Outline

Overview

In the overall design process, chemical engineers must clearly understand the (often complex) interactions and trade-offs that occur between technical, economic, social and environmental considerations. The capstone design projects are spread over two units of study (Chemical Engineering Design A and B) run in first and second semester. These units of study build on concepts in each of these areas introduced in previous years but with an emphasis on their successful integration within a comprehensive design activity. The primary aim of the first unit of study (Chemical Engineering Design A) is to consider the challenge of process selection and feasibility including both technical and broader issues- with an emphasis on creating and evaluating a range of alternative options that exist at both the unit operation and complete flowsheet levels. The primary emphasis in the subsequent unit of study (Chemical Engineering Design B) is on process design and including how non-technical considerations affect the final process design and its operation. By the end of both units of study a student should be able to develop a wide range of alternative conceptual designs for a given product specification and market analysis, have an appreciation of how to evaluate process alternatives at the conceptual level with a view to creating a 'short-list' worthy of more detailed technical investigation, be familiar with the use of process flowsheeting software to compare alternative designs , appreciate the fact that technical considerations are only one component in an overall successful design project and be able to clearly present the results from both individual and group work in oral/written formats. This unit of study is part of an integrated (two semester) three year postgraduate program in chemical engineering design whose overarching aim is to complete the 'vertical integration' of knowledge- one of the pillars on which this degree program is based. In addition to the above fundamentals, there will be considerable time spent during the semester on advanced topics related to designing chemical processes and associated technological developments.

Unit details and rules

Academic unit	Chemical and Biomolecular Engineering
Credit points	6
Prerequisites ?	(CHNG9301 OR CHNG5801) AND (CHNG9306 OR CHNG5806)
Corequisites ?	None
Prohibitions ?	CHNG5112 OR CHNG5205
Assumed knowledge ?	Enrolment in this unit of study assumes that all core 9xxx chemical engineering UoS have been successfully completed
Available to study abroad and exchange students	No

Teaching staff

Coordinator	John Kavanagh, john.kavanagh@sydney.edu.au
Lecturer(s)	John Kavanagh, john.kavanagh@sydney.edu.au
Lecturer(s)	Graham Madsen, graham.madsen@sydney.edu.au

Assessment

The census date for this unit availability is 2 April 2024

Details
Criteria

Type	Description	Weight	Due	Length
Tutorial quiz	Design Review Hard Copy Quiz	15%	Week 08 Due date: 18 Apr 2024 at 13:00 Closing date: 18 Apr 2024	2 hours
Outcomes assessed:
Assignment	Report Design Report	85%	Week 13 Due date: 23 May 2024 at 16:00	n/a
Outcomes assessed:
= group assignment ?

Assessment summary

Report: Students will undertake the design of a coffee processing plant. The assessment will be based on the groups engineering drawings, calculations and written report. Students will work in groups of three, and each group will be required to make intermediate submissions, as listed in the detailed instruction pack available on Canvas. Students will then be required to submit a final report which should incorporate the feedback provided with each preliminary submission. Each group will provide information on individual contributions to each section and students will also peer review the contribution of their team members in a confidential report. Students should therefore be aware that the same mark will not necessarily be given to all members of a group and marking will be based on the quality and quantity of work contributed by each team member.
Design Review: Students will be required to demonstrate what they have learnt about the design process in general, together with technical aspects relevant to the coffee processing plant. Student’s general uptake of theory, knowledge and synthesis acquired from the coffee processing plant assignment will be assessed.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Excellent overall process design and demonstrated individual understanding
Distinction	75 - 84	Very Good overall process design and demonstrated individual understanding
Credit	65 - 74	Good overall process design and demonstrated individual understanding
Pass	50 - 64	Reasonable overall process design and demonstrated individual understanding
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Introduction to the course; 2. Market review and scoping calculations	Lecture and tutorial (4 hr)
Week 02	Technology review and block diagram	Lecture and tutorial (4 hr)
Week 03	PFD and mass and energy balance	Lecture and tutorial (4 hr)
Week 04	PFD and mass balance	Tutorial (2 hr)
Week 05	Rapid ranking and Environmental Impact Statement	Lecture and tutorial (4 hr)
Week 06	Control scheme and PID	Lecture and tutorial (4 hr)
Week 07	HAZOP refresher	Lecture (2 hr)
Week 08	HAZOP	Tutorial (2 hr)
Week 09	Detailed design and costing	Lecture and tutorial (4 hr)
Week 10	Detailed feasibility	Lecture and tutorial (4 hr)
Week 11	Finalize design and prepare report	Lecture and tutorial (4 hr)

Attendance and class requirements

You are expected to attend all lectures and group wrok sessions.

Poor attendance has been shown to correlate with poor peformance in the group design report and the design review.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library eReserve, available on Canvas.

Peters, Timmerhaus and West, Plant Design and Economics for Chemical Engineers (Fifth). McGraw Hill, 2003. 0-07-239266-5.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. clearly present the results from both individual and group work in oral/written formats
LO2. work as a team to produce a process design
LO3. understand the relationship between process selection, environmental impact and commercial feasibility
LO4. appreciate the technical and financial trade-offs that exist in complex flowsheets
LO5. develop a wide range of alternative conceptual designs for a given product specification and market analysis
LO6. appreciate the fact that technical considerations are only one component in an overall successful design project
LO7. use process flowsheeting software to compare alternative designs - including the potential benefits of both process modification (eg by heat integration) and process optimisation and factorial cost estimation
LO8. understand theory of hazard assessment and hazard operability studies
LO9. appreciate advanced topics related to designing chemical processes and associated technological developments
LO10. evaluate alternatives at the conceptual level with a view to creating a ‘short-list’ worthy of more detailed technical investigation.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Updates have been made to the lectures and interim hand-ins from suggestions from previous years. Environmental Impact Statements have been moved from Design B to level the workload.

Additional information

Site visit guidelines

There may be a site visit in this class, if so we will inform you of the PPE requirements well before the visit.

Work, health and safety

There may be a site visit in this class, if so we will inform you of the PPE requirements well before the visit.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CHNG9402: Chemical Engineering Design A

Semester 1, 2024 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect