· web viewmodules such as introduction to professional skills and advanced professional skills...

PROGRAMME SPECIFICATION- BEng (Honours) Chemical Engineering (Extended)

1. Awarding Institution/Body Teesside University

2. Teaching Institution Teesside University

3. Collaborating Organisations(include type)

None

4. Delivery Location(s)[if different from UoT]

Teesside University

5. Programme Externally Accredited by (e.g. PSB)

To seek accreditation by the Institution of Chemical Engineers

6. Award Title(s) BEng (Honours) Chemical Engineering (Extended)

7. Lead School School of Science and Engineering

8. Additional Contributing Schools

None

9. FHEQ Level[see guidance]

6

10. Bologna Cycle[see guidance]

First cycle (end of cycle) qualifications

11. JACS Code and JACS Description H800 Chemical, Process and Energy Engineering

12. Mode of Attendance[full-time or part-time]

Full-time and part-time

13. Relevant QAA Subject Benchmarking Group(s)

Engineering (2006)

14. Relevant Additional External Reference Points(e.g. National Occupational Standards, PSB Standards)

UK Standard for Professional Engineering Competence (UK-SPEC) ( 2010)Institution of Chemical Engineers

15. Date of Production/Revision July 2011

16. Criteria for Admission to the Programme(if different from standard University criteria)

17. Educational Aims of the Programme

The overall aims of the programme are to:

To produce graduate with an enthusiasm for chemical engineering, an appreciation of its application in different contexts and to involve them in an intellectually stimulating and satisfying experience of learning and studying

To produce graduates with the ability to apply their knowledge and understanding in order to be competitive and creative.

To produce graduates with the chemical engineering knowledge and skills required to critically evaluate information, assumptions, arguments and concepts for solving real engineering problems.

To produce graduates with the qualities and skills for employability enabling them to either pursue programmes of further study and research, or to move directly into their chosen employment in industry and/or consulting/research organisation where they will manage their own continuous professional development.

To meet the educational requirements (in compliance with UK-SPEC), at degree level, together with a period of further learning, to permit progression to Chartered Membership of the Institution of Chemical Engineers and registration with ECUK as a Chartered Engineer. In this respect the programme aims to enable the students to demonstrate:

Their knowledge and understanding of the essential facts, concepts, theories and principles of chemical engineering, have an appreciation of the wider multidisciplinary engineering context, and appreciate the social, environmental, ethical, and economic considerations affecting the exercise of their engineering judgement.

Their ability to apply appropriate quantitative and engineering tools to the analysis of problems, be creative and innovative in the synthesis of solutions and in formulating designs, and to work with an appropriate level of detail.

Their practical engineering skills through work carried out in laboratories, in individual and group project work, in design work, and in the development and use of computer software.

Transferable skills that will be of value in a wide range of situations. Including problem solving, communication, working with others, the effective use of general IT facilities, and the planning of self-learning and improving performance, as the foundation for lifelong learning/CPD

18. Learning OutcomesThe programme will enable students to develop the knowledge and skills listed below. Intended learning outcomes are identified for each category, together with the key teaching and assessment methods that will be used to achieve and assess the learning outcomes.(see sections 19 and 20).

On completion of the programme students will be able toKnowledge and UnderstandingK1 Demonstrate a comprehensive and detailed knowledge and understanding of

scientific principles and methodology necessary to underpin their education in chemical engineering, to enable appreciation of its scientific and engineering context, and to support their understanding of historical, current, and future developments and technologies.

K2 Demonstrate a comprehensive and detailed knowledge and understanding of mathematical and engineering principles necessary to underpin their education in chemical engineering and to enable them to apply engineering and mathematical methods, tools and notations proficiently in the analysis evaluation and solution of

engineering problems. K3 Demonstrate an understanding of engineering principles and the ability to critically

evaluate and apply them to analyse complex engineering processes/problems.K4 Demonstrate knowledge of characteristics of particular materials, equipment,

processes, or products relevant to chemical engineering.

K5 Demonstrate an understanding of the need for a high level of professional, commercial, legal and ethical conduct.

K6 Demonstrate an understanding of contexts in which engineering knowledge can be applied.

K7 Demonstrate knowledge of management techniques which may be used to achieve engineering objectives.

K8 Demonstrate an understanding of and ability to apply a systems approach to plan, undertake and evaluate a negotiated, self-managed major project in chemical engineering.

Cognitive/Intellectual Skills C1 Identify, classify and describe the performance of complex chemical processes

through the use of analytical methods and modelling techniques.C2 Investigate and define a problem, identifying constraints including environmental

and sustainability limitations, health and safety and risk assessment issues. Questioning conventional orthodoxy using independent judgement and a logical, reasoned and supported argument.

C3 Use creativity and intellectual flexibility to establish innovative solutions to chemical engineering problems.

C4 Apply and integrate knowledge and understanding of other engineering disciplines to support study of chemical engineering.

C5 Demonstrate an understanding of the use of technical literature and other information sources.

Practical/Professional Skills P1 Evaluate customer and user needs and ensure fitness for purpose in all aspects of

the problem including, production, operation, maintenance, disposal and considerations such as aesthetics.

P2 Demonstrate an awareness of the requirement for chemical engineering activities to promote sustainable development and explore these issues.

P3 Demonstrate an understanding of the need for a high level of professional and ethical conduct in complex and unpredictable chemical engineering contexts.

P4 Demonstrate an understanding of codes of practice and industry standards used in chemical engineering and related disciplines including hazard and operability studies, risk assessments and safety audits of complex chemical processes and operations

P5 Demonstrate an awareness of quality issues, the nature of intellectual property and contractual issues.

P6 Effectively manage the design process, identify and manage cost drivers and evaluate outcomes.

P7 Demonstrate an awareness of the framework of relevant legal requirements governing chemical engineering activities, including personnel, health, safety, and risk (including environmental risk) issues.

P8 Work with technical uncertainty including the appraisal of the limits of uncertainties in experimental data with reference to the know limitations of the apparatus and the underlying theory.

P9 Evaluate customer and user needs and ensure fitness for purpose in all aspects of the problem including, production, operation, maintenance, disposal and

considerations such as aesthetics.

Key Transferable SkillsT1 Plan, manage and evaluate the application of new knowledge and skills as part of a

lifelong learning strategy.

T2 Demonstrate both employment potential and ability to manage future professional development.

T3 Communicate clearly, fluently and effectively in a range of styles appropriate to the engineering profession. Engage effectively in academic discussion and present arguments in a professional manner.

T4 Select, apply and evaluate appropriate numerical and statistical methods for complex and open ended engineering tasks.

T5 Select and evaluate software applications for engineering tasks.

T6 Recognise and evaluate factors which enhance group processes and team working and modify and evaluate own personal effectiveness within a team.

T7 Select and use the relevant practical skills needed to operate process and analytical equipment safely and effectively.

19. Key Learning and Teaching MethodsThe objective of the programme of study is to produce graduates who possess a comprehensive knowledge and understanding of discipline and the skills and experience which allow them to analyse complex problems appropriate to Chemical Engineering The learning and teaching strategy is designed to encourage a progressive acquisition of subject knowledge and skills by moving from study methods that have a greater degree of support and assistance gradually towards more independence and self-direction.

The programme employs a diversity of teaching and learning methods including Lectures Tutorials Seminars and Workshops (including oral presentations and poster sessions) Laboratory- Based Sessions Computer Laboratory-Based Sessions (simulations) Field and Site Visits Group Projects Design Projects Research Projects Professional Placements

Each programme and module is supported by a specific VLE site (E-learning@tees site).

LecturesLectures are used, to convey substantial elements of the subject content, provide core themes and explanations of difficult concepts, and set the scene for students' independent learning. Students, through lectures, are encouraged to develop skills in listening and selective note taking, to appreciate how information is structured and presented. The traditional format is enhanced through the use of computer-based, or other audio-visual aids, and supported by interactive VLE based provision of lecture notes and discussion groups focused on major topics.

The learning experience of the students is enriched by the inclusion of guest lectures from professionals in the discipline for example Professor Mae, Kyoto University and Professor Sasaki Tokyo University will be invited to give lectures on different aspects of reaction engineering. Alternatively students are taken to presentations organised by the branch association of the Institution of Chemical Engineers on topics of current interest

appropriate to specific modules. This serves to enhance the relevance of the taught material by presenting real examples of current interest by professional experts in the field.

Tutorials, workshops and seminarsTutorials, workshops and seminars provide a context for interactive learning and allow students to explore aspects of the subject in some depth. Modules such as Introduction to professional skills and advanced professional skills provide opportunities for the development of skills such as information retrieval, problem-solving, numeracy communication. The professional skills: management and leadership module allows the development of the skills necessary to support the major projects in the third and final years. These include how to chair and minute meetings, how to assume different roles with within the team, time and project management skills . Laboratory-basedLaboratory-based sessions are used to develop practical skills related to both bench scale and real scale process equipment and reinforce knowledge taught in other modules. They are structured to present the students will increasingly complex experiments that may not give the expected results, indeed some experiments are designed to give unusual results to force the students to think around the problem. They must test the data for consistency, evaluate the uncertainty and propose conclusions based upon critical evaluation of said measurements, These sessions are also one of the primary methods used to increase awareness of safety related issues and risk analysis.

Computer Laboratory-based SessionsThe module Analytical techniques for engineers employs computer based-laboratories to permit students to perform numerical solution for complex calculations

The module process control and simulation uses computer based commercial software ( HYSYS, PROMAX and Simulink) to model unit operations and dynamic control systems

Site VisitsSite visits are important components of the second year modules mass and energy balances chemical thermodynamics and the fluids design project. These visits are more than just a visit, they form part of a structured design problem set up and are facilitated by the industrial partner for the students to work as part of their module programme. Similar visits may take place as part of the third year and final year design projects

ProjectsThis course is very project orientated. At stages 4, 5 and 6 of the curriculum, the students undertake a group project and a major design project in the final year. The group project modules (applied fluid mechanics; chemical process design and environment and sustainability) have been designed to incorporate a block week of study on a bi-annual basis. They have been designed to be intensive, engaging and to use multidisciplinary teams more reflective of industrial practice from stage 4. The mode of delivery is also thought to be more conducive to the development of effective team–working and communications skills. The delivery of other modules will cease during the intensive week to permit the involvement of a wide range of staff to facilitate the interactive activities and events. Significant technical content is included in each module and the complexity of the problems encountered is progressively increased.

In addition to these group projects the final year design project is used to integrate together the technical, research and employability skills taught throughout the course to give the students an experience of and the skills necessary to deal with the complexity of

a full process design. 20. Key Assessment Methods

The Programme Assessment Strategy has been designed to test subject knowledge, independent thought and skills acquisition, and to provide candidates with information that will be useful to employers. The strategy has also been designed to be robust, equitable and manageable and incorporate both formative and summative assessment opportunities. As part of the programme assessment strategy, the number and timing of summative assessments associated with individual modules has been considered. This has been done to prevent assessment overload, which can result in fractionalisation and discourage student engagement with formative assessment. The particular assessment strategies used by any module have been selected to match the expressed learning outcomes. The distribution of learning outcomes has been considered to ensure the stage outcomes have been assessed through the modules in that stage and all the programme outcomes have been assessed by the end of the programme. Also, a variety of assessment tools have been used to ensure the assessment strategy does not favour certain students.

Assessment tools formal examinations, including 'unseen' examinations laboratory and / or fieldwork skills, written reports and technical interviews computer-based assessments problem-solving exercises data interpretation exercises critical analysis of case-studies oral presentations essays, literature surveys, evaluations and summaries collaborative project work preparation, display and defence of posters planning, conduct and reporting of project work. reports on external placements (where appropriate) peer assessment

Students on each year of the programme are presented with an Assessment Schedule providing details of the submission deadlines for summative assessments.

In particular, the professional and employment skills development modules (Communication and Laboratory Skills, Professional Skills, Engineering Management and Leadership Skills and Employment Skills) will be assessed using an amalgamation of self, peer and tutor assessment methods. These modules will not only assess the “product” of the work completed but, importantly for reflective learning and personal development will also assess the “process” which has been undertaken.

1. Programme ModulesLevel 3

Code Title Credits StatusNon-

Compensatable Compensatable

CEN0002-N Chemical Science and the Environment 20 Programme Core CEN0001-N Communication and Laboratory Skills 20 Programme Core EAC0004-N Electrical and Electronic Engineering Science 20 Programme Core EAC0001-N Fundamentals of Mathematics for Engineering A 20 Programme Core EAC0000-N Fundamentals of Mathematics for Engineering B 20 Programme Core CEN0000-N Materials and Mechanics Engineering Science 20 Programme Core

Level 4



CBE1010-N Applied Fluid Mechanics 10 Programme Core CBE1001-N Chemical Principles 20 Programme Core CBE1009-N Chemical Thermodynamics 10 Programme Core EAC1007-N Engineering Mathematics 20 Programme Core CBE1008-N Engineering Thermodynamics and Heat Transfer 20 Programme Core CBE1007-N Mass and Energy Balances 20 Programme Core CBE1002-N Professional Skills 10 Programme Core MMD1001-N Properties of Materials 10 Programme Core

Level 5



MMD2001-N Analytical Techniques for Engineers 10 Programme Core

CBE2003-N Bioreactors and Fermentations 10 Programme Core

CBE2004-N Chemical Process Design 20 Programme Core

CBE2005-N Control and Simulation 20 Programme Core

CEN2009-N Engineering Management and Leadership Skills 10 Programme Core

CBE2006-N Introduction to Transport Phenomena 10 Programme Core

CBE2007-N Particulates 10 Programme Core

CBE2008-N Process Laboratories 10 Programme Core

CBE2009-N Reaction Engineering and Mass Transfer Operations 1 20 Programme Core Level 6

Code Title Credits Status Non-Compensatable Compensatable

CBE3002-N Reaction Engineering and Mass Transfer Operations 2 20 Programme Core

CBE3001-N Advanced Thermodynamics 10 Programme Core

CBE3000-N Employment Skills 10 Programme Core

CBE3010-N Environment and Sustainability 20 Programme Core

CBE3005-N Fine Chemical Production 20 Programme Core

CBE3007-N Process Economics 10 Programme Core

MMD3001-N Project 30 Programme Core

21. Programme Structure

Full Time

3

Chemical Science and the Environment

20

Communication and Laboratory Skills

20

Electrical and Electronic Engineering Science

20

Fundamentals of Mathematics for Engineering

A

20

Fundamentals of Mathematics for Engineering B

20

Materials and Mechanics Engineering Science

20

4 Chemical Principles20

Mass and Energy Balances

20

Engineering Thermodynamics and

Heat Transfer20

Chemical Thermodynam

ics10

Properties of Materials

10

Engineering Mathematics20

Applied Fluid

Dynamics10

Professional Skills

10

5Bioreactors & Fermentation

10

Particulates10

Control and Simulation20

Reaction Engineering and Mass Transfer Operations

120

Introduction to Transport

Phenomena10

Process Laboratories

10

Analytical Techniques

for Engineers

10

Chemical Process Design20

Engineering Managemen

t and Leadership

Skills10

Professional Placement (optional)

6Process

Economics10

Advanced Thermodynam

ics10

Fine Chemical Production20


220

Project30

Environment and Sustainability

20

Employment Skills

10

Part Time (from stage 5)

5.1


120

Introduction to Transport

Phenomena10

Process Laboratories

10

Analytical Techniques

for Engineers

10

Engineering Managemen

t and Leadership

Skills10

5.2

Bioreactors &

Fermentation10

Particulates10

Control and Simulation20

Chemical Process Design20

6.1

Advanced Thermodynam

ics10


220

Environment and Sustainability

20

Employment Skills

10

6.2Process

Economics10

Fine Chemical Production20

Project30

The credit values for each module are provided below the module title.

The course can also be studied on a mode free basis

This award is one of a number that make up the Framework of Undergraduate Studies in Engineering. Students study some subjects in common providing a rich learning environment with discipline specific components providing a focus for specialised knowledge and research. All modules run through the academic year providing the opportunity for in-depth learning and experience of the subject material. Students have the opportunity of spending a year on a Professional Placement with a relevant employer

At level 3, the programme has been designed to provide a broad introduction to the principles of engineering, mathematics and science. All modules run through the academic year providing the opportunity for in-depth learning and experience of the subject material. The year can be studied on a part time basis in a mode free fashion.The modules Fundamentals of Mathematics for Engineering A and Fundamentals of Mathematics for Engineering B develop the basic mathematical skills necessary for the student to analyse and solve engineering problems, and focus on the selection and use of appropriate mathematical techniques.

The modules Electrical and Electronic Engineering Science and Materials and Mechanics Engineering Science provide an introduction to Electrical and Electronic engineering principles, engineering materials, and thermal, fluid and mechanical systems in engineering, and the scientific laws and principles that govern them. These modules include practical work to enhance the understanding of the principles.Chemistry underpins many basic engineering principles, and is of particular relevance to the understanding of environmental issues. The Chemical Science and the Environment module provides both an overview of basic chemistry and the application of scientific concepts in the context of the environment. The Communication and Laboratory Skills module develops a range of transferable and practical skills. It provides the basics in written and verbal communication skills and the application of information technology for engineering purposes. It also develops safe engineering laboratory working skills through a variety of engineering applications.

This Chemical Engineering Programme has been designed to produce ‘industry ready graduates’ and meet the requirements of the Institution of Chemical Engineers. The programme is built around a suite of core areas including chemical engineering principles (unit operations, reaction engineering, thermodynamics etc), health and safety (SHE), design and employability skills. These subjects form the basis of a number of modules that run throughout the final three years of the course. The other modules are designed to provide the students with the necessary technical knowledge to feed into and support them.

The first and second years are designed to provide the student with underpinning mathematics, science and basic chemical engineering knowledge. The design and group work element is covered by the fluid flow group design project in stage 4. This is an industry led project that involves students working in small teams to solve a real industrial problem on fluid flow. SHE is embedded in this project. From day 1 the students are asked to consider the safety implications of this design project. The project is discussed and solved with input from local industry with visits to related plants forming an integral part of the course. A similar approach will be used in other modules for example chemical thermodynamics and mass and energy balances to back up some of the material taught through lectures. The professional skills module contains the main component of laboratory work. The laboratories are used as a vehicle to develop students IT, practical, communication and safety skills. The students will have the opportunity try both dismantling equipment to find out how process equipment works and how it is put together. They will also be introduced to a range of experiments that reinforce the material taught in the other modules. Some modules, for example, engineering thermodynamics and heat transfer and the fluid flow group project may use embedded laboratory experiments to support the taught material

The third year aims to broaden the chemical engineering knowledge base of the students by introducing them to process unit operations ( reaction engineering and mass transfer operations 1, bioreactors and fermentation, particulates) and introduces the students to mathematical modelling and simulation of these processes (control and simulation, introduction to transport phenomena and analytical techniques for chemical engineers).

The design element is provided by the chemical process design module. This module is split in to two parts where the chemical engineers may work in small multi-disciplinary design groups. Part 1 is designed for chemical engineers to work with chemists to produce a process proposal. They will receive a small number of lectures and then will work intensively for one week to produce the proposal. They will consider sustainability, ethics and SHE as part of the decision process as well as more scientific aspects such as possible routes, kinetics, yields, mass

and energy balances etc. Part 2 follows the same pattern. This time, the chemical engineers may work with mechanical engineering students. It is designed to look at the mechanical design of process unit operations. Again, students will receive a small number of lectures to provide the technical back ground for the type of mechanical engineering calculations they will carry out.

The professional skills element is covered by partly by the management and leadership module. This module aims to provide some of the skills necessary for the student to effectively manage and run the small design projects in the group project: process design.

A dedicated laboratory module is provided in this third year. It introduces students to more complex apparatus in support of the taught modules and acts to develop some of the professional skills required. This time risk identification and risk analysis is at the forefront of the laboratory programme. No student is allowed to work in the laboratories without first completing a risk assessment for the equipment they will be using. The laboratories are used to develop the students practical skills and their ability to apply error analysis techniques to determine uncertainty They must use this analysis to produce different types of written report that critically evaluates their work. The students are also examined with a technical interview. This tests their underlying knowledge of the science behind the experiments, ability to think logically solve problems in real time and respond concisely to questions.

A professional placement is offered in the fourth year and is strongly recommended as it provides a realistic introduction to industrial practice and reinforces the professional skills embedded throughout the course.The Professional Placement Year (40 credits at level five) is undertaken at a host company and is expected to be of 12 months duration, with a minimum requirement of 36 weeks (excluding holidays). A number of placements may be identified by the programme team although students are encouraged to show initiative by applying to organisations of their own choice. These organisations are subjected to an assessment of their suitability. Usually acceptance on to a placement is after a successful interview. The placement year allows the students to gain relevant professional experience, under supervision in a vocational environment. Students can both apply and develop their academic knowledge in this environment and enhance the relevant professional skills which will augment their future employability. Student learning will be monitored by academic staff visiting the organisation. The placement year can contribute towards the final degree classification of the students as the assessment allows for a reflective analysis of learning and a review from the employer. Both of these can be incorporated by the student into their personal development planning.

The final year technical content is provided by modules aimed at deepening the knowledge of the students in subject introduced earlier (such as reaction engineering and mass transfer operations 2, advanced thermodynamics) and new modules aimed at broadening their knowledge (process economics and fine chemical production). Much of the final year is dedicated to projects. The project module involves the design of a full chemical process and draws together all the elements taught so far in the course. The environment and sustainability module is a second project based module where students will work in small multi disciplinary groups to look at these increasingly important issues.

The employment skills module will look at providing the students with a more advanced skill set so that, on completion of their degree they are ready to enter the employment market

Professional Body AccreditationAn accredited degree will either partly or fully meet the academic requirements for registration as a Chartered Engineer or Incorporated Engineer.

The current BEng (Honours) Chemical Engineering is accredited by the Institution of Chemical Engineers as fully meeting the academic requirements for registration as an Incorporated Engineer and partially meeting the academic requirements for registration as a Chartered Engineer. Further learning in addition to the BEng degree would be required to fully meet the academic requirements for registration as a Chartered Engineer, i.e. an accredited MSc programme.

We intend to apply for accreditation, similar to the above, for the new programme of the BEng (Honours) Chemical Engineering (Extended).

22. Support for Students and Their Learning

Students are encouraged to talk to staff and ask for help, academic or pastoral, as and when required, allowing the University mechanisms to support them. Students are provided support throughout their period of study and can access this whenever required from the various sources noted below.

Programme TeamProgramme Leader with overall responsibility for the programmeModule Leaders with responsibility for each of the individual modules

Programme DesignProgramme and Module Handbooks containing comprehensive informationE-learning@tees (a Virtual Learning Environment) sites for each programme and moduleProvision of assessment schedules to allow the students to manage their time more effectively and prepare for submissionStudent learning and personal development is supported through all four years of study at the University via the PDP modulesProfessional placement co-ordination for students undertaking a professional placementStudent Programme Representatives who can raise issues on behalf of individuals or the whole cohort Contributions from external agencies and specialist practitioners

SchoolSchool Handbook to give an overview of the School and its operationStudent Support Officer to act as a point of contact and champion student issuesStudent Representatives who sit on many of the School’s committeesStudent Mentors provide advice for students from a student perspectiveStudent Services provide assessment and support facilities for disabled students which are implemented in the School by the Disability Co-ordinatorLevel Tutors as an initial point of contact on issues which affect the whole yearAcademic staff are available for pastoral and academic guidance to all students on a drop-in and appointment basis with at least two hours of surgery time, timetabled each week per member of staff.Specialised laboratory and workshop facilities containing relevant equipment and supported by appropriate technical staffSchool ICT helpdesk provides support for computing

UniversityUniversity Drop-In Study Skills Centre (DISSC) provides help with skills such as essay and report writing and presentationsUniversity Library provides freelance computing facilities, on-line database materials and group study areas as well as books and journalsDevelopment of student career planning is facilitated by the University Careers ServiceStudent Services provide a range of facilities including financial, accommodation and health advice, chaplaincy and professional counsellingStudents’ Union staff and facilities and Advice Centre

23. Distinctive Features

The course is aimed at producing graduates in including chemical engineering principles (unit operations, reaction engineering, Thermodynamics etc), health and safety (SHE), design and employability skills.

Health and safety is not taught as a stand alone module where its importance may be lost. Instead an awareness of Health and Safety is inculcated by embedded SHE in all modules across the whole course.

A significant number of modules, especially but not exclusively at level 4, are supported by industrial collaborations with visits to industrial sites and/or are based on an industrial case study.

Employability skills have been added to the normal skills sets on a traditional engineering course to facilitate the transition of graduate from Academia to employment

Research informed Teaching and Learning: In the last RAE for Engineering, 80% of the school’s research was deemed internationally or national excellent. Research active staff, fill key roles in the delivery of the programme, either as course leader, subject group leader, module leaders or project supervisors.

A professional placement is offered between level 5 and level 6 and is strongly recommended as it provides a realistic introduction to industrial practice

Placement OfficerThe school has a placement officer whose role is to support the students in finding a work placement in the third year of their studies and to support them, staff and the organisation who accept them. They are there to strength existing links and build up new links with local and national companies to strengthen ties between the School and industry and make the undertaking of a placement as smooth a process as possible.

Programme ResourcesThe Chemical Engineering degree programme is supported by excellent laboratory, library and computing facilities. Where possible, invited guest speakers from local industries give presentations to the students.

External recognitionThe current BEng (Honours) in Chemical Engineering is accredited by the Institution of Chemical Engineers. This degree recognition provides a guarantee to students that a degree programme can meet the educational requirements for the first cycle degree and require further study at Masters level to complete the formal education requirements for qualification as a Chartered Chemical Engineer.We intend to apply for accreditation, similar to the above, for the new programme of the BEng (Honours) Chemical Engineering (Extended).

PROGRAMME REVIEW ADDITIONAL INFORMATION

1. MODULE STATEMENT

Please outline the process for reviewing/updating modules and their current status, e.g. approved or not approved) and external involvement in this process (e.g. through current External Examiners):

All modules have been through the School of Science and Engineering’s internal module approval process and have been amended accordingly.

The modules have been sent to the current external examiners for consultation along with the relevant programme documentation.

2. TRANSITION ARRANGEMENTS

Please give details of transition arrangements for current students:

No current students

STAGE OUTCOMES

Key: K = Knowledge and Understanding C = Cognitive and Intellectual P = Practical Professional T = Key Transferable

NO Stage/Level 0(3)K1 Know and use a limited range of mathematical techniques in simple, tutor-defined contexts.

K2 Identify basic principles of engineering, mathematics, science and environmental studies, and begin to recognise the scope and terminology of engineering, mathematics, science and the environment.

K3 Recognise the relevance of ethical issues in the study of the environment and relate these to their own personal beliefs and values.

C1 Gather data from practical engineering laboratory work.

C2 Construct a supported interpretation of engineering experimental data and develop a supported argument based on environmental data.

C3 Recognise that there are different interpretations of given data in environmental studies.

C4 Apply given mathematical techniques to a well-defined engineering problem and show emerging recognition of the complexity of associated issues.

P1 Operate ethically when carrying out engineering laboratory work that requires use of a specified range of standard techniques.

P2 Act with limited autonomy, under direction or supervision, within defined guidelines when carrying out engineering laboratory work.

T1 Demonstrate a developing ability to evaluate their own strengths and weaknesses regarding their academic studies.

T2 Demonstrate a developing ability to identify personal skills, interests and motivations and articulate the effect of these on their engineering degree programme.

T3 Demonstrate a developing ability to communicate in speech and writing in the context of their academic studies.

T4 Demonstrate a developing ability to apply numerical and statistical skills in simple contexts.

T5 Use basic IT tools (e.g. word-processing; spreadsheets) in simple contexts.

T6 Engage in team activities to enhance a co-operative approach to learning and working.

NO Stage/Level 2(5) Stage/Level 1(4)K1 Demonstrate a detailed knowledge and understanding of

some aspects of the scientific principles and methodology necessary to underpin their education in chemical engineering and to enable appreciation of its scientific and engineering context.

Describe and explain key facts, concepts, theories and principles of chemical engineering.

K2 Demonstrate a detailed knowledge of aspects of mathematical and engineering principles necessary to underpin their education in chemical engineering.

Describe and use key elements of the underpinning science and mathematics

K3 Undertake detailed complex analysis. Identify relevant engineering analysis techniques and use them in routine problems.

K4 Demonstrate a detailed knowledge of materials, equipment and processes relevant to chemical engineering.

Demonstrate knowledge of common materials used in chemical engineering

K5 Explore commercial, legal and ethical issues relevant to chemical engineering.

Identify, where applicable, the role of ethics and cost drivers in the generation of knowledge in chemical engineering.

K6 Demonstrate knowledge of where chemical engineering techniques can be applied and their likely effects.

Demonstrate foundation knowledge of the areas in which chemical engineering techniques can be applied.

K7 Demonstrate knowledge of specific management techniques and use these with guidance.

K8 Demonstrate a detailed knowledge of chemical engineering systems and processes. Undertake a guided project.

Use key elements of foundation knowledge of chemical engineering and has an awareness of how these fit together in the design process.

C1 Select and use analytical techniques to solve complex chemical engineering or related problems.

Demonstrate the use of analytical techniques to solve well defined chemical engineering or related problems.

C2 Employ reasoned and balanced judgement in problem identification and solving.

Identify routine chemical engineering problems and justify conclusions and decisions in defined contexts.

C3 Demonstrate flexibility in the provision and evaluation of solutions to chemical engineering problems.

Produce solutions to closed chemical engineering problems and have an awareness of different approaches to the solution.

C4 Apply, question and relate appropriate knowledge concepts from other disciplines

Describe, explain and use key aspects of knowledge from other disciplines.

C5 Explore information sources and evaluate their worth. Identify possible information sources and distinguish between reliable and potentially unreliable sources.

P1 Demonstrate a design solution that is appropriate and has considered all life cycle issues

Define and describe design specifications

P2 Recognise requirements for chemical engineering activities to promote sustainable development

P3 Operate ethically in situations of varying complexity and predictability requiring the application of chemical engineering techniques.

Operate ethically in defined contexts using specified chemical engineering techniques.

P4 Work effectively with industry standards and codes appropriate to chemical engineering, including performing simple risk assessments and safety audits.

Demonstrate an awareness of industry standards including a basic hazard identification of areas that may pose a risk to health and safety.

P5 Recognise quality issues applicable to chemical engineering.

P6 Operate effectively within the design process, producing a workable solution to more complexity chemical engineering or related problems.

Demonstrate an awareness of the design process and operate within defined boundaries in the design of chemical engineering or related systems.

P7 Take due regard of legal, ethical and professional issues.

P8 Demonstrate an awareness of technical uncertainty and its implications throughout associated professional disciplines and predict their effect on processes including the interpretation of some of the limits in accuracy in experimental data in terms of significance and underlying theory.

Demonstrate an awareness of the technical uncertainty of chemical engineering parameters in a limited context including an awareness of limits in accuracy of experimental data in terms of significance and underlying theory

P9 Act with increasing autonomy and limited supervision on chemical engineering problems.

Act with limited autonomy under direction or supervision within defined guidelines

T1 Reflect systematically on performance to develop further skills and learning.

Identify own learning strengths and needs using feedback from assessments.

T2 Demonstrate a realistic match between career aspirations and personal aptitudes, interests and motivations.

Identify and articulate personal skills, abilities, interests and motivations and relate these to career opportunities.Demonstrate awareness of the professional institutions and participate in local meetings.

T3 Select and use a range of communication methods appropriate to the context and prepare, deliver and evaluate presentations to an audience.

Identify and use writing skills appropriate to the context.Communicate appropriately in speech in group discussions and as an individual.

T4 Apply increasingly complex numerical analysis with selection of appropriate mathematical techniques suitable to a defined problem.

Apply numerical analysis in simple contexts at a foundation level in chemical engineering.

T5 Use a range of software appropriate to chemical engineering.

Select and use appropriate software for different specified tasks.

T6 Adopt a range of roles within a group and evaluate those roles and those of others.

Engage in group work and recognise the impact of the individual on the team.

T7 Effectively carry out practical and laboratory work and reflect systematically on performance and outcomes.

Work safely in a team in practical and laboratory conditions.

MAP OF OUTCOMES TO MODULES

Stage 0 (Level 3) Outcome KeyModule Name K1 K2 K3 C1 C2 C3 C4 P1 P2 T1 T2 T3 T4 T5 T6

Chemical Science and the Environment A A A A A

Communication and Laboratory Skills A A A A A A A

Electrical and Electronic Engineering Science A A A

Fundamentals of Mathematics for Engineering A A A A A A

Fundamentals of Mathematics for Engineering B A A A A A

Materials and Mechanics Engineering Science A A A A A A A

Stage 1(Level 4) Outcome Key

Module Name K1

K2

K3

K4

K5

K6

K7

K8

C1

C2

C3

C4

C5

P1

P2

P3

P4

P5

P6

P7

P8

P9

T1

T2

T3

T4

T5

T6

T7

Engineering Mathematics A A A AChemical Principles A A A A AMass and energy balances A A A A A A A AHeat Transfer and Engineering Thermodynamics

A A A A A A A A

Properties of Materials A A A A A AChemical thermodynamics A A A A A A AApplied fluid mechanics A A A A A A A A A A AProfessional Skills A A A A A A A

Stage 2 (Level 5) Outcome Key

Module Name K1

K2

K3

K4

K5

K6

K7

K8

C1

C2

C3

C4

C5

P1

P2

P3

P4

P5

P6

P7

P8

P9

T1

T2

T3

T4

T5

T6

T7

Control and Simulation A A A A A A A AReaction Engineering and Mass Transfer Operations 1

A A A A A A

Bioreactors and Fermentation A A A A A A A A A AParticulates A A A A AIntroduction to Transport Phenomena

A A A A A A A A

Analytical Techniques for Engineers

A A A A A

Process Laboratories A A A A A AChemical Process Design A A A A A A A A A A A A A A AEngineering Management and Leadership Skills

A A A A A A A A A A A

Stage 3 (Level 6) Outcome Key

Module Name K1

K2

K3

K4

K5

K6

K7

K8

C1

C2

C3

C4

C5

P1

P2

P3

P4

P5

P6

P7

P8

P9

T1

T2

T3

T4

T5

T6

T7

Fine Chemical Production A A A A A AReaction Engineering and Mass Transfer Operations 2

A A A A A A A A A A

Process Economics A A A A AAdvanced Thermodynamics A A A A A AProject A A A A A A A A A A A A A A A A A A A A A A A AEnvironment and sustainability A A A A A A A AEmployment skills A A A A A A A A A A A

ASSESSMENT CHART

Level 3

Module NameFormative Assessment

Type and Week of Completion

Summative Assessment Type and Week of

SubmissionChemical Science and the Environment(20 credits)

In-class exercises throughout the year

Week 14: Coursework, (short answer and calculation questions, 1200 word equivalent) 30%Week 21 or 22: Verbal Presentation (4 minutes) 20%Week 24: Time-constrained in course Chemistry test (1.5 hours) 25% Week 26: Time-constrained in course Environment test (1.5 hours) 25%

Communication and Laboratory Skills(20 credits)

In-class practical information technology tutorials throughout the Autumn term

Week 11: IT Portfolio (700 word equivalent) 20%Week 13: PDP Portfolio reflective statement 1 (400 words) 10%Weeks 13 to 21: Five laboratory work in-lab assessments, plusweek 22 report (400 words) 60%Week 25: PDP Portfolio reflective statement 2 (400 words) 10%

Electrical and Electronic Engineering Science(20 credits)

In-class exercises andLaboratory work throughout the year

Week 10: Time-constrained in course test 1 (1.5 hours) 33% Week 20: Time-constrained in course test 2 (1.5 hours) 33%Week 23: Assignment (calculation questions) 34%

Fundamentals of Mathematics for Engineering A(20 credits)


Week 9: Time-constrained in course test 1 (1.5 hours) 30%Week 17: Time-constrained in course test 2 (1.5 hours) 30% Week 29/30: End of module exam (2 hours) 40%

Fundamentals of Mathematics for Engineering B(20 credits)


Week 8: Time-constrained in course test 1 (1.5 hours) 30%Week 18: Time-constrained in course test 2 (1.5 hours) 30% Week 29/30: End of module exam (2 hours) 40%

Materials and Mechanics Engineering Science(20 credits)


Weeks 6 to 14: Three laboratory work in-lab assessments, plusweek 19: one report (1000 words) 40%Week 15: Time-constrained in course test 1 (1.5 hours) 30% Week 27: Time-constrained in course test 2 (1.5 hours) 30%

Level 4




SubmissionChemical Principles Problem solving tutorials

throughout the module Week 17: ICA (40%) Week 29/30: End of module

exam (2hrs ) (60%)

Mass and Energy Balances Problem solving tutorials throughout the module

Week 11 Case study (20%) (5 pages)

Week 13 ICA test (20%) (1.5hrs)

Week 29/30: End of module exam (3 hrs) (60%)

Engineering Mathematics Problem solving tutorials throughout the module

Week 10: Open book test (1.5 hrs) (33.3%)



Engineering Thermodynamics and Heat Transfer

Problem solving tutorials throughout the module

Week 9: thermodynamics problem (4 pages) (20%)

Week 24 Time constrained in-course assessment (1.5 hrs) (20%)


Chemical Thermodynamics Problem solving tutorials throughout the module

Week 10 ICA test (1.5 hrs) (50%)

Week 20 Poster (20) Week 25 Case study ( 5

pages)(30%) Properties of Materials Feedback during tutorial and

laboratory sessions Week 12: In-course

assessment – laboratory reports (2000 words) (50%)

Week 26: In-course assessment – group presentation (20 mins) and report (1500 words) (50%)

Applied Fluid Mechanics Observed group sessions and tutorial support.

Week 19: design report(10 pages) (60%).

Week 20: Reflective summary (4 pages) (40%)

Professional Skills(10 credits)

Formative feedback given following each learning task.Week 7: Learning task 1Week 16: Learning task 2Week 24: Learning task 3

Week 27: Reflective log(100%)

Level 5




SubmissionControl and Simulation Problem solving tutorials

throughout the module Week 12 ICA ( 25%) Week 24 ICA (25%) Week 29/30: End of module

exam (2 hrs) (50%) Reaction Engineering and Mass Transfer Operations 1


Week 10 Assignment (5 pages) (25%)

Week 20 ICA test (1.5hrs) (25%)


Chemical Process Design Observed group sessions and tutorial support.

Assessment 1 (40%)Week 8: process proposal (10 pages) (60% of 40%)Week 9: Reflective summary (40% of 40%)

Assessment 2 (60%) Week 19: equipment design specification (10 pages) (60% of 40%)Week 20: Reflective summary (60% of 40%)

Bioreactors and Fermentation Problem solving tutorials throughout the module

Week 16 Essay (1000 words max) (50%)

Week 23 Laboratory report (1000 words max)

Particulates Problem solving tutorials throughout the module

Week 7 and 16: Short lab reports (20%)


Introduction to Transport Phenomena

Class test week 16 Week 29/30: End of module exam (2 hrs)

Analytical Techniques for Engineers


Week 22: portfolio Week 29/30: End of module

exam (2 hrs)

Process Laboratories Reports are submitted on a rolling programme and arranged to fall within a three week period Week 5-7 Report 1 week 5-7 Tech interview ( based upon first lab report)Week 14-16 Report 3

Week 11-13 Report 2 (20 pages ) (30%)

Week 17-20 Report 4 (20 pages) (30%)

Week 21-23Tech interview(30minutes)(40%)

Engineering Management and Leadership Skills

Students will be given feedback on their performance within discussion groups and mock interview sessions.

Week 18: Time constrained in course test (60%; 1.5 hrs)

Week 27: Reflective statement (40%; 1500 words)

Level 6




SubmissionReaction Engineering and Mass Transfer Operations 2


Week 11 ICA assignment (10 pages) (25%)

Week 20 ICA test (1.5 hrs) (25%)


Environment and Sustainability Feedback on observed group sessions

Assessment 1(40% )Week 8: poster presentation(60% of 40%)Week 9: Reflective summary (40% of 40%)

Assessment 2(60%)Week 19: 8 page academic paper (60% of 60%)Week 20: Reflective summary (40% of 60%)

Process Economics Problem solving tutorials throughout the module Week 29/30: End of module

exam (2 hrs) (100%)

Advanced Thermodynamics Problem solving tutorials throughout the module Week 29/30: End of module

exam (2 hrs) (100%)

Project Ongoing feedback on project progress and draft dissertation chapters will be given.

Week 24: technical interview (30 mins) (20 %)

Week 25: Project dissertation (10000 words) (80%)

Employment Skills Students will be given feedback on their performance within discussion groups and mock interview sessions.

Week 23: Solutions and summary (40%; 500 words)

Week 27: Reflective statement (60%; 1500 words)

Fine Chemical Production Problem solving tutorials throughout the module.

Week 20 presentation (60%)

Week 27 report (2500 words) (40%)

· web viewmodules such as introduction to professional skills and advanced professional skills...

Documents