Study Guide
2024
FACULTY: Engineering and the Built Environment
DEPARTMENT: Chemical Engineering
QUALIFICATION: Bachelor of Engineering Technology Honours in
Chemical Engineering
QUALIFICATION CODE: BEHCE1
SUBJECT: Chemical Engineering Process Design 4A
SUBJECT CODE: CEPD101
SAQA CREDITS: 12 credits
Date Revised: (20/01/2024)
Revised by: (Dr PT Ngema)
Name of Lecturer : Dr PT Ngema/Dr N Naidoo
Office : S4 Level 1
Campus location : Steve Biko Campus
Telephone : 031 373 2362/6835
E-Mail :
[email protected]Consultation times with Lecturer: By appointment. Kindly email for an appointment.
Head of Department : Dr PT Ngema
Campus location : Steve Biko Campus
Room number : S4 Level 1
Telephone : 031 373 2218
Departmental Secretary : Ms K Ntuli
Contact details :
[email protected]Lectures : Friday: 17h00 to 20h00
Practicals : none
Tutorials : none
Lecture Venue : Hybrid via MS Team
Duration : 14 Weeks
Relevant Policies and rules: In addition to the rules outlined in this leaner guide, the
rules and policies as presented in the DUT General Handbook and the Department of
Chemical Engineering Handbook will apply.
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1. Welcome
Welcome to Chemical Engineering Process Design 4A. I hope your learning experience in this
course is an enjoyable one. The learner guide has useful course information such as the
learning outcomes you as a learner should achieve at the end of the course, the assessment
requirements, the class rules and policies.
2. Using your onlineThinkLearnZone (Moodle) classroom
All taught subjects/modules have their own online classroom on the ThinkLearnZone. You
can access your classroom at https://thinklearnzone.dut.ac.za
To log in, ask your lecturer for guidance or check out “how to log in” on the DUT e-learning
website http://elearning.dut.ac.za/faq/faq_students/
The e-learning website also has contact information for help and technical assistance
http://elearning.dut.ac.za/contacts/
You can call the e-learning helpdesk on 031 373 6758 or email them on
[email protected]
3. Introduction to the subject
Design is viewed as the defining activity of chemical engineering practice, and is a creative
activity through which engineers continuously improve the operations and efficiencies of
chemical operations. This design course is the capstone of the chemical engineering
curriculum because students are expected to apply and integrate the knowledge gained in
other courses to find the solution to a complex open ended design scope.
In Chemical Engineering Process Design 4A and 4B, you will perform design work on a large-
scale process plant from conceptual stage to the detailed design of some major pieces of
equipment. It is meant to challenge you to apply chemical engineering fundamentals and your
growing engineering judgement to develop a process. The aim is to design a process that is
technically feasible, safe, environmentally acceptable and as economical as possible within
the given project constraints. You will be required to Locate and evaluate information needed
for chemical engineering design; Conduct a process feasibility study based on a project brief;
and Perform detailed design work on selected equipment items, including chemical,
mechanical and operational aspects. The work will be presented in the form of an individual
feasibility report and oral examination, where they can demonstrate their initiative,
ingenuity, originality, creativity and critical thinking skills.
It should be noted that Chemical Engineering Process Design 4 comprises of two modules:
Module 1: Chemical Engineering Process Design 4A
Module 2: Chemical Engineering Process Design 4B
For the chemical manufacturing process being studied, the following will be assessed in each
of the modules:
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Module 1 (1st semester) – 14 weeks
Development of Process route; Material and Energy Balances; Preliminary process design:
determination of key operating parameters for critical reactive and separation processes; and
environmental assessment
Module 2 (2nd Semester) – 14 weeks
Detailed equipment design of key separation trains; Thermal Integration Analysis; Economic
analysis; and Process Simulation of proposed design.
4. Learning outcomes and assessment criteria
The assessment criteria for the above listed Graduate Attributes is detailed in Appendix 1. The
above listed Graduate Attributes will be developed and assessed through the completion of
the requirements presented below:
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Learning outcome Assessment Criteria
1st
Module 1: Semester
Perform a technology review a) The design scope is clearly defined
to identify processing options b) The processing options to fulfil design scope are reviewed. The
to achieve design objective, following key indicators are used to compare options
and propose and justify • Technology indicators
processing route. o process conditions,
o chemicals safety,
o Innovation potential.
• environmental indicators:
o feedstock renewability,
o energy intensity,
o waste generation,
• economic indicators:
o yield,
o feedstock price,
o process costs,
Perform a comprehensive a) The relevant assumptions, premises and constraints are identified.
material balance and energy b) A strategy to solve the material balances and energy balances are
balance for the optimal formulated.
operating conditions as c) Excel spreadsheet has been used to perform the material balance
suggested by literature calculations for different sets of operating conditions.
d) Selected the optimal solution based on technical, operational and
economic criteria.
e) Presented all the work in an acceptable technical report format.
Analysis and synthesis of Analysis and synthesis of reaction processes:
reaction and separation a) Presented the rate equations and associated k-equations with
processes: variables in the correct units.
b) Presented a set of mole balance equations for each of the species
1. Generate the reactor entering or leaving the reactor.
model for the reactor c) Derive the net rate of formation equations as well as all minor
system studied, and Solve equations associated with them.
equations to determine d) Presented the concentration equation for each species and associated
optimum operating minor equations.
conditions and e) Identify the mass transfer and heat transfer limitations.
sequencing. f) Identify processing strategies to overcome the heat and mass transfer
2. Determine and analyse constraints.
thermodynamic behaviour g) The solution appropriately addresses the premises, assumptions,
of streams to be separated constraints and desired outcomes.
and synthesize separation h) Performed a sensitivity analysis by Determining the effect of
scheme. temperature, catalyst concentration and reaction time on product and
by-product Generated concentration.
i) Determine optimum operating conditions in the reactor.
j) Determination of Reactor Dimensions and configuration
Analysis and synthesis of separation processes:
a) Equilibrium data for separation processes are calculated using
appropriate thermodynamic models
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b) From the calculated phase equilibria data, propose the separation
schemes to be used.
c) Preliminary sizing of separation train.
Perform the Environmental Environmental Assessment will include:
Assessment of the proposed a) Quantification of environmental all emissions and their impact.
process. b) Mitigation strategies to reduce risk and environmental impacts
c) Determination of environmental performance indices
5. Learning, teaching and assessment strategies
a) Delivery of the subject
Lectures: Learners will be assessed through various assessments, each requiring the
submission of a design report. There will be lecture sessions for each of the design reports.
The design requirements/goals for each report will be made clear to learners as well as the
assessment criteria. The various aspects of the design procedure will also be discussed.
Understanding of chemical engineering knowledge and the application of the knowledge to
solve the given design problem will be emphasized by posing and discussing questions that
make clear to students what they are learning and why. Learner’s understanding of the
applied chemical engineering knowledge will be assessed in the suitability of their final design
in terms of the design meeting technical, operational, environmental and economic criteria.
It is in the learner’s best interest to attend all design lectures, discussion sessions and
consultations.
Attendance: Attendance to lectures is crucial for the successful completion of the course.
Attendance registers will be taken at lectures. The departmental rule is that learners must
attend a minimum of 80% of the lectures. All assessments are compulsory.
Missing of Assessments: Any student who misses any assessment will have to make a formal
application to the department, on the prescribed form, 5 working day prior to the submission
date, for permission to make a late submission. A late submission will receive a maximum
mark of 50% for the respective report.
Professional Development: There is a strong emphasis on your development as a chemical
engineering practioner in our programme. This includes development of the skills needed to
be a competent engineering practioner, beyond the technical competency required. These
skills include effective written and graphical presentation, time-management, working to
specifications, team work, and working to deadlines. The development of these skills, will be
achieved through the design reports.
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b) Graduates Attributes
The course is developed graduate attribute in one of the assessments. By completing the
various design requirements, the following Graduate Attributes for engineering design will be
assess in this subject. The level of assessment will be typical to that expected during the fourth
year of engineering studies. The level of competence assessment should prepare the student
to engage in higher levels of engineering study.
Graduate Attribute 3: Engineering Design:
Demonstrate competence to perform creative, procedural and non-procedural design and
synthesis of components, systems, engineering works, products or processes of a complex
nature.
Range Statement: Design problems used in assessment must conform to the definition of
broadly-defined engineering problems.
1. A major design project must be used to provide a body of evidence that demonstrates
this outcome.
2. The project would be typical of that which the graduate would participate in a typical
employment situation shortly after graduation.
3. The selection of components, systems, engineering works, products or processes to be
designed is dependent on the sub-discipline.
4. A major design project should include one or more of the following impacts: social,
economic, legal, health, safety, and environmental.
c) Assessment
There will be a number of assessments for this course. All assessments are compulsory. The
Final Mark for this course will comprise a percentage of each assessment. There will be a
detailed Scope and Assessment Rubric for each Design Report. The learner will be able to pick-
up his/her shortcomings from the assessment rubric. The following rules will apply:
• The overall pass mark for the course is a Final Mark of 50%. Each Assessment must be
passed to obtain a pass for the module.
• There are no resubmissions of failed reports.
• Only reports submitted and printed through the TURNITIN Software will be
considered for assessment.
• Should a report or assessment not be handed in on the due date, the student will
automatically receive a zero.
• All report or assessment must be submitted on Moodle or on the email. The lecturer
will advise close to the submission date.
• A register will be taken at each class. Should your name not appear on the ITS list,
please contact the secretary to determine why this is so. If this omission continues
passed the end of February, the student will not be allowed in the class. All
submissions and assessments will not be marked.
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NB: For hybrid learners, note the University will not provide any data. Problems related
to connectivity will not be tolerated.
Module 1: Chemical Engineering Process Design 4A will consists of three assessments
Assessment Duration Mark contribution Sub-minimum
towards final marks
Report 1 (R1): Conceptual 5 Weeks 40% 40
Design - Oral Presentation
(OP)
Report 2 (R2): Preliminary 5 Weeks 60% 40
Design - GA
Final mark = 0.4 x R1 + 0.6 x R2
Reports and Assignment Submissions
You are expected to exhibit honesty and use ethical behaviour in all aspects of the learning
process. Academic credentials you earn are rooted in principles of honesty and academic
integrity. The Department of Chemical Engineering uses a software tool to assist students with
regards to Copyright and plagiarism (Section 6):
All reports and assignments must be submitted first through the TURNITIN Software prior to
submitting a hardcopy for assessment.
• Turnitin Requirements:
The web address is: www.turnitin.com
o The class ID and password for access to TURNITIN will be emailed to all registered
students using their dut4life email addresses.
o Students are requested to upload their reports onto this system and print the copy
for submission from the TURNITIN site.
o The final hardcopy with the originality report is to be deposited into the department
submission box.
o Please note that:
o Students need to upload their reports onto Turnitin at least two days before the due
date as the system takes a while to check for plagiarism;
o A report not submitted on Turnitin by the due date, will not be marked. The
allocated mark will be zero.
• A sliding scale penalty will be applied to reports where the similarity index is excessive.
Although the requirement is 7%, an allowable up to 15% will be given after which the
following will apply:
o 16 to 25% - minus 10% of the final mark for the report
o 26 to 35% - minus 20% of the final mark for the report
o 36 to 45% - minus 30% of the final mark for the report
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o 46 to 55% - minus 40% of the final mark for the report
o 56 to 65% - minus 50% of the final mark for the report
o 66 to 75% - minus 60 % of the final mark for the report
o 76 to 100% - receives a zero for the report.
6. Scheme of work:
Module 1 (1st semester) – 14 weeks
1. Development of Process route; Material and Energy Balances; and environmental
assessment: week 1 to week 5
2. Preliminary process design: determination of key operating parameters for critical
reactive and separation processes: week 6 to week 10
7. Copyright and plagiarism
You are expected to exhibit honesty and use ethical behavior in all aspects of the learning
process. Academic credentials you earn are rooted in principles of honesty and academic
integrity.
Academic dishonesty is to knowingly act in a way that result or could result in unearned
academic credit or advantage. Any act of Academic dishonesty can result in serious
consequences, e.g. the grade of zero on an assignment, loss of credit with a notation on the
transcript (any act of academic dishonesty will be recorded in your student academic record),
and/or suspension or expulsion from the university.
The following illustrates some examples of academic dishonesty:
A. Plagiarism, e.g. the submission of work that is not one's own or for which other credit has
been obtained, is prohibited.
“Plagiarism refers to the use of another's information, language, or writing, when
done without proper acknowledgment of the original source. Plagiarism is an element
of dishonesty in attempting to pass off another’s work as your own. Plagiarism is the
unauthorized use or close imitation of the language and thoughts of another author
and the representation of them as one's own original work.”
Students are to insure that in all reports/presentations, information and ideas from other
sources must be properly referenced as per issued guidelines. Students will be required
to submit their major project work electronically, as well as in hard copy, so that we can
verify academic honesty. If a student is found copying, they will automatically receive a
zero mark for that particular section.
B. Copying or using unauthorized aids in tests and examinations.
C. Falsification of documents issued to the university and documentation received from the
university.
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Any act of Academic dishonesty will be dealt with in accordance to the rules and
regulations as specified in the General Handbook for Students
8. Student support
The lecturers will be available during consultation times to address any issue related to or
assistance required in this course. General concerns of the students may also be channelled
through the class representative to the lecturer or presented at the Student-Staff Committee
(SSC) meetings. The SSC, which meets once a term, is a forum where student class reps and
the HOD meet to discuss concerns and problems the chemical engineering students are
experiencing in their academic programme. Assistance required in the laboratories and access
to the laboratories may be obtained from the laboratory technician responsible for the
laboratory.
Some communication to students relating to this subject will be via the DUT Student Email
Portal. Extensive student support relating to personal issues is available through the Student
Counselling Department.
Writing Centre
The writing centre is available at the Alan Pittendrigh Library on the Steve Biko campus. They
have trained tutors that will be able to guide, advise, and support you, with the aim of
developing your writing skills and confidence. They will listen and help you to put together
your ideas and thoughts, however they will not edit any document for you. The service is
available to all registered students and you may use it as you see fit, however, the course
lecturer may insist on it being compulsory for certain learners. You may visit them personally
or contact the secretary (Ms Shahieda Kraft) on 031 373 6735 / [email protected]
9. Work Integrated Learning (WIL), industry, community, and occupation-
related information.
a. The various outputs as outline in Section 4 are intended to simulate typical activities
that chemical engineering students will encounter on completing of the qualification.
The approach to problem analysis, problem solving, team work, communication and
the use of relevant computational methods/tools are some of the key competencies
developed in this course and required in the work environment.
b. The chemical engineering profession is guided and governed by two national bodies.
The statutory body for the engineering profession is the Engineering Council of South
Africa (ECSA). One of its key responsibilities is the accreditation of engineering
qualifications and the registration of engineering professionals. The other national
body is the South African Institution of Chemical Engineers (SAIChE) which is a learned
body which promotes the activities of chemical engineering and is affiliated to ECSA.
Students are encouraged to become student members of SAIChE to keep abreast with
developments in the area of chemical engineering.
c. Web addresses: www.ecsa.co.za and www.saiche.co.za.
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10. Quality assurance and enhancement
During this course, student will be required to provide feedback on their learning experience.
Feedback will be required on the course and on the effectiveness of the lecturer to promote
and enhance your learning. Feedback is vital as it helps the department and the lecturer to
overcome and address any shortcomings that may exist in the delivery of the course.
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APPENDIX 1: Graduate Attributes and assessment criteria
Learning outcomes Assessment criteria Assessment methods
Develop an integrated approach 1. The problem is analysed and defined and criteria are identified for an An open ended design scope with certain constraints is assigned
to apply knowledge of acceptable solution. to students. The creative solution to the problem requires:
mathematics, natural science and 2. Relevant information and engineering knowledge and skills are identified identification, formulation and analysis of the problem;
for solving the problem. collection of relevant information (physical and chemical
engineering sciences to
3. An appropriate mix of knowledge of mathematics, numerical analysis, properties, correlations and design procedures) from a variety
systematically diagnose and solve
statistics, natural science and engineering science at a fundamental level of sources; and considerations of technical, social,
chemical engineering problems. and in a specialist area is brought to bear on the solution environmental and economic factors. The assessment is based
4. Possible approaches are generated and formulated that would lead to a on how effectively, in the judgment of the examiners,
workable solution for the problem. mathematical procedures and scientific and engineering
5. Possible solutions are modelled and analysed. knowledge was applied to the solution of the problem at hand.
6. Possible solutions are evaluated and the best solution is selected.
7. The solution is formulated and presented in an appropriate form The Outcomes is assessed against the detailed assessment
criteria for the specified design.
Demonstrate competence to 1. The design problem is formulated to satisfy user needs, applicable The student must, in the professional judgment of the internal
perform creative, procedural and standards, codes of practice and legislation. examiner (as validated by the external moderator), present a
non-procedural design and 2. The design process is planned and managed to focus on important issues design report that demonstrate correct application of scientific
and recognises and deals with constraints. and engineering principles application of appropriate
synthesis of components,
3. Knowledge, information and resources are acquired and evaluated in engineering codes of practice; and the application of
systems, engineering works,
order to apply appropriate principles and design tools to provide a appropriate engineering tools in the design of selected
products or processes of a workable solution. processes recognising and dealing with technical,
complex nature. 4. Design tasks are performed including analysis, quantitative modelling environmental and economic constraints. The selected process
and optimisation of the product, system or process subject to the should be presented with a critical review in a written form.
relevant premises, assumptions, constraints and restrictions.
5. Alternatives are evaluated for implementation and a preferred solution
is selected based on techno-economic analysis and judgement.
Date Revised: (20/01/2024)
Revised by: (Dr PT Ngema)
Demonstrate competence to use 1. The method, skill or tool is assessed for applicability and limitations against In order to successfully complete the design, students must
appropriate techniques, the required result. include simulations, e.g. Aspen/Chemcad and customized Excel
2. The method, skill or tool is applied correctly to achieve the required result. spreadsheets. Additional software for plant layout and P&ID
resources, and modern 3. Results produced by the method, skill or tool are tested and assessed
drawings of their design, and costing may also be used.
engineering tools, including against required results.
In addition to computational component required in the design
information technology, 4. Computer applications are created, selected and used as required by the
discipline report, there may be several tutorial exercises which will
prediction and modelling, for the contribute to the final mark
solution of complex problems,
with an understanding of the
limitations, restrictions, premises,
assumptions and constraints
Demonstrate competence to 1. The structure, style and language of written and oral communication are Written communication is assessed by both the examiner and
communicate effectively, both appropriate for the purpose of the communication and the target the moderator to ensure that it conforms norms of scientific
orally and in writing, with audience. writing, correct referencing styles and appropriate clarity.
2. Graphics used are appropriate and effective in enhancing the meaning of
engineering audiences and the
text. The standard of the oral presentation must be to the
community at large.
3. Visual materials used enhance oral communications. satisfaction of the examiner and the moderator in order to pass
4. Accepted methods are used for providing information to others involved the course. The criteria will focus on: uses appropriate structure,
in the engineering activity. style and language; visual materials; fluency; and technical
5. Oral communication is delivered fluently with the intended meaning being appropriateness.
apparent.
Demonstrate knowledge and 1. The impact of technology/ proposed design is explained in terms of the The student must, in the professional judgment of the internal
understanding of the impact of benefits and limitations to society. examiner (as validated by the external moderator), present a
engineering activities on society, 2. The engineering activity is analysed in terms of the impact on the physical design report that demonstrate correct application and level of
environment, and the occupational and public health and safety. application of economic and environmental knowledge in
economy, industrial and physical
3. Mitigating steps are suggested to minimise the impact on the physical analysing the proposed design and dealing with technical,
environment.
environment, and the occupational and public health and safety. environmental and economic constraints. This should be
presented with a critical review in a written form.
Engage in independent and life- 1. Learning tasks are managed autonomously and ethically, individually and Evidence of independent learning will be judged by the report
long learning through well- in learning groups. submitted where application of knowledge, appropriate
developed learning skills. 2. Learning undertaken is reflected on and own learning requirements and application in analyses and critical engagement with the
strategies are determined to suit personal learning style and preferences. knowledge in the discussion and conclusions are drawn. The
3. Relevant information is sourced, organised and evaluated examiner and moderator will judge the ability of the student to
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4. Knowledge acquired outside of formal instruction is comprehended and work independently from the methodology, analysis of data and
applied. the justification for the solutions presented in the conclusions.
5. Assumptions are challenged critically and new thinking is embraced
11.
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