
Imagine the body filling up with a healing white, blue or golden light.
Let the light radiate around you and transport you to a real or imaginary place - your ideal relaxation sanctuary. Vividly imagine actually being there, absorbing it with all your senses.
Feel the sense of absolute peacefulness and calm, for some minutes. Then gradually bring yourself back to your present situation, with a lingering sense of calmness and inner radiance.
Do this once a day in a leisurely way; and touch base with your sanctuary at odd moments, for a boost.
Muscular Relaxation For those unable to distinguish sufficiently between tension and relaxation, a useful approach is to exaggerate and feel the tension for a slow count of five, then letting go and enjoying the sense of release and relaxation for a minute or so, systematically, through different muscle groups (as described in the Relax and Enjoy It tape listed below). The
following sequence can be remembered using the phrase "All New Exercises Must Take Longer": All (Arms and
hands); New (Neck & shoulders); Exercises (Eyebrows, eyelids & forehead); Must (Mouth, lips, tongue & throat);
Take (trunk -chest, abdomen, hips); Longer (Legs). Tension is produced by clenching fists; bending or extending arms; pushing head against support; shrugging shoulders; raising eyebrows. frowning; tightly closing eyes; biting teeth together; pressing tongue against mouth; pressing lips tightly; holding a deep breath; flattening in the stomach; squeezing buttocks together; stretching legs and toes. After a little practice you should find it possible to relax without any prior tensing, simply by focusing on the same muscle sequence and allowing each to unwind and relax. This quick and easy relaxation skill can then be used whenever needed, in daily life.
Note- with tensing techniques, stay much longer relaxing than tensing !!
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A helpful Isometric Exercise, along similar lines, can be used when sitting at a desk during revision or exams: • Pull in stomach muscles tightly; hold for a count of 5; release and relax • Clench fists tightly; hold. relax. • Extend fingers; hold; relax. • Grasp below seat of chair; pull up & hold; relax. • Press elbows tightly into side of body. hold; relax, Push foot hard into floor; hold; relax. Relax briefly with dangling arms, or resting head in arms, on desk.
Exercise Some people just can't relax easily, but can feel more "in control" through activity and exercise. Vigorous exercise can bum off tension, and counterbalances the passivity of studying and relaxation. Walking through a park or doing simple yoga postures are milder but also effective alternatives.
Sleeping Problems Sleeping problems sometimes emerge as exams approach. Partly this is due to late nights studying and to what we eat and drink, so it's advisable to take preventative action, where possible. Gradually establish sleeping patterns that can
be maintained more or less unchanged even during exams. Avoid late afternoon naps, as they use up REM (dreaming) sleep needs - try relaxation or meditation instead. Eliminate or reduce alcohol and caffeine consumption. Mild exercise or a relaxing bath at bedtime helps. Basically, allow yourself a "winding down" period before bed, to stop yourself thinking and worrying. If still struggling to sleep after about 20 minutes, avoid reinforcing negative associations - get out of bed for about 10 minutes, do something undemanding, then try again. Sometimes sleeping in a different place, or even at the other end of the bed, can help. A tape some students have found helpful, "Sleep Well", is listed below.
Mental Rehearsal Having achieved some degree of relaxation using one of the above techniques, it is useful then to Imagine oneself "doing" the dreaded thing, in this case the exam, visualizing oneself emotionally "coping". With eyes closed, run through the whole exam situation, watching it unravel as if on a screen, noting things to look out for (e.g. time budgeting, if you know that's a problem); mentally step into the screen, with a sense of calm and composure; take in the scene with different sensory organs, all the while imagining coping with the exam and with surges of anxiety (e.g. using self-talk or "stop the wasp" etc.). This can be a fairly brief mental exercise. Mentally rehearsing the exam scenario clarifies the task in terms of steps, desensitises fear through imaginary exposure and helps one face the real event with a greater sense of internal resources. It is useful therefore to learn to employ mental rehearsal routinely as part of a relaxation exercise. It can also be used to visualize oneself coping differently, more positively, in other problematic situations e.g. to counter negativity during revision.
Resources
Tapes & Books With personal stereos, relaxation tapes can be carried around anywhere. They can be obtained from bookshops or health food shops. Check the sleeve for information about the kind of relaxation exercise it is. The tapes mentioned
above, Relax & Enjoy It and Sleep Well, produced by Clinical Psychologist Dr. R. Sharpe, are obtainable from Aleph
One Ltd, The Old Court House, Bottisham, Cambridge C115 9BA (Tel: 01223-811679) and cost £9.50 each,
including vat & postage. Other tapes are available form the Stress Management Training Institute.
The Sciences Good Study Guide A.Northedge, J. Thomas, A. Lane & A. Peasgood (Open University, 1997) £11.99
The Arts Good Study Guide E. Chambers & A. Northedge (Open University, 1997) £9.99
Use Your Head Tony Buzan (BBC Books, 1995) £7.99
The Mind Map Book Tony & Barry Buzan (BBC Books) £14.99
The Complete Book of Relaxation Techniques Jenny Sutcliffe (Headline, 1993) £10.99
The Stress & Relaxation Handbook Jane Madders (Vermilion, 1979) £8.99
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Exam Stress Workshops These are for Imperial College students and take place at the Health Centre usually a few weeks before the Xmas and Easter breaks respectively. They require attendance to two one and a half-hour meetings on consecutive Wednesdays (usually 3 - 4:30 p.m.).
They are advertised in advance in Felix and various College noticeboards. You will then need to ring the Health
Centre to book a place: Tel: 020 7594 9381 (or X 49381).
Internet
External Links embedded in this web page: Keeping a study journal TM deskercises Healthier self-talk Christian mantra yoga Study skills site mindfulness of breathing gear-shifting O.U. note-taking guide imagery for relaxation sleeping problems Buzan-type spidergrams online relaxation audio mental rehearsal Memory aids
For more links on stress management and study skills see our substantial Study section in Handy Links
Acknowledgements
Dr.Robert Sharpe's tapes 'Pass That Exam" and "Study Effectively" and his book "Self-Help for Your Anxiety" (Souvenir Press, 1991) provided many of the points and ideas found in relevant sections above.
Clayton E. Tucker-Ladd's online 'Psychological Self Help" book especially the chapter on procrastination, was a source of ideas for the first section, on Motivation & Revision.