course syllabus chee 331, design of unit operations...
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1
COURSE SYLLABUS: CHEE 331, DESIGN OF UNIT OPERATIONS (W K-4.5)
PERSONNEL For an up to date list of personnel, please check the website.
COURSE DESCRIPTION This course is part of the Engineering Design and Practice Sequence offered at the 3rd year level to
students following the Chemical Engineering CHE1 Option. Heat and mass transfer knowledge is applied
in the analysis and design of unit operations, including separation processes and heat exchanging
equipment. The equilibrium stage concept is used to perform calculations and size separation processes
including distillation, gas absorption/stripping and liquid-liquid extraction. Heat transfer processes are
taught with an emphasis on the design various types of heat exchanging equipment, including shell and
tube heat exchangers, condensers and reboilers. The chemical process design component of the course
involves a series of activities, dealing with the design of separation processes, heat exchanger sizing and
design, process hazards analysis, implementation of instrumentation and construction of piping and
instrument diagrams. In addition to choosing and sizing unit operations and implementing appropriate
process instrumentation, the students will learn to use simulation tools and will incorporate economics,
safety and environmental responsibility in all stages of the design. The course is integrated with CHEE
361 “Engineering Communications, Ethics and Professionalism.” (0/0/0/12/42)
PREREQUISITES: APSC 200 or APSC 202, APSC 293, CHEE 311, CHEE 321, CHEE 330, or permission of the
department.
COREQUISITE: CHEE 361
OBJECTIVES AND OUTCOMES This course develops the skills needed to design separation and heat transfer processes and to size/optimize related equipment. Emphasis is given to the associated health and safety risks, applicable standards, and economic, as well as environmental considerations and on how these considerations should be incorporated throughout the design process.
Specific course learning outcomes (CLOs) are:
1. Development of engineering science knowledge on separation processes (distillation, absorption/stripping, extraction) and heat transfer processes (heat exchangers).
2. Application of engineering science knowledge to size separation process equipment and heat exchangers.
3. Development of competency in constructing process flow and P&I diagrams 4. Implementation of process instrumentation and simple control loops, as well as safety
instrumentation
2
5. Development of competency in using engineering tools, such as Excel spreadsheets and Mathcad to perform engineering calculations. Implementation of process simulation software, such as Aspen HYSYS to simulate separation processes.
6. Demonstrate the ability to provide accurate, comprehensive, objective technical opinions and
recommendations, including the choice of appropriate processes and the development of
documentation, such as equipment specifications, process flow diagrams and P&IDs.
7. Identification of process hazards through process hazards analysis and incorporation elements of safety on all aspects of the design.
8. Estimation of capital and utility costs, using appropriate costing tools. Process optimization based on cost considerations
9. Effective group work, including reflection of group work, while adopting a professional approach during all project phases.
This course assesses the following attributes: Knowledge base for engineering (KB-PROC) (CLO 1-4) CHEE-KB-PROC -3. Constructs process flow diagrams and/or P&IDs. CHEE-KB-PROC -4. Applies engineering science knowledge to size various unit operations, including but not limited to pumps, heat exchangers, separation processes, and reactors. CHEE-KB-THE-6. Solves single and multi-stage separation processes with non-ideal chemical mixtures. CHEE-KB-HT-3. Solves problems involving convective heat transfer using appropriate correlations. Engineering Tools (CLO 5) CHEE-TOO-4. Selects and applies appropriate software, models, and simulations.
Design (CLO 6-8) CHEE-DE-1. Identifies problem, objectives and constraints including health and safety, environmental and societal issues and/or user needs. CHEE-DE-2. Produces multiple potential solutions to meet functional specifications and compares solutions to select best concept. CHEE-DE-3. Develops equipment, process or product design incorporating performance requirements and constraints such as quality, yield, reliability, economics, safety, and standards and codes as appropriate. CHEE-DE-4.Creates and tests simulations, models, and/or prototypes at various points in design with complexity appropriate to design stage. Impact of Engineering (CLO 7) CHEE-IM-1. Assesses reliability, risk, regulatory compliance and safety and takes appropriate action to mitigate if issues identified. CHEE-IM-2. Considers technical, financial, social, environmental, and legal factors, safety and sustainability issues when solving engineering problems. Economics and project management (CLO 8) CHEE-ECO-1. Applies economic considerations, such as capital and operating costs, to design processes. Individual and Team work (CLO 9) CHEE-TEA-1. Contributes to team goal setting and participates equitably to all aspects of the group work
3
CHEE-TEA-4 .Evaluates team effectiveness and plans for improvements. Applies principles of conflict management if applicable Professionalism (CLO 6, 9) CHEE-PRO-1. Demonstrates punctuality, timeliness, responsibility and appropriate communication etiquette. CHEE-PRO-2. Provides accurate, comprehensive, objective technical opinions and recommendations. Lifelong Learning (CLO 6)
CHEE-LL-1. Identifies and critically evaluates an appropriate range of information sources.
COURSE STRUCTURE AND ACTIVITIES 4 lecture hours + 1 tutorial hour per week. Please refer to SOLUS for times and locations.
EXPECTATIONS FOR LECTURES/WORKSHOPS-TUTORIALS Lecture slides will be posted in advance through an online learning management system. These course
notes are incomplete, and lectures will include examples and problem solutions not contained in the
posted slides. Students are expected to read associated sections of their textbook and study online
resources that are provided, including the Chemical Engineering Design Wiki. Self-study problem sets in
the area of separations are available for each topic, with solutions posted online. These must be
completed as soon as each topic has been discussed in class.
Tutorials/workshops are intended to support the design project, which runs throughout the term.
Tutorial/workshop activities will be posted online. Students will be expected to come prepared, so that
they can gain optimum benefits from the activities that are done during the tutorial period. Some
tutorials will be held in the computer cluster to aid the students become familiar with the software tools
used in the course.
RELEVANCE TO THE PROGRAM This third year course is part of the engineering practice/design spine, which starts in first year and
culminates in the fourth year capstone process design course. Being a third year-level course, the focus
is on the development of competency in process design that is considered necessary to acquire
proficiency at the graduating level. The course assumes knowledge of 2nd and 3rd year core courses,
including engineering design and practice, fluid mechanics, heat and mass transfer and
thermodynamics.
RESOURCES
Textbooks:
4
Towler G. and Sinnott R., “Chemical Engineering Design: Principles and Economics of Plant and Process
Design”, 2nd Edition, B-H, Elsevier (required)
Wankat P. C. “Separation Process Engineering”, Prentice Hall. E-book available from Queen’s Library
Serth R.W. (2007) “Process Heat Transfer – Principles and applications”, Academic Press. E-book
available from Queen’s Library
Online resources:
Students will be provided with appropriate online materials, as well as access to the Chemical
Engineering Wiki page: http://cheedesign.net/
All course lecture slides, deliverables, assignments and tutorials will be posted through the on line
learning management system (LMS). The LMS also serves as the official means of communication with
the students.
GRADING SCHEME
Deliverable Week or Date Weight (%)
Quiz 1 Week 6 15
Quiz 2 Final Exam Period 15
Design challenges 4 Deliverables submitted throughout the
12 week period 60
Tutorial/workshops Participation/Work completed during
workshops 10
Students are expected to complete their work in a timely fashion. The course instructor will provide
notification of due dates and any revisions thereof (in class and online). Submissions after the due date
will be penalized at 15% per day.
Students must pass the individual examination component (combined mark of two quizzes), as well as
the design component, to pass the course, as stated in Departmental Policy. Attendance at quizzes is
mandatory, except in case of medical reasons supported with proper documentation following the
stipulations of the Departmental Policy (http://www.chemeng.queensu.ca/undergraduate-
studies/Departmental-Undergraduate-Polices.html).
A design project done in groups of 3 or 4 will be completed during the term. Student groups will be
required to submit deliverables during the term. Students are expected to participate equitably and
respectfully to the group effort. Participation of all group members is essential, and a mandatory peer-
review will be conducted to ensure that all group members contribute equally. In case of large
discrepancies students will be approached by the instructors/TAs in an effort to mitigate any problems.
5
If problems persist, this will be reflected in the marks of student members whose contribution is
deficient.
HOW TO DO WELL IN THIS COURSE Design courses involve open-ended problems and are expected by their nature to have underspecified
aspects. Key to doing well in this course is the ability to integrate engineering science knowledge
acquired from this and previous courses together with principles of engineering practice, to design
systems, components or processes that meet specified needs.
To achieve this students are expected to utilize the concepts and to implement the methods that they
have learned throughout the curriculum and to integrate content learned in previous courses.
Students should make use of all resources available, including the textbooks, course notes, online
resources, solved problems available through the online learning environment, activities during
tutorial/workshops etc. Students are expected to submit professional reports, utilizing appropriate
engineering tools and communication methods, summarizing their work. They should work in groups
with a high degree of professionalism and integrity. Students are encouraged to seek mentoring from
instructors/teaching assistants and other teaching personnel, as applicable.
ACADEMIC INTEGRITY Engineers have a duty to:
Act at all times with devotion to the high ideals of personal honour and professional integrity
Give proper credit for engineering work
-Professional Engineers Ontario Code of Ethics, Section 77 of the O. Reg. 941
http://peo.on.ca/index.php?ci_id=1815&la_id=1
The quote above describes the standard of behaviour expected of professional engineers. As
engineering students, you have made a decision to join us in the profession of engineering, a long-
respected profession with high standards of behaviour.
As future engineers, we expect you to behave with integrity at all times. Our policies do not prohibit you
from collaborating, even closely, with fellow learners in any class. Indeed, we strongly encourage
collaboration and teamwork, when conducted responsibly. We have however, set firm guidelines on the
quality of submitted work and have taken a strong stand against plagiarism and other forms of academic
dishonesty. Briefly stated, we expect that submitted work bears the name of all those contributing to it,
and that you do not allow others to copy your work.
Should a student’s submitted work be suspected of containing evidence of academic dishonesty, action
shall be taken, as required by the Faculty of Engineering and Applied Science policy on academic
integrity: http://engineering.queensu.ca/policy/Honesty.html
6
Additional information on the University’s policies concerning academic dishonesty can be found on the
Queen’s website. All learners are expected to familiarize themselves with these policies and to
conduct themselves accordingly.
Senate Academic Integrity Policy Statement
Procedures for dealing with departures from academic integrity in the Faculty of Engineering and Applied Science
Queen's University Code of Conduct
INDIVIDUAL NEEDS AND SUPPORT Learners with diverse learning styles and needs are welcome at Queen’s. In particular, if you have a
disability or health consideration that may require accommodations, please feel free to approach the
instructor and/or Queen’s Student Accessibility Services (QSAS) as soon as possible. The Accessibility
Services staff is available by appointment to develop individualized accommodation plans, provide
referrals and assist with advocacy. The sooner you let us know your needs, the better we can assist you
in achieving your learning goals at Queen’s. For further information, visit the Student Wellness Services
website. The class website is powered by the Brightspace by D2L Learning Environment (OnQ) that
complies with common accessibility standards and every effort has been made to provide course
materials that are accessible. If you find any element of this course difficult to access, please discuss
with your instructor how you can obtain an accommodation.
ACADEMIC AND STUDENT SUPPORT Queen’s has a robust set of supports available to you including the Library, Student Academic Success
Services (Learning Strategies and Writing Centre), and Career Services. Learners are encouraged to visit
the Faculty of Engineering and Applied Science Current Students web portal for information about
various other policies such as academic advisors, registration, student exchanges, awards and
scholarships, etc.
7
CHEE 331 Module Overview: Detailed Weekly Schedule
Course learning outcomes (CLO):
1. Development of engineering science knowledge on separation processes (distillation, absorption/stripping, extraction) and heat transfer processes (heat exchangers).
2. Application of engineering science knowledge to size separation process equipment and heat exchangers. 3. Development of competency in constructing process flow and P&I diagrams 4. Implementation of simple process instrumentation schemes, including control loops and safety controls. 5. Development of competency in using engineering tools, such as Excel spreadsheets and Mathcad to perform engineering calculations.
Implementation of software to simulate separation processes. 6. Ability to provide accurate, comprehensive, objective technical opinions and recommendations, including the choice of appropriate
processes and the development of documentation, such as equipment specifications, process flow diagrams and P&IDs. 7. Identification of process hazards through process hazards analysis and incorporation elements of safety on all aspects of the design. 8. Estimation of capital and utility costs, using appropriate costing tools. Process optimization based on cost considerations 9. Effective group work, including reflection of group work, while adopting a professional approach during all project phases.
Module Lecture approach and content Tutorials, Events and Due Dates
Assessment (CLO; % of course grade)
Module 1: (Wk 1)
Introduction/Overview
Introduction to Chemical Engineering Design, Project Documentation (Towler & Sinnott 1.1-1.4)
Process Flowsheet Development (T&S 2.1, 2.2) Topic 1: Separation Processes
Introduction to separation processes
Separations involving gas and liquids (Chapter 16 T&S)
Tutorial 1
Introduction to design challenge 1/group sign-up/
activity on group work. Information on literature
sources.
Tutorial 2 Workshop activity on Design
Challenge 1
CLO 1, 3, 6, 9
Design Challenge 1 on process selection and
generation of PFD 10%
8
Module Lecture approach and content Tutorials, Events and Due Dates
Assessment (CLO; % of course grade)
Module 2: (Wk 2-7)
Vapor/liquid separations (Ch. 17 T&S, various chapters in Wankat) Topic 2: Distillation (Chapter 3, 4, 5, 7 Wankat)
Distillation of binary mixtures
Distillation column balances
Stage calculations: Lewis Method, McCabe-Thiele method
Multicomponent distillation/shortcut methods Topic 3: Absorption/Stripping (Chapter 12 Wankat) Topic 4: Staged and packed column design (Chapter 10 Wankat, Ch. 17 T&S)
Plate efficiencies
Design of trayed columns/tray hydraulics
Design of packed columns/HETP method
Distillation column design and optimization Topic 5: Liquid-Liquid Extraction ( Chapter 13, Wankat)
Tutorial 3
Design Challenge 2 introduction, tutorial on
Mathcad
Tutorial 4 Workshop activity on Design
Challenge 2
Tutorial 5 Workshop activity on
optimization Extra wokshop: HYSYS tutorial
Tutorial 6
Costing, ChemEcon
Tutorial 7: Workshop activity on Design Challenge 3
Tutorial 8
Activity on tray sizing
CLO 1, 2
Design Challenge 2 on distillation calculations
10%
Material is included on quiz 1
CLO 2, 5, 6, 8, 9
Design Challenge 3 on distillation process
simulation and design 30%
Quiz 1 (Wk 6)
Covers Topics 2 through 5
2-3 Questions (which may include multiple choice,
true/false, and calculations)
Focus on CLO 1 and 2, (worth 10% of course
grade)
Module 3: (Wk 8-10)
Heat Exchangers Topic 6: Heat Exchangers calculations and design (Ch. 19 T&S, Chapters 3-5 Serth)
Double pipe heat exchangers
Shell and tube heat exchangers
Reboilers and Condensers
Tutorial 9
Quick sizing of heat exchangers
Tutorial 10 Shell and Tube Heat Exchanger
design
CLO 2, 3, 4 Material is included on
Quiz 2
Design Challenge 4 on heat exchanger design
(15%)
9
Module Lecture approach and content Tutorials, Events and Due Dates
Assessment (CLO; % of course grade)
Module 4: (Wk 10-12)
Instrumentation and safety Topic 7: Process Instrumentation and control (Ch. 5 T&S)
Process Instrumentation, basic control loops
P&IDs
Control of unit operations Topic 8: Process Safety (Ch. 10.5-10.7 T&S)
Failure Mode Effect Analysis (FMEA)
Safety indices
Hazard and Operability studies (HAZOP)
Case studies of industrial accidents (safety videos)
Tutorial 11 Instrumentation of distillation columns and heat exchangers
Tutorial 12
Workshop activities on HAZOP/P&IDs
CLO 3, 4, 6, 7
Material is included on Quiz 2
Design Challenge 5 on
P&ID (5%)
Quiz 2 Covers Topics 6-8
2-4 Questions (which may include multiple choice and
calculations)
Covers CLOs 1-4, (worth 10% of course
grade)
10
COURSE SYLLABUS: CHEE 332, DESIGN OF UNIT OPERATIONS (W K-4.5)
PERSONNEL
For an up to date list of personnel, please check the website.
COURSE DESCRIPTION This course is part of the Engineering Design and Practice Sequence offered at the 3rd year level to
students following the Chemical Engineering CHE2 Option. Heat and mass transfer knowledge is applied
in the analysis and design of unit operations, including separation processes and heat exchanging
equipment. The equilibrium stage concept is used to perform calculations and size separation processes
including distillation, gas absorption/stripping and liquid-liquid extraction. Heat transfer processes are
taught with an emphasis on the design various types of heat exchanging equipment, including shell and
tube heat exchangers, condensers and reboilers. The chemical process design component of the course
involves a series of activities, dealing with the design of separation processes, with an emphasis on
bioseparations, heat exchanger sizing and design, process hazards analysis, implementation of
instrumentation and construction of piping and instrument diagrams. In addition to choosing and sizing
unit operations and implementing appropriate process instrumentation, the students will learn to use
simulation tools and will incorporate economics, safety and environmental responsibility in all stages of
the design. The course is integrated with CHEE 361 “Engineering Communications, Ethics and
Professionalism.” (0/0/0/12/42)
PREREQUISITES: APSC 200 or APSC 202, APSC 293, CHEE 311, CHEE 321, CHEE 330, or permission of the
department.
COREQUISITE: CHEE 361
OBJECTIVES AND OUTCOMES This course develops the skills needed to design separation and heat transfer processes and to size/optimize related equipment. Emphasis is given to the associated health and safety risks, applicable standards, and economic, as well as environmental considerations and on how these considerations should be incorporated throughout the design process.
Specific course learning outcomes (CLOs) are:
10. Development of engineering science knowledge on separation processes (distillation, absorption/stripping, extraction) and heat transfer processes (heat exchangers).
11. Application of engineering science knowledge to size separation process equipment and heat exchangers.
12. Development of competency in constructing process flow and P&I diagrams 13. Implementation of process instrumentation and simple control loops, as well as safety
instrumentation
11
14. Development of competency in using engineering tools, such as Excel spreadsheets and Mathcad to perform engineering calculations. Implementation of process simulation software, such as Aspen HYSYS to simulate separation processes.
15. Demonstrate the ability to provide accurate, comprehensive, objective technical opinions and
recommendations, including the choice of appropriate processes and the development of
documentation, such as equipment specifications, process flow diagrams and P&IDs.
16. Identification of process hazards through process hazards analysis and incorporation elements of safety on all aspects of the design.
17. Estimation of capital and utility costs, using appropriate costing tools. Process optimization based on cost considerations
18. Effective group work, including reflection of group work, while adopting a professional approach during all project phases.
This course assesses the following attributes: Knowledge base for engineering (KB-PROC) (CLO 1-4) CHEE-KB-PROC -3. Constructs process flow diagrams and/or P&IDs. CHEE-KB-PROC -4. Applies engineering science knowledge to size various unit operations, including but not limited to pumps, heat exchangers, separation processes, and reactors. CHEE-KB-THE-6. Solves single and multi-stage separation processes with non-ideal chemical mixtures. CHEE-KB-HT-3. Solves problems involving convective heat transfer using appropriate correlations. Engineering Tools (CLO 5) CHEE-TOO-4. Selects and applies appropriate software, models, and simulations.
Design (CLO 6-8) CHEE-DE-1. Identifies problem, objectives and constraints including health and safety, environmental and societal issues and/or user needs. CHEE-DE-2. Produces multiple potential solutions to meet functional specifications and compares solutions to select best concept. CHEE-DE-3. Develops equipment, process or product design incorporating performance requirements and constraints such as quality, yield, reliability, economics, safety, and standards and codes as appropriate. CHEE-DE-4.Creates and tests simulations, models, and/or prototypes at various points in design with complexity appropriate to design stage. Impact of Engineering (CLO 7) CHEE-IM-1. Assesses reliability, risk, regulatory compliance and safety and takes appropriate action to mitigate if issues identified. CHEE-IM-2. Considers technical, financial, social, environmental, and legal factors, safety and sustainability issues when solving engineering problems. Economics and project management (CLO 8) CHEE-ECO-1. Applies economic considerations, such as capital and operating costs, to design processes. Individual and Team work (CLO 9) CHEE-TEA-1. Contributes to team goal setting and participates equitably to all aspects of the group work
12
CHEE-TEA-4 .Evaluates team effectiveness and plans for improvements. Applies principles of conflict management if applicable Professionalism (CLO 6, 9) CHEE-PRO-1. Demonstrates punctuality, timeliness, responsibility and appropriate communication etiquette. CHEE-PRO-2. Provides accurate, comprehensive, objective technical opinions and recommendations. Lifelong Learning (CLO 6)
CHEE-LL-1. Identifies and critically evaluates an appropriate range of information sources.
COURSE STRUCTURE AND ACTIVITIES 4 lecture hours + 1 tutorial hour per week. Please refer to SOLUS for times and locations.
EXPECTATIONS FOR LECTURES/WORKSHOPS-TUTORIALS Lecture slides will be posted in advance through an online learning management system. These course
notes are incomplete, and lectures will include examples and problem solutions not contained in the
posted slides. Students are expected to read associated sections of their textbook and study online
resources that are provided, including the Chemical Engineering Design Wiki. Self-study problem sets in
the area of separations are available for each topic, with solutions posted online. These must be
completed as soon as each topic has been discussed in class.
Tutorials/workshops are intended to support the design project, which runs throughout the term.
Tutorial/workshop activities will be posted online. Students will be expected to come prepared, so that
they can gain optimum benefits from the activities that are done during the tutorial period. Some
tutorials will be held in the computer cluster to aid the students become familiar with the software tools
used in the course.
RELEVANCE TO THE PROGRAM This third year course is part of the engineering practice/design spine, which starts in first year and
culminates in the fourth year capstone process design course. Being a third year-level course, the focus
is on the development of competency in process design that is considered necessary to acquire
proficiency at the graduating level. The course assumes knowledge of 2nd and 3rd year core courses,
including engineering design and practice, fluid mechanics, heat and mass transfer and
thermodynamics.
RESOURCES
Textbooks:
13
Towler G. and Sinnott R., “Chemical Engineering Design: Principles and Economics of Plant and Process
Design”, 2nd Edition, B-H, Elsevier (required)
Wankat P. C. “Separation Process Engineering”, Prentice Hall. E-book available from Queen’s Library.
Serth R.W. (2007) “Process Heat Transfer – Principles and applications”, Academic Press. E-book
available from Queen’s Library.
Online resources:
Students will be provided with appropriate online materials, as well as access to the Chemical
Engineering Wiki page: http://cheedesign.net/
All course lecture slides, deliverables, assignments and tutorials will be posted through the on line
learning management system (LMS). The LMS also serves as the official means of communication with
the students.
GRADING SCHEME
Deliverable Week or Date Weight (%)
Quiz 1 Week 6 15
Quiz 2 Final Exam period 15
Design challenges 4 Deliverables submitted throughout the
12 week period 60
Tutorial/workshops Participation/Work completed during
workshops 10
Students are expected to complete their work in a timely fashion. The course instructor will provide
notification of due dates and any revisions thereof (in class and online). Submissions after the due date
will be penalized at 15% per day.
Students must pass the individual examination component (combined mark of two quizzes), as well as
the design component, to pass the course, as stated in Departmental Policy. Attendance at quizzes is
mandatory, except in case of medical reasons supported with proper documentation following the
stipulations of the Departmental Policy (http://www.chemeng.queensu.ca/undergraduate-
studies/Departmental-Undergraduate-Polices.html).
A design project done in groups of 3 or 4 will be completed during the term. Student groups will be
required to submit deliverables during the term. Students are expected to participate equitably and
respectfully to the group effort. Participation of all group members is essential, and a mandatory peer-
review will be conducted to ensure that all group members contribute equally. In case of large
discrepancies students will be approached by the instructors/TAs in an effort to mitigate any problems.
14
If problems persist, this will be reflected in the marks of student members whose contribution is
deficient.
HOW TO DO WELL IN THIS COURSE Design courses involve open-ended problems and are expected by their nature to have underspecified
aspects. Key to doing well in this course is the ability to integrate engineering science knowledge
acquired from this and previous courses together with principles of engineering practice, to design
systems, components or processes that meet specified needs.
To achieve this students are expected to utilize the concepts and to implement the methods that they
have learned throughout the curriculum and to integrate content learned in previous courses.
Students should make use of all resources available, including the textbooks, course notes, online
resources, solved problems available through the online learning environment, activities during
tutorial/workshops etc. Students are expected to submit professional reports, utilizing appropriate
engineering tools and communication methods, summarizing their work. They should work in groups
with a high degree of professionalism and integrity. Students are encouraged to seek mentoring from
instructors/teaching assistants and other teaching personnel, as applicable.
ACADEMIC INTEGRITY Engineers have a duty to:
Act at all times with devotion to the high ideals of personal honour and professional integrity
Give proper credit for engineering work
-Professional Engineers Ontario Code of Ethics, Section 77 of the O. Reg. 941
http://peo.on.ca/index.php?ci_id=1815&la_id=1
The quote above describes the standard of behaviour expected of professional engineers. As
engineering students, you have made a decision to join us in the profession of engineering, a long-
respected profession with high standards of behaviour.
As future engineers, we expect you to behave with integrity at all times. Our policies do not prohibit you
from collaborating, even closely, with fellow learners in any class. Indeed, we strongly encourage
collaboration and teamwork, when conducted responsibly. We have however, set firm guidelines on the
quality of submitted work and have taken a strong stand against plagiarism and other forms of academic
dishonesty. Briefly stated, we expect that submitted work bears the name of all those contributing to it,
and that you do not allow others to copy your work.
Should a student’s submitted work be suspected of containing evidence of academic dishonesty, action
shall be taken, as required by the Faculty of Engineering and Applied Science policy on academic
integrity: http://engineering.queensu.ca/policy/Honesty.html
15
Additional information on the University’s policies concerning academic dishonesty can be found on the
Queen’s website. All learners are expected to familiarize themselves with these policies and to
conduct themselves accordingly.
Senate Academic Integrity Policy Statement
Procedures for dealing with departures from academic integrity in the Faculty of Engineering and Applied Science
Queen's University Code of Conduct
INDIVIDUAL NEEDS AND SUPPORT Learners with diverse learning styles and needs are welcome at Queen’s. In particular, if you have a
disability or health consideration that may require accommodations, please feel free to approach the
instructor and/or Queen’s Student Accessibility Services (QSAS) as soon as possible. The Accessibility
Services staff is available by appointment to develop individualized accommodation plans, provide
referrals and assist with advocacy. The sooner you let us know your needs, the better we can assist you
in achieving your learning goals at Queen’s. For further information, visit the Student Wellness Services
website. The class website is powered by the Brightspace by D2L Learning Environment (OnQ) that
complies with common accessibility standards and every effort has been made to provide course
materials that are accessible. If you find any element of this course difficult to access, please discuss
with your instructor how you can obtain an accommodation.
ACADEMIC AND STUDENT SUPPORT Queen’s has a robust set of supports available to you including the Library, Student Academic Success
Services (Learning Strategies and Writing Centre), and Career Services. Learners are encouraged to visit
the Faculty of Engineering and Applied Science Current Students web portal for information about
various other policies such as academic advisors, registration, student exchanges, awards and
scholarships.
16
CHEE 332 Module Overview: Detailed Weekly Schedule
Course learning outcomes (CLO):
10. Development of engineering science knowledge on separation processes (distillation, absorption/stripping, extraction) and heat transfer processes (heat exchangers).
11. Application of engineering science knowledge to size separation process equipment and heat exchangers. 12. Development of competency in constructing process flow and P&I diagrams 13. Implementation of simple process instrumentation schemes, including control loops and safety controls. 14. Development of competency in using engineering tools, such as Excel spreadsheets and Mathcad to perform engineering calculations.
Implementation of software to simulate separation processes. 15. Ability to provide accurate, comprehensive, objective technical opinions and recommendations, including the choice of appropriate
processes and the development of documentation, such as equipment specifications, process flow diagrams and P&IDs. 16. Identification of process hazards through process hazards analysis and incorporation elements of safety on all aspects of the design. 17. Estimation of capital and utility costs, using appropriate costing tools. Process optimization based on cost considerations 18. Effective group work, including reflection of group work, while adopting a professional approach during all project phases.
Module Lecture approach and content Tutorials, Events and Due Dates
Assessment (CLO; % of course grade)
Module 1: (Wk 1)
Introduction/Overview
Introduction to Chemical Engineering Design, Project Documentation (Towler & Sinnott 1.1-1.4)
Process Flowsheet Development (T&S 2.1, 2.2) Topic 1: Separation Processes
Introduction to separation processes
Separations involving gas and liquids (Chapter 16 T&S)
Tutorial 1
Introduction to design challenge 1/group sign-up/
activity on group work. Information on literature
sources.
Tutorial 2 Workshop activity on Design
Challenge 1
CLO 1, 3, 6, 9
Design Challenge 1 on process selection and
generation of PFD 10%
17
Module Lecture approach and content Tutorials, Events and Due Dates
Assessment (CLO; % of course grade)
Module 2: (Wk 2-7)
Vapor/liquid separations (Ch. 17 T&S, various chapters in Wankat) Topic 2: Distillation (Chapter 3, 4, 5, 7 Wankat)
Distillation of binary mixtures
Distillation column balances
Stage calculations: Lewis Method, McCabe-Thiele method
Multicomponent distillation/shortcut methods Topic 3: Absorption/Stripping (Chapter 12 Wankat) Topic 4: Staged and packed column design (Chapter 10 Wankat, Ch. 17 T&S)
Plate efficiencies
Design of trayed columns/tray hydraulics
Design of packed columns/HETP method
Distillation column design and optimization Topic 5: Liquid-Liquid Extraction ( Chapter 13, Wankat)
Tutorial 3
Design Challenge 2 introduction, tutorial on
Mathcad
Tutorial 4 Workshop activity on Design
Challenge 2
Tutorial 5 Workshop activity on
optimization Extra wokshop: HYSYS tutorial
Tutorial 6
Costing, ChemEcon
Tutorial 7: Workshop activity on Design Challenge 3
Tutorial 8
Activity on tray sizing
CLO 1, 2
Design Challenge 2 on distillation calculations
10%
Material is included on quiz 1
CLO 2, 5, 6, 8, 9
Design Challenge 3 on distillation process
simulation and design 30%
Quiz 1 (Wk 6)
Covers Topics 2 through 5
2-3 Questions (which may include multiple choice,
true/false, and calculations)
Focus on CLO 1 and 2, (worth 10% of course
grade)
Module 3: (Wk 8-10)
Heat Exchangers Topic 6: Heat Exchangers calculations and design (Ch. 19 T&S, Chapters 3-5 Serth)
Double pipe heat exchangers
Shell and tube heat exchangers
Reboilers and Condensers
Tutorial 9
Quick sizing of heat exchangers
Tutorial 10 Shell and Tube Heat Exchanger
design
CLO 2, 3, 4 Material is included on
Quiz 2
Design Challenge 4 on heat exchanger design
(15%)
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Module Lecture approach and content Tutorials, Events and Due Dates
Assessment (CLO; % of course grade)
Module 4: (Wk 10-12)
Instrumentation and safety Topic 7: Process Instrumentation and control (Ch. 5 T&S)
Process Instrumentation, basic control loops
P&IDs
Control of unit operations Topic 8: Process Safety (Ch. 10.5-10.7 T&S)
Failure Mode Effect Analysis (FMEA)
Safety indices
Hazard and Operability studies (HAZOP)
Case studies of industrial accidents (safety videos)
Tutorial 11 Instrumentation of distillation columns and heat exchangers
Tutorial 12
Workshop activities on HAZOP/P&IDs
CLO 3, 4, 6, 7
Material is included on Quiz 2
Design Challenge 5 on
P&ID (5%)
Quiz 2 Covers Topics 6-8
2-4 Questions (which may include multiple choice and
calculations)
Covers CLOs 1-4, (worth 10% of course
grade)
19
COURSE SYLLABUS: CHEE 333, DESIGN OF UNIT OPERATIONS (W K-4.5)
PERSONNEL For an up to date list of personnel, please check the website.
COURSE DESCRIPTION This course is part of the Engineering Design and Practice Sequence offered at the 3rd year level to
Engineering Chemistry students. Heat and mass transfer knowledge is applied in the analysis and design
of unit operations, including separation processes and heat exchanging equipment. The equilibrium
stage concept is used to perform calculations and size separation processes including distillation, gas
absorption/stripping and liquid-liquid extraction. Heat transfer processes are taught with an emphasis
on the design various types of heat exchanging equipment, including shell and tube heat exchangers,
condensers and reboilers. The chemical process design component of the course involves a series of
activities, dealing with the design of separation processes for industrial chemicals, heat exchanger sizing
and design, process hazards analysis, implementation of instrumentation and construction of piping and
instrument diagrams. In addition to choosing and sizing unit operations and implementing appropriate
process instrumentation, the students will learn to use simulation tools and will incorporate economics,
safety and environmental responsibility in all stages of the design. The course is integrated with CHEE
361 “Engineering Communications, Ethics and Professionalism.” (0/0/0/12/42)
PREREQUISITES: APSC 200 or APSC 202, APSC 293, CHEE 311, CHEE 321, CHEE 330, or permission of the
department.
COREQUISITE: CHEE 361
OBJECTIVES AND OUTCOMES This course develops the skills needed to design separation and heat transfer processes and to size/optimize related equipment. Emphasis is given to the associated health and safety risks, applicable standards, and economic, as well as environmental considerations and on how these considerations should be incorporated throughout the design process.
Specific course learning outcomes (CLOs) are:
19. Development of engineering science knowledge on separation processes (distillation, absorption/stripping, extraction) and heat transfer processes (heat exchangers).
20. Application of engineering science knowledge to size separation process equipment and heat exchangers.
21. Development of competency in constructing process flow and P&I diagrams 22. Implementation of process instrumentation and simple control loops, as well as safety
instrumentation 23. Development of competency in using engineering tools, such as Excel spreadsheets and
Mathcad to perform engineering calculations. Implementation of process simulation software, such as Aspen HYSYS to simulate separation processes.
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24. Demonstrate the ability to provide accurate, comprehensive, objective technical opinions and
recommendations, including the choice of appropriate processes and the development of
documentation, such as equipment specifications, process flow diagrams and P&IDs.
25. Identification of process hazards through process hazards analysis and incorporation elements of safety on all aspects of the design.
26. Estimation of capital and utility costs, using appropriate costing tools. Process optimization based on cost considerations
27. Effective group work, including reflection of group work, while adopting a professional approach during all project phases.
This course assesses the following attributes: Knowledge base for engineering (KB-PROC) (CLO 1-4) CHEE-KB-PROC -3. Constructs process flow diagrams and/or P&IDs. CHEE-KB-PROC -4. Applies engineering science knowledge to size various unit operations, including but not limited to pumps, heat exchangers, separation processes, and reactors. CHEE-KB-THE-6. Solves single and multi-stage separation processes with non-ideal chemical mixtures. CHEE-KB-HT-3. Solves problems involving convective heat transfer using appropriate correlations. Engineering Tools (CLO 5) CHEE-TOO-4. Selects and applies appropriate software, models, and simulations.
Design (CLO 6-8) CHEE-DE-1. Identifies problem, objectives and constraints including health and safety, environmental and societal issues and/or user needs. CHEE-DE-2. Produces multiple potential solutions to meet functional specifications and compares solutions to select best concept. CHEE-DE-3. Develops equipment, process or product design incorporating performance requirements and constraints such as quality, yield, reliability, economics, safety, and standards and codes as appropriate. CHEE-DE-4.Creates and tests simulations, models, and/or prototypes at various points in design with complexity appropriate to design stage. Impact of Engineering (CLO 7) CHEE-IM-1. Assesses reliability, risk, regulatory compliance and safety and takes appropriate action to mitigate if issues identified. CHEE-IM-2. Considers technical, financial, social, environmental, and legal factors, safety and sustainability issues when solving engineering problems. Economics and project management (CLO 8) CHEE-ECO-1. Applies economic considerations, such as capital and operating costs, to design processes. Individual and Team work (CLO 9) CHEE-TEA-1. Contributes to team goal setting and participates equitably to all aspects of the group work CHEE-TEA-4 .Evaluates team effectiveness and plans for improvements. Applies principles of conflict management if applicable
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Professionalism (CLO 6, 9) CHEE-PRO-1. Demonstrates punctuality, timeliness, responsibility and appropriate communication etiquette. CHEE-PRO-2. Provides accurate, comprehensive, objective technical opinions and recommendations. Lifelong Learning (CLO 6)
CHEE-LL-1. Identifies and critically evaluates an appropriate range of information sources.
COURSE STRUCTURE AND ACTIVITIES 4 lecture hours + 1 tutorial hour per week. Please refer to SOLUS for times and locations.
EXPECTATIONS FOR LECTURES/WORKSHOPS-TUTORIALS Lecture slides will be posted in advance through an online learning management system. These course
notes are incomplete, and lectures will include examples and problem solutions not contained in the
posted slides. Students are expected to read associated sections of their textbook and study online
resources that are provided, including the Chemical Engineering Design Wiki. Self-study problem sets in
the area of separations are available for each topic, with solutions posted online. These must be
completed as soon as each topic has been discussed in class.
Tutorials/workshops are intended to support the design project, which runs throughout the term.
Tutorial/workshop activities will be posted online. Students will be expected to come prepared, so that
they can gain optimum benefits from the activities that are done during the tutorial period. Some
tutorials will be held in the computer cluster to aid the students become familiar with the software tools
used in the course.
RELEVANCE TO THE PROGRAM This third year course is part of the engineering practice/design spine, which starts in first year and
culminates in the fourth year capstone process design course. Being a third year-level course, the focus
is on the development of competency in process design that is considered necessary to acquire
proficiency at the graduating level. The course assumes knowledge of 2nd and 3rd year core courses,
including engineering design and practice, fluid mechanics, heat and mass transfer and
thermodynamics.
RESOURCES
Textbooks:
Towler G. and Sinnott R., “Chemical Engineering Design: Principles and Economics of Plant and Process
Design”, 2nd Edition, B-H, Elsevier (required)
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Wankat P. C. “Separation Process Engineering”, Prentice Hall. E-book available from the Queen’s
Library.
Serth R.W. (2007) “Process Heat Transfer – Principles and applications”, Academic Press. E-book
available from the Queen’s Library.
Online resources:
Students will be provided with appropriate online materials, as well as access to the Chemical
Engineering Wiki page: http://cheedesign.net/
All course lecture slides, deliverables, assignments and tutorials will be posted through the on line
learning management system (LMS). The LMS also serves as the official means of communication with
the students.
GRADING SCHEME
Deliverable Week or Date Weight (%)
Quiz 1 Week 6 15
Quiz 2 Final Exam period 15
Design challenges 4 Deliverables submitted throughout the
12 week period 60
Tutorial/workshops Participation/Work completed during
workshops 10
Students are expected to complete their work in a timely fashion. The course instructor will provide
notification of due dates and any revisions thereof (in class and online). Submissions after the due date
will be penalized at 15% per day.
Students must pass the individual examination component (combined mark of two quizzes), as well as
the design component, to pass the course, as stated in Departmental Policy. Attendance at quizzes is
mandatory, except in case of medical reasons supported with proper documentation following the
stipulations of the Departmental Policy (http://www.chemeng.queensu.ca/undergraduate-
studies/Departmental-Undergraduate-Polices.html).
A design project done in groups of 3 or 4 will be completed during the term. Student groups will be
required to submit deliverables during the term. Students are expected to participate equitably and
respectfully to the group effort. Participation of all group members is essential, and a mandatory peer-
review will be conducted to ensure that all group members contribute equally. In case of large
discrepancies students will be approached by the instructors/TAs in an effort to mitigate any problems.
If problems persist, this will be reflected in the marks of student members whose contribution is
deficient.
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HOW TO DO WELL IN THIS COURSE Design courses involve open-ended problems and are expected by their nature to have underspecified
aspects. Key to doing well in this course is the ability to integrate engineering science knowledge
acquired from this and previous courses together with principles of engineering practice, to design
systems, components or processes that meet specified needs.
To achieve this students are expected to utilize the concepts and to implement the methods that they
have learned throughout the curriculum and to integrate content learned in previous courses.
Students should make use of all resources available, including the textbooks, course notes, online
resources, solved problems available through the online learning environment, activities during
tutorial/workshops etc. Students are expected to submit professional reports, utilizing appropriate
engineering tools and communication methods, summarizing their work. They should work in groups
with a high degree of professionalism and integrity. Students are encouraged to seek mentoring from
instructors/teaching assistants and other teaching personnel, as applicable.
ACADEMIC INTEGRITY Engineers have a duty to:
act at all times with devotion to the high ideals of personal honour and professional integrity give proper credit for engineering work
Professional Engineers Ontario Code of Ethics, Section 77 of the O. Reg. 941
http://www.peo.on.ca/Ethics/code_of_ethics.html
The quote above describes the standard of behaviour expected of professional engineers. As
engineering students, you have made a decision to join us in the profession of engineering, a long-
respected profession with high standards of behaviour.
As future engineers, you are expected to behave with integrity at all times. Our policies do not prohibit
you from collaborating, even closely, with fellow students in any class. Indeed, collaboration and
teamwork are strongly encouraged, and must be conducted responsibly. To this end, guidelines have
been firmly set on the quality of submitted work and we have taken a strong stand against plagiarism
and other forms of academic dishonesty. Briefly stated: submitted work must bear the name of all
those who have contributed to it; others are not allowed to copy your work.
Should a student’s submitted work be suspected of containing evidence of academic dishonesty, action
shall be taken, as required by the Faculty of Applied Science policy on academic integrity:
http://appsci.queensu.ca/policy/Honesty.html.
Additional information on the University’s policies concerning academic dishonesty can be found on the
Queen’s website. All students are expected to familiarize themselves with these policies and to strictly
abide by the Queen’s University Code of Conduct.
1. Senate Policy on Academic Dishonesty
24
2. Procedures for dealing with departures from academic integrity in the Faculty of Engineering and Applied Science
3. Queen's code of conduct
INDIVIDUAL NEEDS Students with diverse learning styles and needs are welcome at Queen’s University. In particular, if you
have a disability or health consideration that may require accommodations, please feel free to approach
me and/or the Disability Services Office as soon as possible at (613) 533-6740. The Disability Services
Staff is available by appointment to develop individualized accommodation plans, provide referrals and
assist with advocacy. The sooner you let us know your needs, the better we can assist you in achieving
your learning goals at Queen’s. For further information, visit Health, Counselling and Disability Services
website.
25
CHEE 333 Module Overview: Detailed Weekly Schedule
Course learning outcomes (CLO):
19. Development of engineering science knowledge on separation processes (distillation, absorption/stripping, extraction) and heat transfer processes (heat exchangers).
20. Application of engineering science knowledge to size separation process equipment and heat exchangers. 21. Development of competency in constructing process flow and P&I diagrams 22. Implementation of simple process instrumentation schemes, including control loops and safety controls. 23. Development of competency in using engineering tools, such as Excel spreadsheets and Mathcad to perform engineering calculations.
Implementation of software to simulate separation processes. 24. Ability to provide accurate, comprehensive, objective technical opinions and recommendations, including the choice of appropriate
processes and the development of documentation, such as equipment specifications, process flow diagrams and P&IDs. 25. Identification of process hazards through process hazards analysis and incorporation elements of safety on all aspects of the design. 26. Estimation of capital and utility costs, using appropriate costing tools. Process optimization based on cost considerations 27. Effective group work, including reflection of group work, while adopting a professional approach during all project phases.
Module Lecture approach and content Tutorials, Events and Due Dates
Assessment (CLO; % of course grade)
Module 1: (Wk 1)
Introduction/Overview
Introduction to Chemical Engineering Design, Project Documentation(Towler & Sinnott 1.1-1.4)
Process Flowsheet Development (T&S 2.1, 2.2) Topic 1: Separation Processes
Introduction to separation processes
Separations involving gas and liquids (Chapter 16 T&S)
Tutorial 1
Introduction to design challenge 1/group sign-up/
activity on group work. Information on literature
sources.
Tutorial 2 Workshop activity on Design
Challenge 1
CLO 1, 3, 6, 9
Design Challenge 1 on process selection and
generation of PFD 10%
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Module Lecture approach and content Tutorials, Events and Due Dates
Assessment (CLO; % of course grade)
Module 2: (Wk 2-7)
Vapor/liquid separations (Ch. 17 T&S, various chapters in Wankat) Topic 2: Distillation (Chapter 3, 4, 5, 7 Wankat)
Distillation of binary mixtures
Distillation column balances
Stage calculations: Lewis Method, McCabe-Thiele method
Multicomponent distillation/shortcut methods Topic 3: Absorption/Stripping (Chapter 12 Wankat) Topic 4: Staged and packed column design (Chapter 10 Wankat, Ch. 17 T&S)
Plate efficiencies
Design of trayed columns/tray hydraulics
Design of packed columns/HETP method
Distillation column design and optimization Topic 5: Liquid-Liquid Extraction ( Chapter 13, Wankat)
Tutorial 3
Design Challenge 2 introduction, tutorial on
Mathcad
Tutorial 4 Workshop activity on Design
Challenge 2
Tutorial 5 Workshop activity on
optimization Extra wokshop: HYSYS tutorial
Tutorial 6
Costing, ChemEcon
Tutorial 7: Workshop activity on Design Challenge 3
Tutorial 8
Activity on tray sizing
CLO 1, 2
Design Challenge 2 on distillation calculations
10%
Material is included on quiz 1
CLO 2, 5, 6, 8, 9
Design Challenge 3 on distillation process
simulation and design 30%
Quiz 1 (Wk 6)
Covers Topics 2 through 5
2-3 Questions (which may include multiple choice,
true/false, and calculations)
Focus on CLO 1 and 2, (worth 10% of course
grade)
27
Module Lecture approach and content Tutorials, Events and Due Dates
Assessment (CLO; % of course grade)
Module 3: (Wk 8-10)
Heat Exchangers Topic 6: Heat Exchangers calculations and design (Ch. 19 T&S, Chapters 3-5 Serth)
Double pipe heat exchangers
Shell and tube heat exchangers
Reboilers and Condensers
Tutorial 9
Quick sizing of heat exchangers
Tutorial 10 Shell and Tube Heat Exchanger
design
CLO 2, 3, 4 Material is included on
Quiz 2
Design Challenge 4 on heat exchanger design
(15%)
Module 4: (Wk 10-12)
Instrumentation and safety Topic 7: Process Instrumentation and control (Ch. 5 T&S)
Process Instrumentation, basic control loops
P&IDs
Control of unit operations Topic 8: Process Safety (Ch. 10.5-10.7 T&S)
Failure Mode Effect Analysis (FMEA)
Safety indices
Hazard and Operability studies (HAZOP)
Case studies of industrial accidents (safety videos)
Tutorial 11 Instrumentation of distillation columns and heat exchangers
Tutorial 12
Workshop activities on HAZOP/P&IDs
CLO 3, 4, 6, 7
Material is included on Quiz 2
Design Challenge 5 on
P&ID (5%)
Quiz 2 Covers Topics 6-8
2-4 Questions (which may include multiple choice and
calculations)
Covers CLOs 1-4, (worth 10% of course
grade)