BEng Chemical Engineering
(Distance Learning)
COURSE OVERVIEW AND MODULE DESCRIPTIONS
Department of Chemical and Process Engineering
Note: The module descriptions in this booklet are intended as a guide, to assist students in choosing
their optional modules and applicants on whether the course content fits their needs. Please be
aware that although the general content and aim of the modules will remain the same, there may be
changes to some content and assessment as the lecturer will be continually updating and developing
the class. Modules may also become unavailable from time to time, either through staff changes, or
lack of demand. Students should read this in conjunction with the current course regulations and
student handbook.
Contents
3 Year Outline
2
4 Year Outline
3
CP318 Professional Engineering and Project Management
4
CP208 Fluid Flow and Heat Transfer
5
CP211 Chemical Principles and Thermodynamics
6
CP319 Chemical Engineering Safety
7
CP209 Process Analysis and Statistics
8
CP321 Reactors
9
CP314 Mass Transfers and Separations
10
CP320 Biochemical Engineering
11
CP310 Process Design and Simulations
12
CP411 Process Control and Environmental Technology
13
CP412 Advanced Separations and Problem Solving
14
CP423 Chemical Engineering Design Part 1
15
CP424 Chemical Engineering Design Part 2
16
1
3 Year Course
2
4 Year Course
3
CP318 Professional Engineering and Project Management
Educational Aim
This module aims to give an introduction to various professional engineering
skills including project and time management, effective communication, group
working, and a consideration of ethics and professional registration. The
module is designed specifically for distance learning students currently
working in chemical engineering related industries and following the BEng
honours chemical engineering degree and requires them to develop skills that
will help them to be successful in both the degree and their career in
engineering.
Learning Outcomes
LO1 Gain a general understanding of Project and Time Management and
related concepts, including the use of relevant software.
LO2 Demonstrate effective communication skills, and in particular the use of
technology to enable and improve communication
LO3 Identify the issues relevant to successful engineering group projects
and collaboration where participants are separated by time zones,
distance and cultural differences and demonstrate the ability to
successfully work in groups.
LO4 Gain a general understanding of ethics and professional engineering,
and demonstrate an ability to interrogate complex documents to obtain
an understanding of how these issues affect the student in their own
specific location/company/career plan.
Syllabus
The module will teach the following:
 Project Management principles, methods and tools
 Communication skills and group working in an engineering context
 Ethics
 Career planning in engineering.
Assessment
Two assignments and one project.
4
CP208 Fluid Flow and Heat Transfer
Educational Aim
This module aims to provide a comprehensive background into the study of
fluids and heat transfer for steady state systems, and to provide an
introduction to unsteady-state systems.
Learning Outcomes
LO1 be able to carry out material and energy balances of systems involving
fluids in motion.
LO2 be able to carry out conduction/convection equations for various
geometries
LO3 be able to determine the power required for pumping and identify
appropriate pumps.
LO4 be able size heat exchangers for a range of applications.
Syllabus
The module will teach the following:
 material and energy balances of systems involving fluids in motion.
 Visualisation of fluid flow patterns and perform calculations on fluid flow
in pipework.
 The principles of fluid flow measurement.
 Fluids in motion sufficient to determine the power requirements of
different types of pumps and their applications.
 Fourier’s Law for both plane and radial situations.
 Standard convection equation, which includes the heat-transfer
coefficient (h).
 The construction of the double-pipe heat exchanger for both co-current
and countercurrent.
 The flow paths in a multi-pass heat exchanger.
 Simple condensers where a saturated vapour is the inlet flow, and a
mixture of saturated vapour/liquid is the outlet flow.
 The difference between boiling and evaporation.
 Plate-and-frame and finned-tube heat exchangers.
 Other cases of unsteady-state heat transfer
Assessment
30% coursework and 70% examination
5
CP211 Chemical Principles and Thermodynamics
Educational Aim
This module aims to provide students with a fundamental understanding of
the basic principles of physical chemistry relevant to chemical engineering,
and of thermodynamics necessary to progress in the course. The final exam
at the end of semester 2 will cover both chemical principles and
thermodynamics
Learning Outcomes
LO1 to gain an understanding of molecular electrostatic interactions and
their importance in colligative properties (Chemical Principles)
LO2 to gain an understanding of processes at interfacial boundaries
(Chemical Principles)
LO3 to gain an understanding of the 1st and 2nd laws of thermodynamics
(Thermodynamics)
LO4 to gain an understanding of solution thermodynamics
(Thermodynamics)
Syllabus
The module will teach the following:
 Chemical Principles
Students will learn to identify electrostatic interactions, understand surface
tension, capillary effects, surfactant behaviour, and the fundamentals of
adsorption, including experimental procedures, analysis models and the
influence of system parameters on observed behaviour.
 Thermodynamics
Students will learn how thermodynamics underpins many chemical
engineering classes as well as domestic phenomena and societal issues.
The principles will be developed firstly with single-component systems
followed by binary systems.
Assessment
30% coursework and 70% examination.
6
CP319 Chemical Engineering Safety
Educational Aim
This module aims to provide students with skills relating to chemical
engineering practice in Process Safety with particular respect to design,
installation and operation of chemical processes.
Learning Outcomes
LO1 Gain intellectual skills so that they are able to demonstrate
understanding of the design and safe operating practices in chemical
process plant by demonstrating familiarity with industry standards and
recommended guidelines.
LO2 Gain practical skills in the use of HAZOP studies and make judgements
to apply safety design features and the application of the concept of
"Defence in Depth”
LO3 Understand the general tools used in designing a safe process.
Syllabus
The module will teach the following:
Introduction to Hazard Identification and Quantification as applicable to
process plant. HAZOP, Fault/Event Outcome Trees, Emission,
Dispersion, Fires/Radiation, Blast and Effects, Risk Assessment &
Consequence Analysis.
It will also cover Industry standards and procedures for Permit to Work
(as a procedure), the general legal framework, Toxicology and Design
for Safety - including layout, relief systems, safety reviews (in general
terms).
Assessment
40% coursework and 60% examination.
7
CP209 Process Analysis and Statistics
Educational Aim
This module aims to provide the essential skills for chemical engineers in
analysing chemical and physical processes through material and energy
balances, and vapour/liquid behaviour, and to analyse process data using
statistical techniques.
Learning Outcomes
Process Analysis
LO1 have gained fundamental skills in solving material balance problems
LO2 appreciate the behaviour of gases, the concept of vapour pressure and
vapour liquid equilibrium
LO3 understand enthalpy, enthalpy of mixing and heat of reaction
(thermochemistry and thermophysics)
LO4 have gained skills in solving process energy balance problems and
have mastered enthalpy-concentration charts, psychrometry and
unsteady state processes
Statistics
L01 Discuss the difference between discrete and continuous random
variables
L02 Describe the main characteristics of probability distributions
L03 Plot data in different ways (time series, box plots, histograms etc.) and
interpret the plots and detect outliers.
L04 Generate confidence intervals and carry out hypothesis tests
L05 Carry out error propagation analysis
L06 Build simple linear regression models and analyse the performance of
the models.
Syllabus
Process analysis using statistics: Material balances, Gases, Vapour pressure,
Steam Tables, Vapour liquid equilibrium, Thermochemistry, Thermophysics,
Energy balances, Enthalpy-concentration charts, Psychrometry and
Unsteady-state processes, Discrete and continuous random variables,
Probability distributions, Descriptive statistics, Propagation of errors,
Confidence intervals, hypothesis testing and Linear regression
Assessment
25% coursework and 75% examination
8
CP321 Reactors
Educational Aim
This module aims to introduce the students to the principles of chemical
reactors.
Learning Outcomes
LO1 Understand the basis of chemical reactor design in terms of mass
balances, kinetics, energy balances and stoichiometry.
LO2 Know how to take into account multiple reactions (parallel and series
reactions), and multiple reactors operating series in the design and
analysis of reactors.
Syllabus
The module will teach the following:
 Stoichiometry;
 Heat balances;
 Equilibria;
 Batch, plug flow and continuous stirred tank reactors and continuous
reactors with recycle;
 Reactors in series;
 Multiple reactions – series and parallel reactions;
 Regimes, stability of reactors;
 Selection of reactors
Assessment
10% coursework and 90% examination
9
CP314 Mass Transfers and Separation Processes
Educational Aim
This module aims to provide an introduction to diffusion and separation
processes for fluid mixtures.
Learning Outcomes
LO1 Understand liquid-vapour phase equilibria for closed systems and how
this relates to separation processes, and be able to calculate the
composition of coexisting liquid and vapour phases.
LO2
Be able to solve diffusion problems, including those related to fluid
separation processes
LO3
Understand how to model basic distillation, absorption, stripping,
evaporation and gas adsorption processes based on an understanding
of material and energy balances, vapour-liquid equilibrium, gas-solid
equilibrium, and diffusion. This includes making preliminary
calculations for equipment size based on specification of flow rates,
product composition etc.
Syllabus
The module will teach the following:
Material and energy balances for separation processes. Binary fluid vapourliquid equilibria including construction of x-y diagrams. Principles of mass
transfer (diffusion, including diffusion through varying cross-sectional area and
path length, and across a vapour-liquid interface. Principles of binary
distillation in staged and packed towers, including the McCabe-Thiele model
and batch processes. Principles of gas absorption and stripping in staged and
packed towers. An introduction to evaporator processes. Gas adsorption in
porous materials, including basic thermodynamics of adsorption, gas-solid
equilibria for pure gases, and the Ideal Adsorbed Solution Theory for mixed
gases. Introduction to gas adsorption processes and scale-up.
Assessment
100% examination.
10
CP320 Biochemical Engineering
Educational Aim
This module aims to introduce the students to the principles of biochemical
engineering.
Learning Outcomes
L01 Understand the basics of biological processes such as anabolic and
catabolic processes, processes involved in the central dogma of
biology, organisms and groups of biochemical substances that are
important in biochemical engineering.
L02 Produce simple models for enzyme kinetics and perform simple
analysis of batch, fed-batch and continuous fermenters.
Syllabus
The module will teach the following:
 Microbiology
 Biochemistry
 Enzyme kinetics
 Growth kinetics
 Batch fermentation
 Fed-batch fermentation
 Continuous fermentation (chemostats)
Assessment
10% coursework and 90% examination.
11
CP310 Process Design and Simulation
Educational Aim
This module aims to build students competence in the analysis of existing
processes; preliminary process design. An element of the module involves the
use of computer packages for the purpose of process calculation and design.
Learning Outcomes
LO1: understanding information about a process presented in flow diagrams
and stream tables.
LO2: implement process calculations based on this information (e.g. heat
and energy balances) to check that a design is reasonable.
LO3: synthesising a preliminary process design and to size the main pieces
of equipment, using computer packages where appropriate.
LO4: Is capable of presenting information about a process design in a
concise and coherent written document.
Syllabus
Analysis of Existing Processes:
 Is capable of understanding information about a process presented in
flow diagrams and stream tables.
 Can implement process calculations based on this information (e.g.
heat and energy balances) to check that a design is reasonable.
 Is able to analyse the reasons for choices made during design of a
plant.
 Can comment on the environmental impact of a process.
 Is capable of synthesising information about a process into a concise
and coherent written document.
Preliminary Process Design:
 Understands the nature of process design and the input information
and tasks required.
 Has an understanding of why design is generally an iterative process
 Is able to obtain appropriate physical property data from the literature.
 Has some experience of synthesising flowsheets.
 Is able to identify correct types of process equipment for some
common duties.
 Understands and has some experience of systematic techniques for
heat exchanger network design.
 Can present a preliminary design as a professional report that is
backed up by calculations in appendices that are clear and concise
 Is able to discuss technical ideas fluently with peers and supervisors.
Process Simulation:
 Is competent in the use of the Mathcad package to prepare process
calculations in a format that can be understood and used or modified
by other engineers.
 Can use the Aspen package to design various pieces of process
equipment and to perform material and energy balances over process
flowsheets.
Assessment
70% coursework and 30% project.
12
CP411 Process Control and Environmental Technology
Educational Aim
This module aims to:
 introduce students to the basic principles of water pollution, waste water
treatment and effluent treatment plant design;
 introduce students to the basic principles of air pollution and air pollution
control technology.
 Introduce students to process control
Learning Outcomes
LO1 understand the effect on the environment of, and the legal framework
for, discharging liquid and gaseous effluents.
LO2 have an in-depth knowledge of treatment methods for suspended
solids and particulate pollutants.
LO3 Form first and second-order process dynamic models and solve them
for step inputs using analytical and numerical methods
L04 Apply PID control algorithms to first and second order processes and
configure them to achieve particular desired results
Syllabus
The module will teach the following:
 Effect of pollution, diseases, toxicity, eutrophication and oxygen sag;
Overview of the legal framework for waste water discharges; Basic
principles of biological sciences as applied to waste water treatment;
Overview of Preliminary and Primary treatment; Detailed design and
operational principles of activated sludge plants and anaerobic
digesters.

Low/Medium-Efficiency Particle Abatement Techniques; HighEfficiency Particle Abatement Techniques; Absorption of Gaseous
Pollutants; Adsorption of Gaseous Pollutants; Thermal Oxidation of
Particulate and Gaseous Pollutants; Dispersion Modelling and Stack
Heights.

Dynamic modelling: formation of balance equations; deviation
variables; linearisation; standard solutions of first and second order
process subjected to step inputs; numerical modelling using VisSim.

Basic feedback control: Air to open/close valves; direction of control
action; PID algorithm; Proportional control; Integral control; Derivative
action; tuning PID controllers; more sophisticated arrangements.

Control system design: operating envelope; degrees of freedom and
control objectives.
Assessment
30% coursework and 70% examination.
13
CP412 Advanced Separations and Problem Solving
Educational Aim
This module aims to instil in students the principles of advanced unit
operations relating to separation: multicomponent distillation, membrane
technology and drying. In addition, the module strives to strengthen and
deepen problem solving skills in the students through applying their
knowledge from previous modules (e.g., mass/energy balances, chemical
kinetics, fluid flow, etc.) to practical examples with chemical engineering
themes. This will reinforce and integrate the learning outcomes from previous
modules and prepare them for the Design Portfolio in the second semester of
Year 4 and their future careers.
Learning Outcomes
LO1 appreciate the principles of fractional distillation involving more than
two components;
LO2 appreciate basic principles and applications of membrane technology;
LO3 apply physical principles (e.g., mass/energy balances,
thermodynamics, chemical kinetics, and transport phenomena) to
formulate mathematical models of unit operations;
LO4 apply numerical methods and software to solve coupled algebraic and
differential equations.
Syllabus





Membrane processes: concentration polarisation, ultrafiltration, reverse
osmosis, gas separation, membrane modules, membrane
systems/cascades
Multi-component distillation: relative volatility, binary systems, multicomponent bubble point, dew point and flash distillation, key
components, analysis of multi-component distillation column.
Drying: psychometry, drying rate, analysis of dryers (batch and
continuous).
Problem formulation: Engineering estimation, dimensional analysis,
differential balances.
Numerical methods: iterative methods, finite difference method,
software tools.
Assessment
25% coursework and 75% examination.
14
CP423 Chemical Engineering Design Part 1
Educational Aim
To provide students with the opportunity to apply chemical engineering
knowledge in the context of applications and industry-focused chemical
engineering design project. The project allows the students to work in a teambased process design project as is expected and experienced in an industrial
situation. The aim is to let the group formulate their own design of a process,
showing the creativity needed in design. In addition each student has to
develop a complete design of unit operation equipment showing how each
individual part of the process is developed as a part of the process. Finally the
group comes together again to work together on the safety, costs and other
regulatory items which each process requires. This provides a “experience” of
how Process Design projects are handled in industry.
Learning Outcomes
LO1 Apply chemical engineering knowledge and understanding to a key
areas of chemical engineering process and technology to arrive at both
detailed and scoping studies for process design.
LO2 Working in teams, develop and implement excellent time management,
planning and proactive responsibility to meet challenging deadlines.
LO3 Develop the skills required to collaborate on the production of a
detailed, professionally-presented report and presentation. This should
follow typical “industrial style” reporting – with addendums, references,
calculations, figures and graphs.
LO4 Develop critical skills to research existing state of art and information,
analyse and evaluate process design principles, and sustainability.
Syllabus
The syllabus of the course is all chemical engineering modules that have
been covered in previous years – as needed for the completion of the
project.
Student teams of 6-8 will start from a minimal design brief to research and
develop a scoping study a detailed process design for an established
industrial process. In this project teams will take responsibility for their
work, planning, time management and submission of reports and
presentation. The students will meet with their academic advisor to update
group members on progress and any issues arising. The academic tutor is
an advisor and who will provide advice but no help on calculations, proof
reading, etc. of the report. The class also includes some recorded lectures
on specific areas such as safety, HAZOP, and feedback tutorials on these
aspects.
The scoping study will be assessed via a short report and a group
presentation, where the group members will all participate in presentation
and questions put to them. The group will also mark their peers to assess
how well the group has worked together. This should exemplify that the
students are “pitching” for a full Process Design.
Assessment
100% projects
15
CP424 Chemical Engineering Design Part 2
Educational Aim
To provide students with the opportunity to apply chemical engineering
knowledge in the context of applications and industry-focused chemical
engineering design project. The project allows the students to work in a teambased process design project as is expected and experienced in an industrial
situation. The aim is to let the group formulate their own design of a process,
showing the creativity needed in design. In addition each student has to
develop a complete design of unit operation equipment showing how each
individual part of the process is developed as a part of the process. Finally the
group comes together again to work together on the safety, costs and other
regulatory items which each process requires. This provides a “experience” of
how Process Design projects are handled in industry.
Learning Outcomes
LO1 Apply chemical engineering knowledge and understanding to a key
areas of chemical engineering process and technology to arrive at both
detailed and scoping studies for process design.
LO2 Working in teams, develop and implement excellent time management,
planning and proactive responsibility to meet challenging deadlines.
LO3 Develop the skills required to collaborate on the production of a
detailed, professionally-presented report and presentation. This should
follow typical “industrial style” reporting – with addendums, references,
calculations, figures and graphs.
LO4 Develop critical skills to research existing state of art and information,
analyse and evaluate process design principles, carry out calculations
used for Process Units, hazard analysis, and Process economics and
sustainability.
Syllabus
The syllabus of the course is all chemical engineering modules that have
been covered in previous years – as needed for the completion of the project.
Student teams of 6-8 will start from a minimal design brief to research and
develop a scoping study a detailed process design for an established
industrial process. In this project teams will take responsibility for their work,
planning, time management and submission of reports and presentation. The
students will meet each week with their academic advisor to update the tutor
and other group members on progress and any issues arising. The academic
tutor is an advisor and who will provide advice but no help on calculations,
proof reading, etc. of the report. The class also includes some recorded
lectures on specific areas such as safety, HAZOP, and feedback tutorials on
these aspects. This part will be assessed based on the individual detailed
design section, which will be prepared individually by each student. This will
be submitted by each student. Finally, the group report on Process economics
and sustainability aspects and a short contribution from each member on the
critical analysis of their Process unit will have to be submitted. Therefore, the
project involves both group and individual work, and requires a high level of
written and presentation skills.
Assessment
100% projects.
16