GUJARAT TECHNOLOGICAL UNIVERSITY (GTU)

Competency-focused Outcome-based Green Curriculum-2021 (COGC-2021)

Semester- 6
Course Title: Project engineering
(Course Code: 4360503)

Diploma programme in which this course is offered Semester in which offered

Chemical Engineering 6th Semester

1.RATIONALE:

A project moves to completion through a series of stages starting from preliminary evaluation of
economics and market to commercial production. Project engineering of a new chemical plant and the
expansion or revision of existing one require the use of engineering principles and theories combined
with consideration of practical limits imposed by industrial conditions. In this course special emphasis is
given on the applied economics and engineering principles involved in the design of chemical plants. Use
of these principles is highly required for any successful chemical engineer to work in the area of
production, administration, sales, marketing, research, and development of a new chemical project.

2.COMPETENCY:

The course should be taught and curriculum should be implemented with the aim to develop
required skills so that students are able to acquire following competency:

 Gain knowledge of organization and implementation of project in terms of financial

analysis when it comes to start up a new industry after undergoing all major subjects of
chemical engineering.

3. COURSE OUTCOMES (COs):

The theory, experiences and relevant soft skills associated with this course are to be taught
and implemented, so that the student demonstrates the following industry oriented COs associated
with the above mentioned competency:

1. Gain basic knowledge of chemical engineering plant and process design in industries.
2. Understand how a project to be started and concept of plant and process design.
3. Select process equipment or instruments of the same function based on both technical and
commercial point of view.
4. Choose appropriate plant location and plant layout for project.
5. Apply knowledge of economic for project to run an industry in a profitable.

4. TEACHING AND EXAMINATION SCHEME

Teaching Scheme Total Credits Examination Scheme

(In Hours) (L+T+P/2) Theory Marks Practical Marks Total
L T P C CA ESE CA ESE Marks
3 0 0 3 30 70 0 0 100

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 (*):Out of 30 marks under the theory CA, 10 marks are for assessment of the micro-project to
facilitate the integration of COs, and the remaining 20 marks are the average of 2 tests to be taken
during the semester for assessing the attainment of the cognitive domain UOs required for the
attainment of the COs.
Legends: L-Lecture; T – Tutorial/Teacher Guided Theory Practice; P - Practical; C – Credit, CA -
Continuous Assessment; ESE-End Semester Examination.

5. SUGGESTED PRACTICAL EXERCISES:

The following practical outcomes (PrOs) are the sub-components of the COs. Some of the PrOs
marked ‘*’ (in approx. Hrs column) are compulsory, as they are crucial for that particular CO at
the ‘Precision Level’ of Dave’s Taxonomy related to ‘Psychomotor Domain’.

S. Unit No. Approx.

No. Practical Outcomes (PrOs) Hrs.
required

Not Applicable
Note
i. More Practical Exercises can be designed and offered by the respective course teacher to
develop the industry relevant skills/outcomes to match the COs. The above table is only a
suggestive list.
ii. The following are some sample ‘Process’ and ‘#Product’ related skills (more may be
added/deleted depending on the course) that occur in the above listed Practical Exercises of
this course required which are embedded in the COs and ultimately the competency.
Sr. No. Sample Performance Indicators for the PrOs Weightage in %
1 Handling of apparatus for precise measurements 10
2 Record observations correctly 20
3 Practice and adapt good and safe measuring techniques 10
4 Calculations, Interpretation of results and their conclusion. 20
5 Prepare report of practical in prescribed format 10
6 Solve assignment questions. 20
7 Viva-voce 10
Total 100

6. MAJOR EQUIPMENTS/ INSTRUMENTS REQUIRED

These major equipment/instruments and Software required to develop PrOs are given below
with broad specifications to facilitate procurement of them by the administrators/management of
the institutes. This will ensure the conduction of practice in all institutions across the state in a
proper way so that the desired skills are developed in students.

S. PrO. No.
Equipment Name with Broad Specifications
No.
1 Not Applicable

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7. AFFECTIVE DOMAIN OUTCOMES
The following sample Affective Domain Outcomes (ADOs) are embedded in many of the
above-mentioned COs and PrOs. More could be added to fulfill the development of this
competency.
a) Work as a leader/a team member.
b) Follow ethical practices
c) Observe safety measures
d) Good house keeping
e) Time management
f) Practice environmentally friendly methods and processes.
The ADOs are best developed through laboratory/field-based exercises. Moreover, the level of
achievement of the ADOs according to Krathwohl’s ‘Affective Domain Taxonomy’ should
gradually increase as planned below:
i. ‘Valuing Level’ in 1st year
ii. ‘Organization Level’ in 2nd year.
iii. ‘Characterization Level’ in 3rd year.
8. UNDERPINNING THEORY:
The major underpinning theory is given below based on the higher level UOs of Revised Bloom’s
taxonomy that are formulated for development of the Cos and competency. If required, more such
higher-level UOs could be included by the course teacher to focus on the attainment of COs and
competency.
Major Learning Outcomes(Course
Unit Outcomes in Cognitive Domain Topics and Sub-topics
according to NBA terminology)
1a. Describe role of Chemical Engineer. 1.1 Role of Chemical Engineer.
1b. Justify the need of plant design. 1.2 Chemical Engineering Design.
Unit – I 1c. Explain chemical Engineering Design. 1.3 Need of plant design.
1d. Describe criteria for good designs. 1.4 Process Design
Introduction 1e. Explain Process design. 1.5 Design and selection of chemical
engineering equipment
1.6 Criteria for good design
2a. List of chemical engineering plant 2.1 chemical engineering plant project
project objective objective.
2b. Describe process evolution stages. 2.2 Process evolution stages and their
2c. Explain pilot plant Importance.
Unit– II 2d. Explain components of chemical 2.3 Plant design factors
Development Engineering plant Design factor 2.3.1 Technical factors
of project 2e. Explain source of information. 2.3.2 Economic factors
for plant 2f. Explain Process design and its 2.3.3 Legal factors
and process
components 2.3.4 Safety and sanitation.
design
2.4 Source of Information.
2.5 Continuous v/s Batch processing,
2.6 Shift and Operating schedules
2.7 Types of flow diagrams.

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 3a. Explain Plan for selection of equipment 3.1 selection of material
3b. Differentiate Standard and special 3.2 Plan for selection of equipment
equipment 3.3 Selection of process equipments and
3c. Prepare specification sheet for specification sheet for equipment
3.4 Standard v/s Special equipment.
Unit– III equipments
3.5 Selection of equipments
3d. Select appropriate equipments
(a) Size reduction equipment,
Selection of 3e. Explain piping and insulation
(b) Heat transfer equipment,
chemical 3f. Classify different insulation. (c) Material handling equipment
engineering (d) Mass transfer equipment
equipments (e) Pumps
3.6 Piping, Pipe strength and wall thickness
3.7 Piping design problems,
3.8 Types of insulation, Factors governing
selection of insulation.
Unit– IV 4a. Describe principles of plant layout 4.1 Factors of plant layout
Plant Layout 4b. Explain factors affecting plant location 4.2 Principles of plant layout
and Location 4.3 Factors for selection of plant location:
Primary factors and specific factors
5a. Evaluate total capital investment 5.1 Capital investment.
5b. Estimate equipment cost solve the 5.2 Fixed capital investment,
numerical based on cost indices 5.3 Working capital investment.
5c. Explain types of depreciation
5.4 Cost Indices, Cost-Size relation, and
5d. Calculate depreciation using different
cost-Time relation.
methods
5.5 Numerical based on Cost Indices
5e. Identify components of total product
5.6 Depreciation and it’s types
cost
5f. Estimate profitability 5.7 Methods for determining depreciations
Unit– V
5g. Calculate break-even capacity Arbitrary methods, Methods with interest on
Economic
investment
evaluation of
5.8 Numeric based on depreciation.
the project
5.9 Total product cost (TPC)
5.10 Net and gross earnings
5.11 Percent return on investment, Turnover
ratio.
5.12 Break-even analysis (Analytical
method)
5.13 Break-even chart (Graphical method)
5.14 Numerical of Break-even analysis

9.SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN:

Unit Unit Title Teaching Distribution of Theory Marks

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 No. Hours R U A Total
Level Level Level Marks
I Introduction 06 02 06 02 10
Development of project for plant and process
II 08 02 10 04 16
design
III Selection of chemical engineering equipments 10 02 10 04 16
IV Plant Layout and Location 04 02 06 00 08
V Economic evaluation of the project 14 04 08 08 20
Total 42 12 40 18 70
Legends: R=Remember, U=Understand, A=Apply and above (Revised Bloom’s taxonomy)
Note: This specification table provides general guidelines to assist students for their learning and to
teachers to teach and question paper designers/setters to formulate test items/questions to assess the
attainment of the UOs. The actual distribution of marks at different taxonomy levels (of R, U and A) in
the question paper may slightly vary from above table.
10. SUGGESTED STUDENT ACTIVITIES:
Other than the classroom and laboratory learning, following are the suggested student-related co-
curricular activities which can be undertaken to accelerate the attainment of the various outcomes in
this course: Students should perform following activities in group and prepare reports of about 5 pages
for each activity. They should also collect/record physical evidences for their (student’s) portfolio
which may be useful for their placement interviews:
Following is the list of proposed student activities like:
1. Assignments
2. Technical Quiz/MCQ Test
3. Presentation on some course topic
4. I-net based assignments
5. Undertake micro-Project in team/individually
11. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any):
These are sample strategies, which the teacher can use to accelerate the attainment of the
various outcomes in this course:
a) Massive open online courses (MOOCs) may be used to teach various topics/subtopics.
b) Guide student(s) in undertaking micro-projects/activities.
c) Different types of teaching methods i.e. video demonstration, activity based learning, case
study, m-learning need to be employed by teachers to develop the outcomes.
d) Some of the topics/sub-topics which are relatively simpler or descriptive are to be given to the
students for self-learning but to be assessed using different assessment methods.
e) Teachers need to ensure to create opportunities and provisions for co-curricular activities.
f) Guide students to address issues on environment and sustainability with reference to using the
knowledge of this course
g) OERs, Vlab, and Olabs may be used to teach for the teaching of different concepts.

12. SUGGESTED MICRO-PROJECTS:

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 Only one micro-project is planned to be undertaken by a student that needs to be assigned to
him/her at the beginning of the semester. In the first four semesters, the micro-project is group-based
(group of 3 to 5). However, in the fifth and sixth semesters, the number of students in the group
should not exceed three.

The micro-project could be industry application-based, internet-based, workshop-based,

laboratory-based, or field-based. Each micro-project should encompass two or more COs which are the
integration of PrOs, UOs, and ADOs. Each student will have to maintain a dated work diary consisting
of individual contributions in the project work and give a seminar presentation of it before submission.
The duration of the micro project should be about 14-16 (fourteen to sixteen) student engagement
hours during the course. The student sought to submit micro-project by the end of the semester (so that
they develop industry-oriented COs.A suggestive list of micro-projects is given here. This should relate
highly to the competency of the course and the COs. Similar micro-projects could be added by the
concerned course teacher.

1Prepare chart/model of economic evolution or cost estimation of given project.

2Prepare chart of process design.
3Prepare chart/model types flow diagram.
4Prepare specification sheet of equipment of given project.
5Draw suitable chart for plant design.
6Prepare 15-20 slides power point presentation on any topic of project engineering.
7Prepare material balance diagram of given project.
8Prepare detailed IPD (instrumentation and process diagram) of given project.
9Prepare plant layout of given project.
10Prepare block flow diagram of given project.
13. SUGGESTED LEARNING RESOURCES:
(A) Books
S. Title of Book Author Publication with
No. place, year and
ISBN
1 Chemical Engineering Plant Design. Vilbrandt, Frank Carl and McGraw Hill, New Delhi,
Dryden,Charles E. 4th edition
2 Plant Design and Economics for Peters, Max and Klaus McGraw Hill, New Delhi,
Chemical Engineers, Timmerhaus 4th edition

3 Chemical engineering Design Gavin towler Butterworth-Heinemann

Principles, Practice and Economics of Ray sinnott Elsevier (2008)
Plant and Process Design
4 Process Engineering Economics Couper, James R. Marcel and Dekker
14. SOFTWARE/LEARNING WEBSITES:
 https://nptel.ac.in
 www.cheresources.com
 http://people.clarkson.edu/~wwilcox/Design/refcosts.html
 http://app.knovel.com/web/toc.v/cid:kpCEDPPEP4
 https://www.lib.utexas.edu/chem/info/chemengecon.html
 http://www.mhhe.com/engcs/chemical/peters/data/ce.html

15. PO-COMPETENCY-CO MAPPING:

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 Project engineering (4360503)
Semester
POs
PO 1 PO 5
Basic & PO 3 PO 4 Engineering
PO 2 Design/ PO 6 PO 7
Competency Discipline Problem Engineering Tools, practices for Project Life- long
& Course Outco mes development of Experimentation & society,
specific Analysis Management learning
solutions Testing sustainability &
knowledge
environment

Competency Gain knowledge of organization and implementation of project in terms of financial analysis when it
comes to start up a new industry after undergoing all major subjects of chemical engineering.
Gain basic knowledge of
chemical engineering plant
and process design in 3 1 2 - 2 1 1
industries.

Understand how a project to

be started and concept of
3 2 2 - 1 1 1
plant and process design.

Select process equipment or

instruments of the same
function based on both
3 2 2 - 2 1 1
technical and commercial
point of view.

Choose appropriate plant

location and plant layout for
2 1 2 - 1 1 1
project.

Apply knowledge of economic

for project to run an industry
2 3 2 - 1 2 2
in a profitable.

Legend: ‘3’ for high, ‘2’ for medium, ‘1’ for low and ‘-’ for no correlation of each CO with PO.

16. COURSE CURRICULUM DEVELOPMENT COMMITTEE:

GTU Resource Persons:

Name and
Sr. no Institute Contact No. Email
Designation
Mr. SHUKLA
1 HARSH SHRI K. J. POLYTECHNIC, [email protected]
BHARATKUMAR BHARUCH
Mr. CHIRAG
GOVERNMENT
2 RAJESHBHAI [email protected]
POLYTECHNIC, RAJKOT
PARMAR

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