Chemical Engineering is concerned with the design and operation of processes which convert materials and energy into the higher value products we use every day. It understands the processes which occur at the small scale and relates these to the larger scale production of, for example: pharmaceuticals, food stuffs, energy, polymers, lubricants, fuels, semiconductors, batteries, paints and coatings. The main tools of the Chemical Engineer are the applied sciences, engineering, technology, finance and management in that as a Chemical Engineer you become proficient in not only identifying how to convert materials into functional products but also in how to construct, operate and manage facilities so that they are economical, ethical and sustainable. It borders and overlaps with other engineering disciplines including mechanical, electrical and civil engineering as well as business studies and entrepreneurship.
Four-year MEng and five-year MEng (with a Year in Industry) degrees are available for high-calibre students with the ability and aspiration to study Chemical Engineering at the highest levels.
A highly ranked Chemical Engineering programme in a unique and internationally recognized school which combines world leading research in applied sciences and engineering to address global challenges.
Chemical Engineering highlights
Professional Accreditations
Accredited by the Institution of Chemical Engineers.
Industry Links
We regularly consult with, and develop links with, a large number of global employers from a variety of sectors spanning the pharmaceutical industry (including Eli Lilly, MSD, Pfizer, Alexion, Abbvie and GSK), energy (including Shell, Petronas and BP) and Chemicals/Speciality products (Invista, Seagate, and Johnson Matthey). Furthermore, we work with a range of local and start-up/spin-out companies including Northern Ireland Water, Almac, Northern Ireland Water, GLT, ESB, SSE, NIE, Lagan MEICA, Catagen, B9 and Nuada.
Student Experience
The School is targeting two of the biggest challenges of the 21st century – Sustainability and Healthcare. As the UK’s only combined Chemistry and Chemical Engineering School within the Russell group, we are expertly placed to equip the next generation of scientists to address these issues.
World Class Facilities
Significant investment has resulted in the installation and use of some of the most modern instrumentation available as well as a new state of the art digital learning platform.
Career Development
QUB Chemical Engineering degrees facilitate careers in a wide range of global and national industries including renewable energy, safety, chemicals, the environment and waste management. Employers value the transferable skill sets our degrees contain and this is reflected in both salary levels and the demand for our chemical engineers who can excel in critical problem solving and work in multidisciplinary teams. Our students learn the skills which enable them to work in diverse high level careers.
Further Study Opportunities
There are excellent opportunities to study for MPhil and PhD degrees – over 80% of the School’s research was judged to be internationally excellent or world leading. The School also offers taught postgraduate Masters degrees including the cutting edge MSc in Net Zero Engineering.
All degrees are modular, with the equivalent of six modules in each year (note these may be split into sub modules). Within these modules, students will develop their skills in core chemical engineering subject matter and have the opportunity to enhance these skills through laboratory practicals, computer workshops and engineering design. Our programme is supplemented by courses in chemistry and professional development with more advanced modules in areas such as energy and materials, delivered in the later years. To obtain professional accreditation, students must follow a defined pathway.
Stage 1
Stage 1 provides you with introductory Chemical Engineering and supporting content. This introduces the principles and processes which explain how matter heats, moves and changes through different physical states or via reactions.
Stage 1 courses are outlined below:
• Fundamentals of Chemistry
• Introduction to Chemical Products and Processes
• Introduction to Engineering Design
• Maths for Chemists & Engineers
• Physical Theory
• Principles of Heat, Mass and Momentum Transfer
Stage 2
Stage 2 extends your knowledge of Chemical Engineering subject matter, building depth in the areas of thermodynamics and heat and mass transfer and providing training in the use of computational tools to design, model and control systems.
Stage 2 courses are outlined below:
• Chemical Process Thermodynamics
• Chemical Plant Design and Operation
• Fluid Mechanics
• Heat and Mass Transfer
• Process Control
• Safety and Mechanical Design
Stage 3
Stage 3 continues to add depth to core chemical engineering material and introduces new areas such as biochemical engineering. You will get to practice your skills through the design of a Chemical plant - this includes the calculation of material and energy flows, safety and environmental aspects as well as economics to demonstrate overall feasibility.
Stage 3 courses are outlined below:
• Biochemical Engineering
• Chemical Reactor Design and Process Integration
• Design Project
• Mass and Heat Transfer
• Transport Phenomena
Stage 4
Stage 4 adds both engineering depth and breadth. You will study a number of modules in advanced Chemical Engineering with specialist subjects in Sustainable and Green energy (including Photocatalytic Technologies), Design and Chemical Reaction Engineering as well as a wide-ranging options module (Advanced Topics) which includes Biopharmaceutical Engineering and Process Hazard Identification. Many of these subjects are directly linked to the internationally recognised research conducted within the school. You will also get the opportunity to not only work on a major research project with academic staff but to also develop your professional and entrepreneurial skills throughout the year.
Stage 4 courses are outlined below:
• Advanced Topics in Chemical Engineering
• Energy Systems; Oil and Gas to Renewables
• Green Chemical Engineering
• Research Project
• Environmental Engineering Design
• Advanced Chemical Reaction Engineering
Chemistry & Chemical Eng. Dr Manyar's research aims to help create a better world through Sustainable Technologies using Catalysis for production of renewable energy, biofuels, clean manufacturing of active pharmaceutical ingredients and perfumery chemicals. He is the Year Head of Level 2.
Chemistry & Chemical Eng Professor Goguet’s research focuses on reaction engineering and catalysis, with projects on automotive after-treatment and energy. In addition, he has developed new techniques to investigate reaction mechanisms from lab scale powdered catalysts, all the way to industrially relevant structured catalysts. His work is multi-disciplinary and he collaborates nationally and internationally, with chemists, physicists and mechanical engineers. His work is funded by the Research Council, the European Union, government and industry, e.g. Johnson Matthey, Toyota, Ferrari, Ford, Jaguar Land Rover.
Contact Teaching Hours
Large Group Teaching
8 (hours maximum) 8 hours of lectures or seminars
Small Group Teaching/Personal Tutorial
2 (hours maximum) 2 hours of tutorials (or later, project supervision) each week
Medium Group Teaching
6 (hours maximum) 6 hours of practical classes or workshops each week; Design and research hours will increase as more project work is undertaken at Levels 3-4 (as applicable)
Personal Study
24 (hours maximum) 22–24 hours studying and revising in your own time each week, including some guided study using handouts, online activities, etc.
Learning and Teaching
At Queen’s, we aim to deliver a high-quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable student to achieve their full academic potential.
On the MEng in Chemical Engineering we do this by providing a range of learning experiences which enable our students to engage with subject experts and develop attributes and perspectives that will equip them for life and work in a global society. We make use of innovative technologies and a world class library to enhance their development as independent, lifelong learners.
Examples of the opportunities provided for learning on this course are:
Design Classes
Design classes are embedded at all stages of the programme. IChemE accredited design module CHE3104 is taken at Stage 3. Significant aspects include: problem solving; sustainability, environmental awareness and safe working practices and transferable skills (such as report writing, oral presentations, IT, teamwork, critical thought, entrepreneurship).
Directed self-study
This is an essential part of life as a Queen’s student when important private reading, preparation for seminars / tutorials, writing of laboratory reports can be completed. You are encouraged to undertake private reflection on feedback, and at the later stages undertake independent research using the primary literature to support project work and critically review taught course material.
E-Learning technologies
Information associated with lectures and assignments is typically communicated via a Virtual Learning
Environment (VLE) called Canvas. Opportunities to use IT programmes associated with data manipulation and presentation are embedded in the practicals and the project- based work.
Lectures
Introduce basic information about new topics as a starting point for further directed private study/reading. Lectures also provide opportunities to ask questions, gain some feedback and advice on assessments (normally delivered in large groups to all year group peers).
Personal Tutor
Undergraduates are allocated a Personal Tutor during Level 1 and 2 who meets with them on several occasions during the year to support their academic and professional development through the discussion of selected topics.
Practicals
Laboratory practicals occur at stage 1 and stage 2 of the engineering programme. Here you will work with equipment which give you a greater understanding of the fundamental science that you will undertake within the classroom. Experiments cover areas such as heat and mass transfer, adsorption and reaction as well as many others. Our laboratory practicals are constantly updated and use modern equipment. Furthermore we train you in a number of computer software tools which will enhance your understanding and provide you with useful skills which are needed in industry.
Seminars/tutorials
Tutorials are an integral part of the programme delivery and you will undertake these within the classroom, as small groups or individually. These tutorials are designed to enhance and reinforce the learning within each module and assistance is provided by your tutors. Group work is also common throughout the programme which often requires both written submission as well as presentations. You can expect feedback on all core submitted work.
Supervised projects
Within the programme we have both research work and design with the latter embedded throughout the projects. Research projects are available within the final year only - you will work with one of the academic staff to undertake a project within a specific area, often linked to industry. Design projects occur at every year of the taught programme. Here you will work within a group under the supervision of an academic member of staff to design a chemical plant of increasing complexity and size as you progress through your degree. In the final year of the MEng programme the design aspects focus on active research areas including for example photocatalytic reactors and sustainable energy buildings - you will get the opportunity to design your own business and enhance your entrepreneurial skills. .
Assessment
Details of assessments associated with this course are outlined below:
The way in which you are assessed will vary according to the Learning objectives of each module. Some modules are assessed solely through project work or written assignments. Others are assessed through a combination of coursework and end of semester examinations. Details of how each module is assessed are shown in the Student Handbook which is provided to all students through the VLE and on the school’s own website.
Feedback
As students progress through their course at Queen’s they will receive general and specific feedback about their work from a variety of sources including lecturers, module co-ordinators, placement supervisors, personal tutors, advisers of study and peers. University students are expected to engage with reflective practice and to use this approach to improve the quality of their work. Feedback may be provided in a variety of forms including:
Feedback provided via formal written comments and marks relating to work that you, as an individual or as part of a group, have submitted.
Face to face comments. This may include occasions when you make use of the lecturers’ advertised “office hours” to help you to address a specific query.
Placement employer comments or references.
Online or emailed comments.
General comments or question and answer opportunities at the end of a lecture, seminar or tutorial.
Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of model answers or exemplars which you can review in your own time.
Feedback and outcomes from practical classes.
Comments and guidance provided by staff from specialist support services such as, Careers, Employability and Skills or the Learning Development Service.
Once you have reviewed your feedback, you will be encouraged to identify and implement further improvements to the quality of your work.
Facilities
Investment continues to be made in the School of Chemistry and Chemical Engineering extending our range of facilities. The well-equipped research laboratories are augmented by excellent computational facilities and some of the most modern instrumentation available. The School has recently invested in a lab containing 18 brand new analytical instruments, from HPLC, GC and mass spectrometers, to FT-IR, UV-Vis and Fluorescence spectroscopy, dedicated to the training of analytical techniques.
Further information can be found here:
http://www.qub.ac.uk/schools/SchoolofChemistryandChemicalEngineering/Discover/Facilities/ http://www.qub.ac.uk/schools/SchoolofChemistryandChemicalEngineering/Discover/Facilities/
The information below is intended as an example only, featuring module details for the current year of study (2025/26). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
Virtual Reality Plant (2 hours)
Steam Plant Simulation (2 hours)
Combined Heat and Power Plant visit (2 hours)
Excel workshop (2 hours)
Lab Briefing (1 hour):
A lecture will be given to introduce the students to the laboratory elements of the module.
Lab Experiments:
Students will be divided into groups. Everyone will complete 3 experiments:
Shell and tube heat exchanger (3 hours).
Fluid flow (3 hours).
Vapour liquid equilibria (3 hours).
Pre-labs to be completed and passed for each experiment (not part of assessment profile).
See section 4 for assessment details.
Learning Outcomes
On completion of this module students should have:
Developed understanding of chemical engineering by connecting theory with practical
applications.
Developed understanding of the safety protocols related to specific experiments and the
importance of maintaining safety in laboratory and industrial settings.
Developed the ability to interpret written instructions.
Skills
Students are expected to demonstrate the following on completion of the module:
Skills in calculation, experimentation, data analysis, and error evaluation.
Communication and interpersonal skills, including the ability to write reports.
Reflection on development as a chemical engineer through post-lab report
Detailed Syllabus – Lectures/Tutorials:
1. Introduction to Chemical Industry
1.1. Introduction to chemical industry.
1.2. Background and development of the Chemical Industry.
1.3. The future of chemical industry.
1.4. Introduction to sustainable processing.
2. Unit Conversion & Dimensional Analysis
2.1. System of units and unit conversion.
2.2 Physical properties.
2.3. Dimensional analysis.
2.4. Dimensionless groups.
3. Material and Energy Balances
3.1. Material balances:
-single unit and multiple unit systems under steady state condition.
-Material balance for steady-state reaction system.
3.2. Energy balances:
-single unit and multiple unit system under steady state condition.
-energy balance for steady state reaction system.
3.3. Steam tables (Work. 4 hrs.)
3.4. Energy balance for transient system
4. Introduction to Chemical Manufacturing Processes
4.1. Introduction to product and process design.
4.2. Strategies of product and process design.
4.3. Flow diagrams.
4.4. Environmental and safety considerations.
4.5. Waste reduction and resource management.
4.6. Risk assessment.
4.7. Reporting design data.
4.8. Case studies of industrial manufacturing processes: process, applications, and
environment pollution (workshops).
4.9. Renewable energy system.
Design Challenge– Group projects:
Students are provided opportunity to solve real-life engineering problem through participating
the Design Challenge motive organised by the Engineers Without Borders (EWB). The problem
statement, learning materials, and marking criteria are provided by the EWB. Students working
in small groups of 5, are required to provide solution to help in sustainable development of
local community selected by the EWB. The outcome of this group project is a group report and
a poster that to be submitted via Canvas at the end of the semester. The project is facilitated
by 2 hours workshop with Engineers without Borders.
Learning Outcomes
On completion of this module a learner should be able to:
Demonstrate knowledge on unit conversion and dimensional analysis techniques in related to
chemistry/chemical engineering calculations. (Quiz 1) (A1.2-2)
Understand the background of the chemical processing and concept of sustainable processing.
(Energy project/Design Challenge) (A1.2-1)
Understand the principles of material and energy balances and apply the concepts to solve
problems related to chemical processes (Class test) (A2.2-1)
Understand the background of chemical engineering processing chemical engineering. (Energy
project/Design challenge) (A1.2-3)
Produce simple process flow diagrams based on written process descriptions. (Design
Challenge) (A1.2-5)
Describe the ethical principles related to chemical industry and the consequences of unethical
practices. (Class test) (A2.7-1)
Demonstrate an understanding of the importance of health, safety and environmental
management in the chemical process industry. (Design challenge) (A2.7-5)
Skills
Learners are expected to demonstrate the following on completion of the module:
STEM – Core skills in underlying physics, chemistry and maths and biology are applied to
solving problems including dimensional analysis, mass and energy balances, efficiency
calculation and economic evaluation.
Independent and team working - Group and individual assessments.
Analytical – Evaluation of data and its use in design.
Communication – discussion of important factors in the chemical industry and the presentation
of data including written reports.
Learning and management - Improving time management.
1. Introduction to Unit Operation Processes
1.1. Basic fluid transfer equipment: mixers, pumps, valves, compressor, turbine.
1.2. Heat transfer equipment: heat exchangers, design and operation.
1.3. Mass transfer equipment: distillation, solvent extraction, filtration, absorption units.
1.4. General concept of operation: batch and continuous, heating/cooling system, flow
arrangement.
Details of Workshops/Seminars (30 hours):
The seminar sessions will focus on creative problem solving and guidance towards completion
of design project.
Students will be divided into group of five and will be given a specific design statement. Each
group of students will be asked to produce a process design based on their design statement
and perform mass and energy balance calculations, as well as basic design calculations for the
process. The students are also expected to design simple unit operations such as heat
exchangers with the guidance given. Aspen simulation will be used to extract property data to
complete these design calculations. In addition, the energy balance of heat exchanger will be
verified with the simulation data obtained from Aspen. Lastly, a final report compiling the
calculated data and detail analysis of operating conditions will be submitted at the end of the
semester. Peer review assessment will be conducted as a measure of the group working
performance of each individual student.
Learning Outcomes
On completion of this module a learner should be able to:
Use computer aid software, Aspen to obtain physical properties of chemical components and
perform simple process simulation.
Apply the knowledge gained from other modules in chemical process design.
Design simple process equipment for specified operating conditions provided.
Describe the basic key features, operation modes and condition of industrial equipment.
Develop important time management skills and group work as well as able to meet both group
and individual project deadlines.
Demonstrate an ability to analyse uncertainties in design and perform critical thinking.
Develop literature review and design report writing skills.
Skills
Learners are expected to demonstrate the following on completion of the module:
Analytical and computational skill – Use of Excel for calculations and graphing.
Problem solving skill – Completing design problems centred on individual unit operations and
on a small process.
Creative thinking – Enhanced through development of operating strategies to increase process
efficiency.
Communication skills – Reporting of design information, calculated data with critical analysis of
the design data.
Moral and ethical reasoning.
Learning and management – effective time management to complete the assignment within
scheduled timeline.
Chemical Equilibria (8 hours lectures, 2 hour seminar):
1.1 Units and dimensional analysis: mass, moles and mole fraction. mass and concentration
calculations
1.2. Chemical Equilibria: Definitions and calculations involving equilibrium constants Kc and Kp, and
the reaction quotient Q, including examples of homogeneous and heterogeneous equilibria
(Ksp). Definitions and calculations involving enthalpy of reaction and solution and lattice energy.
Application of Le Chatelier’s Principle to determine the effect of change in concentration,
pressure, temperature and catalyst on the composition of the reaction mixture and the
equilibrium constant. Solubility rules, precipitation and the Common Ion Effect.
1.3. Acids and Bases: Definitions of conjugate acid and base; strong and weak acids and bases.
Calculation of pH, pKa and pKb. The special case of water Kw and pKw Terminology in
acid/base titrations, calculation of pH at the end point, and indicators. Definition of a buffered
solution and calculation of its pH and on addition of acid or base. Examples of polyfunctional
acids and their behaviour in titrations.
Basic Thermodynamics, (12 hours lectures, 3 hours seminars):
2.1. The zeroth and first laws of thermodynamics. Introduction to zeroth law of thermodynamics, the
first law of thermodynamics, state function, standard conditions, enthalpy of formation.
2.2. The direction of spontaneous change. Spontaneous vs non-spontaneous change. Entropy as
criterion for spontaneous change. Reversible and irreversible processes. Classical and
molecular basis of entropy.
2.3. The second law of thermodynamics. Examples and calculations using standard entropies;
entropy changes with volume, temperature, phase transitions and chemical reactions.
2.4. Absolute entropy and the third law of thermodynamics.
2.5. Chemical equilibrium: Gibbs energy and spontaneity, energy minimum, direction of chemical
change and influence of enthalpy and entropy. Variation of Gibbs energy with temperature,
pressure and concentration. Gibbs energy relationship with equilibrium and the equilibrium
constant. Examples and calculations.
2.6. Gibbs energy and phase equilibria. The thermodynamics of transition. Review of one
component and two component phase diagrams. Liquid-liquid equilibria, phase separation,
critical solution temperature, distillation of partially miscible liquids. Examples of extractions,
separations and molecular interactions.
Phase Equilibria (8 hours lectures, 2 hours seminars):
3.1. States and Properties of Matter: States of matter, solutions, mixtures and colloids. Changes in
state, heating and cooling curves and P-T phase diagrams. Material properties: ideal gas law,
molar volume.
3.2. Relating intermolecular forces and physical properties: ionic, dipole-dipole, London-dispersion
forces, induced dipole, H-bonding (mpt, bpt, vapour pressure, volatility, surface tension).
3.3. One Component Systems: Vapour pressure – temperature relationships: examples using the
Clapeyron and Clausius-Clapeyron Equations, the Antoine Equation.
3.4. Two-component systems (vapour-liquid equilibria of ideal systems): Raoult’s Law,
Dalton’s Law applied to two component systems, mole fraction – Pressure diagrams (ideal and
non-ideal systems relating to intermolecular forces) volatility and relative volatility,
constant pressure diagrams (x,y and T-x,y) and the Lever rule.
3.5. Introduction to non-ideal solutions: An azeotrope being a mixture that vaporizes and
condenses without a change in composition; a eutectic being a mixture that freezes and
melts without change of composition.
3.6. Colligative properties: Relative lowering of vapour pressure, boiling point elevation
and boiling point depression in binary solutions containing non -volatile solutes; osmotic
pressure.
Learning Outcomes
On completion of this module a learner should be able to:
Explain and use equations to describe chemical systems at equilibrium. A1.2, Level B, Point 3.
A2.2 Level B, Point 3 and 4
Describe the general principles of phase equilibria as applied to single and binary component
systems. A1.2, Level B, Point 3. A2.2 Level B, Point 3 and 4
Understand and apply the basic rules of chemical kinetics. A1.2, Level B, Point 3
Describe and apply the general principles of the first and second laws of thermodynamics. A1.2,
Level B, Point 3. A2.2 Level B, Point 3 and 4
Describe equilibria of electrochemical cells and discuss applications of electrochemical theory.
Skills
Learners are expected to demonstrate the following on completion of the module:
Basic thermodynamic, kinetic and electrochemistry knowledge.
Thermodynamic and kinetic problem solving (including numerical)
Communication – spoken during seminars and written in class tests and exam. A5.2, Level B, Point 2
Numeracy – basic algebra and calculus.
Improved independent learning and time management.
Problem-solving – solving problems in seminars, quizzes and exams and seminars.
The hours allocated here include problem classes as required per section:
Separation Processes (18 hours):
3.1. Solvent extraction: 10 hours:
3.1.1. Introduction to separations;
3.1.2. Introduction to LLE and binodal curves including tie-lines and the Lever Rule;
3.1.3. Distribution coefficients, plotting and using ternary diagrams;
3.1.4. Use of ternary diagrams for solvent extraction.
3.1.5. Seminar on solvent extraction problem.
3.2 Distillation: 8 hours:
3.2.1. Introduction to single and multiple flash separations;
3.2.2. Introduction of the McCabe-Thiele method for distillation and use of mass balances to
derive equations for the ROL, SOL and q-line;
3.2.3. The reflux ratio, cases of total and minimum reflux and the Fenske Equation, calculation
of q-lines for sub-cooled and super-heated liquids;
3.2.4. Worked example of all aspects of McCabe Thiele method from use of Antoine Equation
or dePriester charts to determine the phase equilibria data through to determination of
the number of stages at total reflux, the minimum reflux ratio as well as the number of
stages and optimum feed location at a multiple of the minimum reflux ratio, introduction
to efficiencies.
Class test (1 x2 Hours):
Class tests constitute part of the continual assessment.
One 2-hour class (a total of 20% of the module mark) will take place during the module (as shown below). The content of the class tests will be communicated in class
Learning Outcomes
On completion of this module a learner should be able to:
Describe different separation units in the chemical industry and discuss their relevance for
different applications and gain an appreciation of binary and ternary liquid phase extraction
processes;
Present ternary data in graph form and apply this to obtain solvent extraction mass balances;
Use mass and component balances to derive equations for the operating lines in a binary
mixture distillation column and use these to apply the McCabe-Thiele method to design a
distillation column.
These learning outcomes align with the following AHEP4 learning outcomes as outline by the IChemE:
understand the principles of material and energy balances and be able to apply them to
chemical engineering problems
understand the principles of mass transfer and application to problems involving fluids and
multiple phases;
understand the principles of equilibrium and chemical thermodynamics, and application to
phase behaviour, to processes with mass heat and work transfer.
Skills
Learners are expected to demonstrate the following on completion of the module:
The students will gain the necessary theoretical background that will allow them to carry out a
design of basic unit operations.
The hours allocated here include problem classes as required per section:
Basics of Heat and Mass Transfer (18 hours):
1. Introduction to transport phenomena;
2. Links between heat, mass and momentum transport.
3. Mass Transfer
a. Introduction to mass transfer;
b. Molecular and convective diffusion – Fick’s law;
c. Unimolecular diffusion;
d. Equimolar counter diffusion;
e. Non-equimolar counter diffusion;
f. Liquid-liquid diffusion.
4. Heat Transfer
a. Basics of heat transfers by conduction and convection;
b. Thermal resistance networks;
c. Critical and economic thickness of insulation;
d. Heat generation from solids;
e. Heat exchanger design (Condensers, vaporisers, multipass exchangers).
f. Emission and absorption of radiation.
g. Definitions and laws of radiation.
h. Photon gas
i. Blackbody and real surface radiation.
j. Effects of incident radiation - absorptivity, reflectivity and transmissivity.
k. Radiative shape factors for simple and complex geometries.
l. Radiation between surfaces – relations between radiative shape factors.
m. Surface energy balance for opaque material – irradiation and radiosity.
n. Radiation between non-black surfaces, electrical analogies.
o. Insulated surfaces, surfaces with large areas infinite parallel surfaces
Class test (1 x2 Hours):
* Class tests constitute part of the continual assessment.
* 1 2-hour class (a total of 20% of the module mark) will take place during the module (as shown below). The content of the class tests will be communicated in class
Learning Outcomes
On completion of this module a learner should be able to:
* Perform basic heat transfer calculations for heat transfer by conduction and convection and produce a thermal resistance network for mixed heat transfer and calculate individual and total resistances and heat transfer rates;
* Design a basic heat exchanger (condensers, vaporisers, multipass exchangers);
* Obtain maximum and surface temperature in the case of heat generation in solids
* Determine concentration profiles in mass transfer by diffusion;
These learning outcomes align with the following AHEP4 learning outcomes as outline by the IChemE:
* understand the principles of material and energy balances and be able to apply them to chemical engineering problems
* understand the principles of heat and mass transfer and application to problems involving fluids and multiple phases;
Skills
Learners are expected to demonstrate the following on completion of the module:
* The students will gain the necessary theoretical background that will allow them to carry out a design of basic unit operations.
The hours allocated here include problem classes as required per section:
Fluid Flow (18 hours):
2.1 Properties of fluids, units and dimensions.
2.2 Fluid statics (Pascal’s law and its applications).
2.3 Fluid dynamics (Bernoulli equation).
2.4 Energy and momentum equations and their applications.
2.5 Incompressible flow in pipes.
2.6 Fluid flow measurements.
2.7 Pumps.
Class test (1 x2 Hours):
Class tests constitute part of the continual assessment.
Two 2-hour class (a total of 35% of the module mark) will take place during the module (as
shown below). The content of the class tests will be communicated in class.
Learning Outcomes
On completion of this module a learner should be able to:
Understand the principles of momentum, heat and mass transfer and application to problems
involving fluids and multiple phases
Apply mass and energy balance equations of fluids in motion in order to calculate pressure
drops, velocities and flow rates;
These learning outcomes align with the following AHEP4 learning outcomes as outline by the IChemE:
understand the principles of material and energy balances and be able to apply them to
chemical engineering problems.
understand the principles of momentum transfer and their application to problems involving
fluids.
Skills
Learners are expected to demonstrate the following on completion of the module:
The students will gain the necessary theoretical background that will allow them to carry out a
design of basic unit operations.
1. Elements, Atoms, ions, electrons and the periodic table. (9h)
This course aims to give an introduction to the fundamental principles of atoms from the
chemists’ viewpoint. Starting from a simple model and using the results of quantum mechanics
a more appropriate model of the atom is presented. From this model trends in atomic and ionic
properties which enable us to explain differences and similarities and predict the properties of
different elements can be deduced. The following topics are covered:
* The Basics: element, the periodic table, atom, mole.
* Electromagnetic radiation: energy, wavelength and frequency.
* The Atom: the Bohr atom.
*The Electron: wave-particle duality and the Schrödinger wave equation, probability density,
radial distribution function, orbitals, quantum numbers, s and p orbitals, phase, d orbitals.
* More than one electron: filling orbitals, the aufbau principle, the Pauli exclusion principle,
* Hund’s rules, penetration, shielding, effective nuclear charge, Slater’s rules, size.
* Trends: ionisation energy, electron attachment enthalpy (affinity), electronegativity, ionic
radii, polarisability and polarising power, hydration enthalpies.
*Redox reactions: assigning oxidation numbers, oxidising and reducing agents, redox
potentials.
* Percentage composition, empirical formula and molecular formula, determining limiting reactant. *How to balance simple redox reactions.
2. Introduction to Chemical Reactivity (9h)
*Introduction to chemical reactivity and the differing concepts of thermodynamic and kinetic control
*Factors affecting reaction rate: concentration, molecule shape, temperature and catalyst for successful collisions
* Concentration - time relationships for zero, first and second order reactions: rate equations and shapes of concentration – time graphs. Molecularity, stoichiometry and reaction order. Rate constants and units.
* Integrated rate equations: Graphical methods for determining the reaction order and the rate constant
* Half-life and first order kinetics
* Collision and transition state theory. The Arrhenius Equation and activation energy
* Reaction Mechanisms: Complex reactions and the rate determining step
*Relevant industrially important examples from all areas of science and engineering
Workshop: 1 x 2h (Open book computer-based quiz).
Learning Outcomes
On completion of this module students should be able to:
*achieve a solid grounding in the fundamental principles of atomic structure, the principal quantum numbers and s and p orbitals and the periodic table, including the ability to answer problems related to these concepts. They should be able to explain and use the aufbau principle. They should aim to achieve a good understanding of, and be able to explain, the trends in atomic and ionic properties in the periodic table. They should develop the ability to use these concepts to explain and predict the properties of the different elements.
* understand the factors that govern chemical reactivity.
Skills
Learners are expected to demonstrate the following on completion of the module:
* Ability to write and predict atomic structure and properties.
* Describe, calculate and make predictions regarding chemical reactivity.
1. Introduction to laboratory safety & basic techniques
• Pipetting, weighing, and solution preparation.
• Safety and lab notebook introduction.
2. Excel Workshop 1
• Hands-on experience using Microsoft Excel to analyse and interpret experimental data.
• Application of data processing techniques to determine rate order, rate constants, and
associated errors.
• Development of clear and effective data presentation for scientific analysis.
3. Excel Workshop 2
• Hands-on experience using Microsoft Excel to analyse buffer data and calculate key
parameters
• Application of statistical methods to determine buffer index and standard deviation.
• Development of clear and effective data presentation for scientific reporting.
4. Kinetic Study of Ester Hydrolysis
• Hydrolysis of ethyl acetate in acidic solution.
• Monitoring reaction progress via pH or spectrophotometry.
• Determining reaction order from experimental data.
5. Buffers and pH Measurement
• Preparation of buffer solutions with a specific target pH.
• Calculation of buffer composition using acid-base equilibria and pKa values.
• Measurement of buffer capacity by titration with acid and base.
6. Determination of the Activation Energy of a Reaction
• Study of the temperature dependence of reaction rates using the Arrhenius equation.
• Measurement of dissolution rates of effervescent tablets at varying temperatures.
• Calculation of activation energy (Ea) from an Arrhenius plot.
7. Concentration Cells and Electrode Potentials
• Construction of a Zn-Cu electrochemical cell to measure and validate theoretical cell potentials.
• Application of the Nernst equation to determine cell voltage under non-standard conditions.
• Creation of a lemon battery using different electrode materials to generate electrical energy.
8. Heat of Fusion and Heat of Solution
• Determination of the heat of fusion of ice using calorimetry.
• Measurement of the heat of solution for different ionic compounds.
• Analysis of spontaneous processes using enthalpy (ΔH), entropy (ΔS), and Gibbs free energy
(ΔG).
9. Chemical Equilibria: Solubility and Le Chatelier’s Principle
• Determination of the solubility product (KSP) of calcium hydroxide using titration.
• Application of Le Chatelier’s Principle to equilibrium shifts in copper(II) chloride solutions.
• Observation of equilibrium shifts through colour changes in response to concentration and
temperature variations.
Learning Outcomes
On completion of this module students should be able to:
Perform essential lab techniques, including weighing, measuring, and dispensing solids and
liquids, handling common lab glassware, using reagent tables and performing standard lab
based calculations
Follow laboratory safety protocols, handle chemicals and equipment correctly, and maintain an accurate lab notebook.
Process and interpret experimental data using Microsoft Excel, including statistical analysis, graphing, and trendline fitting to extract meaningful parameters such as buffer index and standard deviation.
Determine and analyse reaction kinetics by calculating reaction orders, rate constants, and activation energies using experimental data and graphical methods.
Apply electrochemical principles to construct galvanic cells, measure electrode potentials, and use the Nernst equation to predict and validate cell voltages under varying conditions.
Investigate thermodynamic properties such as heat of fusion and heat of solution, and assess the spontaneity of chemical processes using enthalpy, entropy, and Gibbs free energy.
Understand and apply chemical equilibrium concepts by determining solubility products (KSP) and demonstrating equilibrium shifts using Le Chatelier’s Principle.
Skills
Students are expected to demonstrate the following on completion of the module:
Ability to follow standard laboratory procedures while maintaining accurate records, performing
quantitative measurements, and critically analysing experimental results.
Ability to utilise Microsoft Excel for scientific data analysis, including statistical processing,
graphing, and trendline fitting to extract relevant parameters.
Ability to conduct kinetic experiments and analyse reaction rates, rate constants, and activation
energies using graphical methods and data interpretation.
Ability to set up and operate electrochemical cells to measure electrode potentials, apply the
Nernst equation, and evaluate redox reactions.
Ability to perform thermodynamic calculations to determine enthalpy, entropy, and Gibbs free
energy changes, assessing the spontaneity of chemical processes.
Ability to apply principles of chemical equilibrium by determining solubility products (KSP) and
predicting equilibrium shifts using Le Chatelier’s Principle.
Detailed Syllabus –– Lectures (22 Hours):
Note: The following topics may be slightly rescheduled to meet the class requirements or due to unforeseen contingencies.
Week 19: Matrices I (2 hrs):
Addition, subtraction, multiplication by scalar, matrix multiplication, transpose, special matrices,
determinant of 2×2 matrix.
Week 20: Matrices II (2 hrs):
Minors, cofactors, determinant of 3×3 matrix, properties of determinants. Set of linear
equations written in matrix form, Cramer’s rule, adjoint and inverse of a square matrix.
Week 21: Differential equations I (2 hrs):
Classification, modelling of physical problems. Analytical solution of first order differential
equations. Direct integration, general and particular solutions, boundary, and initial
Week 22: Differential equations II (2 hrs):
Variables separable equations. Linear equations.
Week 23: Reading week, no lecture.
Week 24: Differential equations III (2 hrs):
Numerical solution of first order initial value problem using Euler’s method. Solution of second
order differential equations, simple integration.
Week 25: Differential equations IV (2 hrs):
Second order linear differential equations with constant coefficients, complementary function.
Particular integral.
Week 26: Vectors I (2 hrs):
Magnitude, unit vector, position vector, line segment theorem, components. Scalar product,
applications of scalar product (angle between vectors, work done, component of vector,
projections).
Week 27: Vectors II (2 hrs):
Vector product, applications of vector product (area of triangle, perpendicular direction,
moment of force). Vector kinematics.
Week 28: Maclaurin and Taylor series (2 hrs):
Maclaurin series of elementary functions; Taylor series; Power series of complicated
expressions (tricks).
Week 29 & 30: Easter Break, no lectures
Week 31: Laplace transforms I (2 hrs):
Definition, table for common functions, inverse Laplace transform.
Week 32: Laplace transforms II (2 hrs):
Application to solution of differential equations.
Directed independent study with additional problems (36 hours):
Week 19: Matrices I (3 hrs)
Week 20: Matrices II (3 hrs)
Week 21: Differential equations I (3 hrs)
Week 22: Differential equations II (3 hrs)
Week 24: Differential equations III (3 hrs)
Week 25: Differential equation IV (3 hrs)
Week 26: Vectors I (3 hrs)
Week 27: Vectors II (3 hrs)
Week 28: Maclaurin and Taylor series (3 hrs)
Week 31: Laplace transforms I (3 hrs)
Week 32: Laplace transforms II (3 hrs)
Learning Outcomes
On completion of this module a learner should be able to:
Recognise and manipulate an appropriate range of mathematical tools required in chemical engineering.
Demonstrate the application of mathematics to solve routine chemical engineering problems.
Model simple chemical engineering processes.
In particular, students will be able to solve problems involving:
Vectors and matrices
Ordinary differential equations
Laplace transform
Basic statistics
Skills
Learners are expected to demonstrate the following on completion of the module:
Students will grow their confidence in identifying and applying mathematical tools required to progress their studies in either chemistry or chemical engineering. During the module, students will practice:
Logical thinking
Critical assessment of a mathematical derivation
Independent and group learning
Note: The following topics may be slightly rescheduled to meet the class requirements or due to unforeseen contingencies.
Differentiation 1 (2 hrs):
Differentiation rules; Local behaviour of functions; finding the tangent line; definition of the derivative;
Differentiation 2 (2 hrs):
Derivatives polynomials and simple functions; Newton's method to find the roots of an equation; higher derivatives.
Differentiation 3 (2 hrs):
Newton's method to find the roots of an equation; higher derivatives.
Differentiation 4 (2 hrs):
Derivatives of rational function; differentiation of complicated expressions (tricks); partial differentiation; differentiation of implicit functions (thermodynamic applications).
Differentiation 5 (2 hrs):
Geometric application of the derivatives; minima and maxima; inflection points; Taylor series (local approximation and extrapolation); Taylor series of complicated expressions (tricks).
Integration 1 (2 hrs):
The problem of measuring area; thermodynamic examples; the construction of the integral (Riemann); integration as the inverse of differentiation; simple integrals; indefinite and definite integrals.
Integration 2 (2 hrs):
Basic Integration rules; integration by substitution;
Integration 3 (2 hrs):
Integration by parts; integration by partial fraction; Integrations of common functions (tricks); improper integrals.
Integration 4 (2 hrs)
Integration of the solid of revolution.
Integration 5 (2 hrs):
Integrals that cannot be computed analytically; numerical integration (trapezium and Simpson rules); analysis of the errors.
Complex numbers 1 (2 hrs):
Definition of complex numbers; the imaginary unit; the fundamental theorem of algebra; Adding and multiplying complex numbers; the complex conjugate; dividing complex numbers.
Complex numbers 2 (2 hrs):
Polar representation; De Moivre's formula; complex exponential; Euler's formula; links to the circular functions.
Learning Outcomes
On completion of this module a learner should be able to:
* Recognize and manipulate an appropriate range of mathematical tools required in chemistry and chemical engineering.
* Demonstrate the application of mathematics to solve routine chemistry and chemical engineering problems.
* Model simple chemistry and chemical engineering processes.
In particular, students will be able to solve problems involving:
§ Polynomials and elementary functions
§ Cartesian representation of functions
§ Numerical solution of nonlinear equations
§ Differentiation and its applications
§ Integration and its applications
§ Complex numbers
Skills
Learners are expected to demonstrate the following on completion of the module:
* Students will grow their confidence in identifying and applying mathematical tools required to progress their studies in either chemistry or chemical engineering. During the module, students will practice:
* Logical thinking
* Critical assessment of a mathematical derivation
Dr. J. Abu-Dahrieh j.abudahrieh@qub.ac.uk
2. Computer Lab Classes; Section 1. Review and Analysis of Production Process
Dr. M. Blesic - m.blesic@qub.ac.uk
Section 3. Chemical Design; Section 4. Process Control and Operation
Dr. N. Gui Email: m.gui@qub.ac.uk
Section 2. Heat and Mass Balances
Dr. C. Mangwandi
c.mangwandi@qub.ac.uk
1. Mathematics and numerical methods; 2. Computer Lab Classes and assessment;
Dr. E. Themistou –e.themistou@qub.ac.uk 3. Process Economics
Dr. Chunfei Wu c.wu@qub.ac.uk
2. Computer Lab Classes and assessment; Section 2. Heat and Mass Balances
Course content
1. Mathematics and numerical methods (6 hours, 3 tutorials):
Revision of ordinary differential equations (ODEs) and initial value problems. Application to first order reactions. Solution by quadrature;
System of first order ODEs and initial value problems. Application to chemical kinetics. Solution by Laplace transform and associated linear system. Revision of Cramer's rule. Gaussian elimination;
Reduction of a higher order ODE to a system of first order ODEs. Nonlinear ODEs and numerical solution by the Euler method. Local and global error. Runge-Kutta methods. Application to chemical kinetics;
Matlab revision Class.
2. Computer Lab Classes and assessment:
Students are provided with online tutorials. Students will also have the opportunity to be offered summary computer lab class in each of the core areas.
Aspen
AutoCAD (self-learning)
Excel
Matlab
Class tests on Aspen and Matlab
3.Process Economics (9 hours)
Basics of process economics including financial statements, depreciation, interest, IRR, NPV
4. Chemical Plant Design
Section 1. Review & Analysis of Production Method (6 hours):
Review and analyse the production process.
Source and use key physical property data for design purposes.
Provide detail process description and refine the PFD of the production process.
Produce an initial report including a preliminary mass balance.
Section 2. Heat and Mass Balances (16 hours):
Conduct detailed heat and mass balances on all unit operations in the plant including use of Excel models.
Develop an Aspen simulation model of the process.
Report the heat and mass balances.
Section 3. Chemical Design (10 hours):
Provide a detailed chemical engineering design for a main unit (multistage gas compressor, heat exchanger, distillation column):
Equipment type.
Major vessel dimensions (size, shape).
Internals (trays, packing, agitator, baffles, etc.).
Using AutoCAD, generate a drawing detailing the results obtained from above considerations.
Section 4.Process Control and Operation (6 hours)
Develop and report a control strategy for a specific unit.
Identify and report operational and health & safety issues.
Using AutoCAD generate a drawing detailing the control system
Prepare start-up and shut-down procedures for a specific unit.
Prepare a complete HAZOP report for a specific unit.
Learning Outcomes
Students will obtain a foundation in chemical engineering design using a given process example. By the end of the course, the students will be able to:
• effectively use computer software including Excel, Matlab, Aspen and AutoCad as tools for solving chemical engineering design problems and presenting flow-sheets and equipment
• identify appropriate mathematical equations and tools needed to support other core modules at stage 2 and beyond
• apply numerical methods for solving complex engineering design problems
• source and evaluate key physical property data from the literature, or computer databanks for design calculations
• use a computational language (e.g., Matlab) for the development of computer code needed to solve chemical engineering problems
• apply the overall heat and mass balances and conceptual process flow diagrams (PFD) in solving chemical engineering problems.
• explore design and operational considerations for a chemical plant
• produce a suitable plant layout
• develop appropriate health, safety and environmental guidelines
• produce a final design report
• develop and apply knowledge of financial costing and accounting systems to evaluate process economics.
Skills
Students will develop skill in the use of specific computer software to solve chemical engineering problems and sketch flow-sheets or equipment Moreover, the module will develop skills in plant operation and in the design and development of a chemical engineering production process including skills in identifying and articulating environmental impacts and operational protocols. Specific skills include:
• improved mathematical and problem solving skills
• computational skills will be developed through use of specific and general computer packages for solving chemical engineering design problems
• P&ID reading
• literature reviews and data selection
• analytical and computational
• communication and reporting
• team and individual working
• time management
• costing and financial analysis skills.
Staff:
Dr K Morgan 12 Lectures, 4 Tutorials: Mechanical Design Codes
Dr D Poulidi
d.poulidi@qub.ac.uk 15 Lectures, 4 workshops, 4 presentations: Process Safety Management
Dr R Curry
r.curry@qub.ac.uk 8 Lectures, 2 Tutorials / Seminars: Environmental Management
Lectures: 48 hours
1.Mechanical design codes (12 hours and 4 tutorials):
* Standards, codes and codes of practice.
* Design considerations.
* Material selection of construction materials.
* Mechanisms of failure.
* Design of process equipment (Stress Analysis, Dimension sizing).
* Design of auxiliary equipment.
* Design of internal and external fixtures & fittings.
* Critical Analysis Design.
2.Process safety management – Accident and Loss (13 hours 2x2 hour presentations + 2x2hour workshops):
* Overview and historical development of Process Safety Management.
* Risk management: eliminating consequences, evaluating safeguards, assessing risk, implications of residual risk, control of land use, notifying neighbours and authorities, planning for emergencies, case studies; Hazard Identification (HAZID) studies, hazard and operability studies (HAZOP),
* Mechanical integrity and Quality Assurance.
* Τhe management of change.
* Process safety. * Electrical and Fire Hazards and Control.
* Chemical and Biological Health Hazards and Controls.
* Physical and Psychological Health Hazards and Controls.
* Accident Investigation, Recording and Reporting 3.Environmental Management (8 lectures + 2 tutorials hours)
* Overview of the historical development of Environmental Management and recent developments such as Corporate Sustainability Appraisal.
* Environmental Impact Assessment (EMA), guidance and approaches, identifying impacts and amelioration measures, recent developments in EMA and related policy and legislation.
* Key metrics available for environmental management and wider sustainability appraisal including resource efficiency Sustainable Production and Consumption and Climate Change.
* The Integrated Pollution Prevention and Control (IPPC) framework and recent developments.
* Environmental Management Systems (EMS) and their relationship to wider management systems and corporate environmental policy.
* The wider role of Chemical Engineers in Renewable Energy, Sustainable Production and Consumption and Climate Change. COURSEWORK: 150 hours:
* Mechanical design of process equipment and ancillaries (55 hours): Process equipment used in the chemical industry often operates under severe conditions handling highly toxic, inflammable or hazardous substances. Students are required to take a pragmatic approach to the mechanical design of process equipment (e.g. absorption column/distillation tower) and auxiliary equipment (e.g. reboiler, condenser). Students will work in groups to complete a design problem related to the mechanical design of a piece of process/ancillary equipment. Students will be expected to research existing process equipment used in the chemical industry, material selection, complete analysis and evaluate design principles, complete design calculations (e.g. stress analysis, corrosion factors, geometry), critically evaluate their designs, apply BS EN 13445-3:2014 standards and select a suitable material to use in each problem. The final solutions will be reported in a written technical report of “professional standards” including calculations, references and graphical representation of designs using 2 or 3D CAD skills from CHE2018. This will prepare students for Mechanical Design in Level 3 Design II (CHE3014).
* Accident case study report (55 hours): Students will be given a past industrial accident to investigate. Students will prepare a report including the following. A HAZID study of the process in question, a ‘what went wrong’ report including suggestions on measures that should have been taking in order to avoid the incident. A HAZOP study of the equipment responsible for the failure including the extra safeguards proposed by the students. This is a group project with individually marked elements.
* Environmental Management (42 hours): Students are required to carry out an Environmental Impact Assessment for a sample company in the process industries and report on the key environmental metrics for company reporting. The students will work in groups for this.
Note: Details on all coursework will be given out in the form of a coursework brief during term time. All coursework must be submitted electronically via QOL in the format specified in the coursework brief. Peer evaluation mark will contribute to 10% of the assignment mark unless differently stated in the coursework brief. Group reports may also include individual parts and part of the coursework may include other forms of assessment (e.g. presentations, class quiz); this will be detailed in the coursework brief.
Learning Outcomes
Learning outcomes:
Students develop an awareness of the safe design, environmental impacts and operation of chemical process plants. By the end of this module students will be able to:
• recognise the importance of safety and environmental management in chemical engineering design;
• appreciate the impact of safety management incidents on the company, its employees, the wider public and the environment and of the ethical responsibility of engineers in preventing such incidents;
• identify the various hazards associated with chemical processes;
• discuss the range environmental impacts with chemical processes and more general plant operation;
• apply the key aspects of Environment Impact Assessment;
• employ key metrics available for environmental management;
• relate the Environmental Management Systems (EMS) to wider management systems and corporate environmental policy;
• apply the Integrated Pollution Prevention and Control (IPPC) framework in chemical plant design;
• recognise the wider role of Chemical Engineers in Renewable Energy, Sustainable Production and Consumption and Climate Change;
• use the relevant design codes, standards and legislation in chemical engineering design;
• develop engineering judgement to support decision-making skills in ideas development and selection of appropriate materials and design calculations;
• complete design calculations of chemical engineering equipment (stress analysis; equipment dimensions, pressure requirements)
• critically evaluate the outcomes of mechanical design calculations and material selection;
• understand mechanisms of failure, the mechanical design of process and auxiliary equipment;
• select the appropriate materials for the design of process equipment;
• appreciate the key aspects of Process Safety Management;
• carry out a HAZOP study to identify and evaluate hazards in chemical processes;
• carry out a risk assessment in a workplace environment
Skills
Skills acquired with module:
An understanding of the use of design codes and the systematic use of process safety and environmental management and measurement procedures. The students will obtain the necessary theoretical background to carry out the mechanical design of process equipment and critically evaluate the safety and environmental hazards of a given chemical process. Via the range of required continual assessment the students will develop skills in report writing, group work and time management.
Dr. M. Blesic m.blesic@qub.ac.uk
Instrumentation and Computer Control Systems (14 hours);4 Tutorials.
Mrs Evans LABS (2 hours)
Dr. H. Manyar h.manyar@qub.ac.uk
Module Co-Ordinator
Process Control (35 hours); 8 Tutorials; 3 Seminars; Modelling of Chemical Processes (8 hours); 4 Tutorials.
Process Control (25 hours):
Incentives for process control in chemical plants.
Design aspects of a process control system.
Hardware for a process control system.
Analysis of the dynamic behaviour of a chemical system.
Process dynamics.
Transfer functions.
Response to first, second and higher order systems.
Analysis and design of feedback control systems by frequency response-Bode plot.
Block diagrams.
Closed loop transfer functions.
Stability.
Rooth’s criterion.
Root locus plot.
Nyquist plot.
Feedforward and ratio control.
Modelling of Chemical Processes (8 hours):
Introduction to process modelling.
The development of a mathematical model.
State Variables and State Equations for a Chemical Process.
Dead-Time.
Examples of Mathematical Modeling.
Degrees of Freedom and process controllers.
The dynamic and static behaviour of chemical processes.
Laplace transforms.
Solutions of ordinary differential equations.
Partial fraction expansions (classical and Heaviside’s methods).
Instrumentation and Computer Control Systems (14 hours):
Basic principles of measurement and control.
Control system instrumentation.
Signal processing.
Accuracy in instrumentation.
Single-loop regulatory control.
On-off controllers.
Proportional control.
Integral control.
Derivative control.
PID control.
Enhanced control strategies.
Feed-forward control.
Cascade control.
Ratio control.
Split-range control.
Override control.
Interlock control.
Piping and Instrumentation Diagrams.
Control strategies at the process unit level.
Batch process control.
Batch control systems.
Sequential function charts.
Ladder logic diagrams.
Applications.
S88.01 standard.
Recipe control.
Procedural control.
Coordination control.
Digital computer control.
Direct digital control systems.
Programmable logic controllers.
Distributed control systems.
Process control in biochemical reactors.
Methods of instrumental analysis.
Tutorials/Seminars (17 Hours):
The students are provided with tutorial, worked examples, seminar, SIMULINK assignments and laboratory experiments related to the above lecture material. Tutorials will take place both in class and in small groups. During the tutorials, the students will work through the problems with focus on design of control strategies, instrumentation, stability analysis and computational methods for development of plant wide process control while seminar will include a tour to combined heat and power (CHP) plant, an assignment concerning process control, safety and risk assessment of CHP plant.
LABS (2 hours):
Students will be divided into groups. Each group will carry out following experiment:
1.Temperature Control in a Process Vessel (2 hours)
Both an individual pre-lab report and an individual post-lab report will be submitted for each experiment as indicated in the lab manual (to be handed out in the beginning of the term
Learning Outcomes
Upon completion of the module the student should be familiar with developing an awareness of the control and instrumentation required in chemical process operations, should be competent in setting fundamental procedures for process units and should gain skills to develop the control strategy and instrumentation required in the process plant operations. By the end of the module the students should:
• Identify and describe various control systems
• Describe various hardware of process control design;
• Analyse the dynamic behaviour of a chemical system;
• Predict and calculate the response to first, second order and higher order systems;
• Design feedback, feedforward and ratio-control systems by using stability criteria of Bode, Nyquist and root locus plots;
• Construct and analyse control loops using Simulink;
• Produce piping and instrumentation diagrams;
• Apply various control systems: discrete control; batch control; digital computer control and distributed control systems.
Skills
Skills acquired with module:
An appreciation of the fundamental principles of process control and instrumentation in chemical engineering design.
Detailed Syllabus - Lectures:
Distillation (8 hours):
Vapour-liquid equilibria.
Flash distillation and cascades.
Multicomponent distillation: Rachford-Rice equations and Newton’s iterative method.
McCabe-Thiele method:
Live steam injection.
Multiple feeds.
Side streams.
Ponchon-Savarit method for binary distillation.
Solvent Extraction (4 2 hours):
Liquid-liquid extraction introduction and applications.
Examples of ternary systems and ternary phase diagrams.
Totally and partially immiscible systems.
Stagewise contact: Continuous countercurrent multistage extraction and cascade efficiencies.
Interphase and General Mass Transfer (2 hours):
General introduction to turbulent mass transfer.
Empirical equations for mass transfer.
Two-film theory.
Individual and overall mass transfer coefficients.
Gas Absorption (5 hours):
Gas-liquid equilibria.
Counter-current flow absorption.
Minimum liquid-gas ratio for absorbers.
Number of plates using absorption factor.
Absorption columns: packed column and tray tower.
Mass transfer with continuous contact: height equivalent to a theoretical plate, the transfer unit, determination of the number of transfer units, determination of the number of transfer units, height of a transfer unit.
Detailed Syllabus –Tutorials (7 Hours):
The students are provided with tutorial and worked examples of the above lecture material. Tutorial classes are an integral element of the module.
1.Distillation (2 hours) - Dr A. Quddusi
2.Solvent extraction (2 hours) - Dr A. Quddusi
3.Interface and general mass transfer (1 hour) - Dr. N. Gui.
4.Gas absorption (2 hours) - Dr. N. Gui.
Detailed Syllabus – Labs (5 Hours):
Students will be divided into groups. Each group will carry out experiments based on:
On completion of this module the student should be able to:
Understand in-depth advanced concepts of distillation such as multiple feeds, side streams, and live steam injection, and solve the distillation problem using the Ponchon-Savarit method for binary distillation (E)
Apply the concept of mass transfer in extraction processes and design counter-current multistage extraction processes, and solve problems on general and interphase mass transfer (A)
Understand the concept of gas absorption processes and design gas absorption column (E)
Skills
Learners are expected to demonstrate the following on completion of the module:
Application of the concepts of mass transfer and design of operating units.
Improved mathematical and problem-solving skills.
An ability to use general computer packages for solving chemical engineering design
problems.
NAME CONTRIBUTION
Dr J. Abu-Dahrieh
j.abudahrieh@qub.ac.uk
10 Lectures, 3 Tutorial/Seminars: Design of Ideal reactors,10 Lectures and 3 tutorials/seminars; Design of ideal reactors (2 hours – 1 assessed tutorial); Chemical Thermodynamics (4 hours - 1 assessed tutorials);
Mrs S. Evans Labs (6 Hours).
Prof A. Mills
andrew.mills@qub.ac.uk
8 Lectures, 1 Tutorial/Seminar: Basic reaction kinetics,8 Lectures and 1 tutorial; Basic reactor kinetics (1 assessed tutorial);
Dr Kevin Morgan
k.morgan@qub.ac.uk
14 Lectures, 6 Tutorial / Seminars:Chemical Thermodynamics,14 Lectures and 6 tutorials/seminars;
Dr D. Poulidi Module Co-ordinator
d.poulidi@qub.ac.uk
14 Lectures, 6 Tutorials/Seminar: Consequences and applications, 14 Lectures and 6 tutorials; Chemical Engineering Thermodynamics (2 hours - 1 assessed tutorial).
Detailed Syllabus – Lectures: Basic reaction kinetics (8 Lectures and 1 tutorial):
* 1.1 Introduction to reaction kinetics.
* 1.2 rate law and reaction order.
* 1.3 reaction stoichiometry.
* 1.4 molecularity, elementary and non-elementary reactions.
* 1.5 order of reaction.
* 1.7 single and multiple reactions, parallel and series reactions, multi-step processes,
* 1.8 Arrhenius equation, manipulation and use of rate equations.
* 1.9 interpretation of experimental kinetic data. * 1.10 integrated rate equations, equilibria kinetics.
Design of Ideal reactors (10 Lectures and 3 tutorials/seminars):
* 2.1. Development of design equations for batch and continuous reactors. * 2.2. Conversion and reactor sizing.
* 2.3 Reactors in series and in parallel.
* 2.4. Construction of stoichiometric tables.
* 2.5 Application of chemical kinetic rate equations in the design of isothermal reactors.
* 2.6 Review of chemical equilibrium, application of chemical equilibrium in reactor design.
* 2.7 Reactors in series and in parallel, optimization of reactors.
* 2.8 Multiple reactions.
* 2.9 Temperature and pressure effects.
* 2.10; Introduction to non-ideal reactors.
Chemical Thermodynamics (14 Lectures and 1 tutorials/seminars):
* 3.1 Introduction.
* 3.2 PVT properties of fluids - equations of state: ideal and non-ideal gases, critical properties, reduced properties and principle of corresponding state, generalised equations of state, analytical equations of state.
* 3.3 Review of the first, second and third laws of thermodynamics.
* 3.4 Relationships among thermodynamic properties: basic relations, Maxwell relationships, Bridgeman tables.
* 3.5 Fugacity and fugacity coefficients: partial molar properties, chemical potential, the concept of fugacity, estimating the fugacity of a pure component.
* 3.6 Multicomponent systems: liquid and solid fugacity, Gibbs-Duhem equation, partial fugacity, ideal mixtures, non-ideal mixtures, standard states.
* 3.7 Physical equilibrium among phases: the phase rule, criteria for phase equilibrium, vapour-liquid equilibrium, equilibrium phase diagrams. Chemical Engineering Thermodynamics: concepts, consequences and applications (14 Lectures and 3 tutorials / seminars):
* 4.1 Review of thermodynamic diagrams and water and steam properties; * 4.2 Power from steam: plant efficiency, power plant cycle analysis, superheat, reheat and regenerative feed heating, future performance improvements;
* 4.3 Types of refrigeration, review of important gas laws, thermodynamic principles and vapour compression cycles (Refrigeration cycles, COP, Cooling load calculations;
* 4.4 Tools to solve non-ideal Chemical Engineering Thermodynamics problems (Equation of State and activity-coefficient models)
Detailed Syllabus – Seminars/Marked Tutorials/ Class Tests:
* Seminars / problem classes will be part of the module content. The hours allocated for these are part of the tutorial / seminar allocation shown above.
* Two class tests, each contributing 15% of the final module mark will take place. Details on the dates and content of the class tests will be communicated to students in the beginning of the semester. Detailed Syllabus – Labs (6 Hours):
* Students will be divided into groups. Each group will carry out experiments based on: * Batch Reactor (2 hours);
* Refrigeration Unit (2 hours).
* Both an individual pre-lab report and an individual post-lab report will be submitted for each experiment as indicated in the lab manual (to be handed out at the beginning of the term).
Learning Outcomes
On completion of this module a learner should be able to:
Define different types of reactors.
Describe the role of reactors within modern chemical processes.
Apply knowledge of equilibrium, molecularity, mole balances, etc.to kinetic and reaction engineering problems.
Develop basic principles of kinetics and reactor design.
Use basic kinetic and thermodynamic knowledge for the design of ideal reactors found in industry.
Understand the concepts of reactors in series and parallel.
Use mathematics for solving reactor design problems;
Calculate the implications of selectivity and yield on downstream processing.
Design different types of ideal reactors.
Understand and apply equation of state models to relevant thermodynamic problems.
Evaluate thermodynamic cycles for power generation and cooling.
Apply knowledge of industrial/practical thermal efficiency to improving energy consumption
Skills
Design of simple reactor systems; Mathematical and analytical skills through application of thermodynamic equations in reactor design.
Module Objectives: Students will be able to understand and apply the basic concepts of chemical reactor design and chemical thermodynamics to chemical engineering problems. Students will be able to evaluate the influence of thermodynamics on process operations and design.
Forced Convection (3 hours):
Newton's Law of cooling.
Convective heat transfer coefficient.
Nusselt number, Reynold number, Prandtl number
Boundary layer theory.
Flow over different geometries.
Logarithmic mean temperature difference.
Heat Exchangers (5 hours):
Basic equations in heat exchanger design.
Overall heat transfer coefficient.
Log mean temperature difference – calculation for parallel-flow and counter-flow heat exchangers, special operating conditions for condensers, evaporators/boilers, and correction factors for multipass and cross-flow heat exchangers.
The heat exchanger effectiveness (ε) – number of transfer units (NTU) method for heat exchanger analysis for various types of heat exchangers.
Shell-and-tube heat exchanger design and sizing.
Design procedure, construction details, and design considerations.
Tube-side and shell-side heat transfer and pressure drop.
Unsteady State Heat Transfer (4 hours):
Unsteady state conduction equation.
Lumped capacitance method.
Unsteady state heat conduction in various geometries: analytical method, semi-infinite solid, unsteady state in large flat plates.
Charts for average temperature in plates, cylinders, and spheres with negligible resistance.
Detailed Syllabus –Tutorials (8 Hours):
The students are provided with tutorials and worked examples of the above lecture material. Tutorial classes are an integral element of the module.
1.Forced and natural convection (3 hours ) - Dr. M. Blesic
2.Heat exchangers (3 hours) – Dr. M. Blesic
3.Unsteady state heat transfer (2 hours ) - Dr. M. Blesic
Detailed Syllabus – Labs (4 Hours):
Students will be divided into groups. Each group will carry out experiments based on:
1. Boiler Heat Transfer Unit (2 hours)
2. Turbulent Flow Counter-Current Heat Exchanger (2 hours)
Learning Outcomes
On completion of this module the student should be able to:
Explain and apply the concept of convective heat transfer (A)
Understand in depth the unsteady state heat transfer (E)
Apply the concept of the heat exchanger analysis, design, and sizing (E)
Skills
Learners are expected to demonstrate the following on completion of the module:
Application of the concepts of heat transfer and design of operating units.
Improved mathematical and problem-solving skills.
An ability to use general computer packages for solving chemical engineering design problems.
NAME CONTRIBUTION
Dr. M. Blesic
m.blesic@qub.ac.uk Fluid Mechanics (10); Mixing of liquids (3); Filtration and centrifugation (3); Heat and Mass Transfer in Fluidised Systems (5); Tutorials;
Dr. C. Mangwandi
c.mangwandi@qub.ac.uk Module Co-Ordinator
Particle mechanics (10); Size reduction, separation & classification (10);Non- Newtonian Fluids (10); Tutorials;
Dr. B. Xiao
b.xiao@qub.ac.uk
Transport Phenomena (9); Tutorials.
Content
Fluid Mechanics (10):
Fundamentals.
Transport Laws.
Dimension Analysis.
Scale-up.
Dimensionless Groups in Fluid Mechanics.
Fluid Properties.
Fluid Kinematics.
Finite Control Volume Analysis.
Differential Analysis of Fluid Flow, Flow in Pipes.
Pumps and Compressors.
Flow Over Immersed Objects.
Mixing of liquids (3):
Introduction.
Liquid-liquid mixing equipment.
Installation of mixers and tank baffling.
Power consumption and mixing theory.
Impellor and process power selection.
Particle mechanics (10):
Characteristics of particles, rheology of particle masses and gravity flow of bulk solids.
Pressure drop through beds of particulate solids.
Drag.
Potential flow and flow of a real fluid.
Flow separation and wake formation.
Drag coefficients, drag diagrams and relationships.
Terminal velocity in an infinite medium and hindered settling.
Accelerated motion in free settling.
Fluidisation:
Types of fluidisation systems
Minimum fluidisation velocities
Filtration and centrifugation (3):
Gas and liquid filtration equipment.
Kozeny equation.
Constant pressure filtration.
Constant rate filtration.
Incompressible and compressible cakes.
Depth and cake filtration in gas-solid systems.
Centrifugation
Centrifugal equipment.
Centrifugal force and fluid pressure.
Liquid-liquid separation.
Solid-liquid filtration using centrifuge.
Wall stresses.
Size reduction, separation & classification (10):
Size reduction, Von Rittinger's, Kick's laws and Bond's laws, work index, energy size reduction and size reduction equipment.
Size classification, equipment, Stoke's law, free and hindered settling:
Gas – Solid separation:
Cyclones
Transport Phenomena (9):
Shell Momentum Balances:
Boundary Conditions
Velocity Distributions in Laminar Flow
Flow of a Falling Film
Flow Through a Circular Tube
Through an Annulus
The Equations of Continuity and Equations of Motion
Velocity Distributions with More Than One Independent Variable
Time Dependent Flow of Newtonian Fluids:
Flow Near Solid Surfaces by Boundary Layer Theory
Thermal Conductivity and the Mechanisms of Energy Transport
Shell Energy Balances
Boundary Conditions
Temperature Distributions in Solid and Laminar Flow
Diffusivity and the Mechanisms of Mass Transport
Concentration Distributions in Solids and Laminar Flow
Non- Newtonian Fluids (10):
Introduction to rheology
Models for non-Newtonian Fluids:
Power law fluids
Bingham model
Ellis Model;
Carson Model.
Incompressible Flow of Non-Newtonian Fluid in simple geometries:
Power Law
Bingham
Slurry transport
Measurement of Viscosity
Capillary Viscometers
Cone & Plate viscometers
Heat and Mass Transfer in Fluidised Systems (5):
Bubbling Fluidisation System
Modelling of Gas Flow in Fluidised System
Heat Transfer in Gas Flow Fluidised System
Examples of Industrial Application of Fluidised Systems
Batch Fluidised Systems
Continuous Fluidised Systems
Modified Gas-Liquid Fluidisation Systems
Babble Droplet Dispersion
Tutorials/seminars:
The students are provided with tutorial, worked examples of the above lecture material. Tutorials/seminars are an integral element of the module.
Learning Outcomes
On completion of this module a learner should be able to:
Demonstrate an understanding of behaviour and characteristics of fluids in process unit operations, and theory and application of transport phenomena.
By the end of the module the students will have:
have developed an understanding of the fluid flow, Naiver Stokes equations; be able to apply these equations when solving fluid flow problems;
have the ability to correctly design fluid delivery systems, sizing of pumps and pipe to ensure economic transportation of fluids;
developed methodologies for designing and sizing and scaling up of fluids mixing operations; awareness of the use of different scale up rules and when they are appropriate to apply these;
developed an awareness of industrial/practical hydrodynamic efficiency in terms of pressure drop in pipeline and fixed bed systems, and drag coefficients for solid bodies;
be able to select correct tools required for designing and sizing the size reduction unit operations
developed methodologies for selecting and design appropriate unit operations of separation/ recovery of solids from solid/ fluid stream mixtures;
developed an appreciation of size enlargement unit operations, able to identify and describe the key variables that influence the product quality;
Skills
SKILLS ACQUIRED:
• Numerical skills through application of transport phenomena in process engineering,
• Analytical – Evaluation of data and its use in design.
• Problem solving skills
Staff:
Dr. Robin Curry
r.curry@qub.ac.uk Semester 2
Dr Chirangano Mangwandi
c.mangwandi@qub.ac.uk Semester 1
Dr Danai Poulidi
d.poulidi@qub.ac.uk Semester 1 & 2
Dr Chunfei Wu
c.wu@qub.ac.uk Semester 1 & 2
Dr Efrosyni Themistou Semester 1
Dr Bo Xiao b.xiao@qub.ac.uk Semester 1
Dr Nicole Gui Semester 1
Special Requirements:
1. Presentation and Interviews (week 20, 32): In week 18 students will have an individual interview; this will focus on their chemical engineering design, but will include questions from the all the first semester sections. In week 32 students prepare a group presentation summarising their project to present and discuss in front of a panel of two academic members of staff.
2. Peer/Self-Assessment (Week 32): Students are required to complete and submit a peer/self-assessment form to their respective project supervisors.
Details on all coursework will be given out in the form of a section brief during term time. – All coursework must be submitted electronically via CANVAS in the format specified in the section brief.
Report Presentation Guidelines:
Each section must be typed (or if hand calculations / drawings are necessary, these should be scanned) and presented as a single electronic document in MS Word or PDF format. Please ensure that all members of the group follow the same formatting (e.g. font, font size, borders, numbering, etc.). Each section should clearly indicate the person(s) responsible for the work. Each individual section should contain an introduction and conclusion. Details on all report contents will be given in due time as part of each section brief.
Learning Outcomes
On completion of this module a learner should be able to:
Develop skills for design and development of chemical engineering production processes and to carry out design procedures on an existing plant design brought up to the process flow diagram stage. By the end of this module, the student will:
Know and understand the various stages involved in the design of a chemical process;
Develop the confidence to make decisions on process route selection based on limited information;
Be able to carry out a heat and mass balance on a complete chemical process with limited information;
Develop the ability to source the information needed for chemical process design;
Be able to perform detailed design of chemical engineering equipment;
Be able to cost a major project with limited information and understand the criteria for project appraisal;
Be able to develop a control strategy for a chemical process;
Understand the importance of project management;
Have developed project management skills;
Have developed the ability to perform critical path analysis on a large project to optimise resource usage;
Understand the various steps involved in the design of a chemical process;
Be able to carry out basic mechanical design of process equipment;
Understand and apply the key criteria for site selection;
Conduct an overall assessment of energy flows and perform a pinch analysis of the plant.
Be able to carry out an assessment of environmental aspects and sustainability of chemical processes;
Be able to conduct a comprehensive assessment of safety aspects in a chemical process and introduce appropriate safety measures, equipment and procedures;
Skills
Skills acquired with module:
The application of cost estimation, control, safety and hazard analysis techniques to a chemical process plant. Detailed chemical engineering design of a specific plant item. In addition, the students will develop group working, project management, leadership, report-writing and presentation skills.
Staff:
NAME CONTRIBUTION
Jehad Abu-Dahrieh Thermodynamics of Chemical Reactions
Kevin Morgan Catalysts and catalytic reactors.
Alex Goguet (Module Co-ordinator) Reactor Theory And Design
John Holbrey Resources in the Energy and Chemical Industries
Alex Goguet Optimisation of catalytic reactions
Danai Poulidi Exergy analysis and Process Integration
Abul Hassan Reactor Design and Simulation Techniques
Abul Hassan Multiphysics CFD Simulation for Reactor Design
Semester 1:
Reactor Theory And Design (14/10) Alex Goguet:
Revision of chemical kinetic fundamentals; revisions of basic design methods; description of different types of chemical reactors.
Reversible reactions; irreversible reactions; single, parallel, and consecutive reactions; constant volume systems; the concept of fractional conversion; variable volume reactions and reactor systems; plug flow reactors; and continuous stirred tank reactors.
Heat effects in chemical reactor design; the temperature dependence of rate constant; exothermic reactions; endothermic reactions; heat effects in irreversible and reversible reactions; the relationship between heat of reaction and temperature rise/fall; adiabatic heat balances in continuous flow reactors; the optimum temperature profile; the design of adiabatic reactors for endothermic, exothermic, irreversible and reversible reactions.
Flow effects in reactors; the concept of dead space, short circuit flow and bypassing in stirred vessels; the concept of dead space, laminar flow, channelling and axial mixing in tubular flow reactors; the concept of residence time distribution in continuous flow reactors; the determination of residence time data; tracer response techniques; the E function; the F function; the application of residence time distribution data in reactor design; introduction to modelling of non-ideal flow in continuous flow reactors; the stirred tanks in series model; the dispersion model.
Catalysts And Catalytic Reactors (16/8) Kevin Morgan:
Rate equation for heterogeneous reactions.
Rate controlling mechanisms.
Experimental methods for rate determination.
Decomposition of a single reactant by two paths.
Side-by-side decomposition by two reactants.
Adiabatic operations.
Components of typical heterogeneous catalysts.
Industrial preparation of supported catalysts.
Reactor Design and Simulation Techniques (6/10) Abul Hassan:
Introduction to reactor process flowsheeting and simulation with Aspen Suite
Thermodynamic principles and catalyst performance using Aspen
Continuous Stirred Tank Reactor (CSTR)
Plug Flow Reactor (PFR)
Conversion Reactor
Equilibrium Reactor
Gibbs Reactor
Troubleshooting simulation challenges
Exploring open-source alternatives with COCO Simulator
Semester 2:
Optimisation Of Catalytic Reactions (8/4) Alex Goguet:
Catalyst deactivation and design for catalyst deactivation.
Effect of pressure drop.
Reactor optimisation.
Thermodynamics of Chemical Reactions (8/3) Lecturer Jehad Abu-Dahrieh:
Revision of physical properties of pure component and mixture.
Multicomponent mixtures.
Chemical reaction equilibrium.
Multireaction equilibria.
Prediction of thermodynamics properties and phase behaviour using equation of state.
Modelling of thermodynamic systems.
Exergy analysis and Process Integration (12/4) Danai Poulidi:
Exergy and Pinch Technology.
Minimum targets.
Design rules.
Energy relaxation.
Grand composite curves.
Utility design.
Retrofit design.
Resources in the Energy and Chemical Industries (6/1 workshop) John Holbrey:
Changes taking place in the energy and chemicals industries as we move from petrochemical to renewable resources,
Using case studies to illustrate the drivers and technologies available to supply current and future energy and materials demands.
Multiphysics CFD Simulation for Reactor Design (2/6) Abul Hassan:
Introduction to COMSOL Multiphysics
Basic Reactor Model Setup in COMSOL
Simulating Basic Chemical Reactions in COMSOL
Introduction to Open-Source CFD with OpenFOAM
Learning Outcomes
LO1 Review and apply the basic principles of kinetics and reactor design to the design of ideal reactors found in industry.
LO2 Be aware of the concepts of selectivity and yield and the downstream implications of adjusting reactor operating conditions
LO3 Understand the importance of thermal control of chemical reactions and the implications of poor control with regard to process safety.
LO4 Be aware of the impact of non-ideal flow on product yields.
LO5 Understand the importance of catalysis to modern industry and have an increased knowledge relating to the application of catalysts in industry, their manufacture and operation within reactors.
LO6 Demonstrate knowledge relating to the impact of mass transfer on multi-phase chemically reacting systems.
LO7 Understand the principles of momentum, heat and mass transfer and application to problems involving fluids and multiple phases.
LO8 Be aware of the complexities of integrating, pressure drop, non-isothermal, catalyst deactivation etc. when solving more complex chemical engineering design problems.
LO9 Demonstrate knowledge of the principles of equilibrium and chemical thermodynamics, and application to phase behaviour, to systems with chemical reaction and to processes with heat and work transfer.
LO10 Analyse more complex thermodynamic cycles under the principles of equilibrium and chemical thermodynamics.
LO11 Understand the concepts of process integration and exergy analysis.
LO12 Understand and apply simulation tools for solving chemical reaction engineering problems, including commercial software for solving chemical engineering problems (detailed knowledge of computer coding is not required).
LO13 Be aware of the issues involved in obtaining chemical feedstocks and their conversion to chemical products, through the exploration of a number of industrial processes.
Skills
Learners are expected to demonstrate the following on completion of the module:
Core chemical engineering skills in thermodynamics and reaction engineering
Critical thinking and analysis skill.
Simulation and modelling skills
Presentation and communication.
module co-ordinator
Dr Efrosyni Themistou
e.themistou@qub.ac.uk
LG.440 David Keir Building
Detailed Syllabus – Lectures (28 hours):
Introduction to Biochemical Engineering (2 hours):
Overview on Biomedical and Biotechnology Industries.
Cells/microorganisms.
Enzyme Kinetics (4 hours):
Enzymes Introduction: Biological catalysts and systems, comparison of chemical processes and bioprocesses.
Kinetics of enzyme catalysed reactions - mechanistic models: Michaelis-Menten kinetics for reversible reactions, two-substrate reactions and enzyme inhibition.
Factors affecting enzyme activity.
Cell Kinetics, Bioreactor Design and Sterilisation (8 hours):
Kinetics of cell growth, substrate utilisation and product formation - Monod kinetics.
Batch and continuous stirred tank bioreactors.
Environmental effects on cell growth kinetics.
Microorganism growth - biology, profile, processing and products.
Sterilisation: kinetics of thermal deactivation, design of heat sterilization cycles.
Industrial Microbiology (9 hours):
Fermentation Systems (Beverage and Food).
Environmental Biotechnology.
Aerobic and anaerobic digestion.
Biomaterials (5 hours):
Introduction to Biomaterials and their applications.
Biomaterials processing, structure and properties.
Classes of Biomaterials (Polymers, Metals and Ceramics).
Detailed Syllabus – Tutorials/Seminars (5 hours):
The students are provided with tutorials - worked examples related to the above lecture material. Seminars will focus on methodologies for creative problem solving and reading.
On completion of this module students should be able to:
Acquire a knowledge of biomaterials and biomedical engineering, system and device design, their applications in healthcare and related ethical issues (coursework and exam).
Develop an understanding of the interface between life science, biology, advanced mathematics, biological and biomedical systems in the context of engineering (exam).
Demonstrate a knowledge of industrial microbiology (exam).
Formulate and solve interdisciplinary problems in engineering and biology using growth models, cell and enzyme kinetics (exam).
Apply their knowledge in chemical engineering to design systems for living organisms, such as batch and continuous bioreactors (exam).
Engineering Council (AHEP4) learning outcomes:
A1.2 Level B Points 3,4,5 and Level F Point 1
A2.2 Level B Point 5
A2.4 Level B Point 1
A2.5 Level B Point 1 and Level F Point 1
A2.6 Level B Point 1
A2.7 Level B Points 1,3,5 and Level F Point 1
A3.2 Level B Points 2,4,9,10,11 and Level F Points 1,2,3,4
A5.2 Level B Points 1,2 and Level F Points 2,4,5,8
A6.2 Points 2,3
Skills
Learners are expected to demonstrate the following on completion of the module:
An understanding of biomaterials, biomedical engineering and industry, enzyme and cell kinetics; microorganisms, bioreactor and bioprocess design; industrial microbiology.
Gained transferrable skills:
Independent learning through background reading of scientific literature, time management and problem-solving (exams, tutorials, and seminars).
Staff:
Dr. CM Contribution: 15 Lectures, 8 Tutorials/Seminars.
Dr. BX 9 Lectures, 4 Tutorials/Seminars.
DETAILED SYLLABUS – LECTURES (36 hours):
1. Differential Analysis (9)
Lecturer: Dr. Bo Xiao. Room LG439 e-mail: b.xiao@qub.ac.uk
1.1 Time- dependent flow of Newtonian fluids: flow near a wall suddenly set in motion; unsteady Laminar flow between two parallel plates.1.2 Heat transfer: temperature distributions with more than one independent variable;1.2.1 unsteady heat conduction in solids;1.2.2 steady heat conduction in Laminar incompressible flow: 1.2.3 steady potential flow of heat in solids; boundary layer theory for nonisothermal flow.1.3 Diffusivity and the mechanisms of mass transport;1.3.1 Fick’s law of binary diffusion (molecular mass transfer) 1.3.2 mass and molar transportation by convection; 1.3.3 impact of temperature and pressure on diffusivities; 1.3.4 diffusion with a heterogeneous chemical reaction;1.3.5 diffusion with a homogeneous chemical reaction; 1.3.6 gas absorption: diffusion into falling liquid film; 1.3.6 diffusion and chemical reaction inside a porous catalyst.
2. Numerical analysis of Transport Phenomena Systems (7)
Lecturer: Dr. C. Mangwandi Room LG437 e-mail: c.mangwandi@qub.ac.uk
2.1 Introduction to CFD 2.2 Applications of CFD 2.2.1 Fluid flow in simple geometry 2.2.2 Problems involving mass transport in simple geometries 2.2.1 Reactions engineering models in simple geometry
3. Transportation of Solids (5)
Lecturer: Dr. C. Mangwandi Room LG437 e-mail: c.mangwandi@qub.ac.uk
3.1 introduction 3.2 Dilute Phase transport systems 3.3. Dense Phase Transport system 3.2 3.3 Design of Dilute Pneumatic transport systems
4. Transportation of Slurries (3)
Lecturer: Dr. C. Mangwandi Room LG437 e-mail: c.mangwandi@qub.ac.uk
4.1. Flow behaviour of slurries 4.2. Pressure drop prediction for slurries 4.3 Heterogeneous slurries 4.4 Components of slurry flow system 4.4 Design slurry transport systems
TUTORIALS/SEMINARS (12 hours):
The students are provided with tutorials, worked examples of the above lecture materials. Tutorials/seminars are an integral element of the module.
Students develop competency in the understanding of the theory and application of transport phenomena and non-Newtonian technology. By the end of the module the students will have:
• Understood the analysis of transport processes by means of momentum, mass and energy transport;
• Appreciated the unifying principles of transport processes in engineering by the similarity of the defining equations;
• Developed methodologies for solving complex transport problems by analogy;
• Understood the fundamentals of rheology;
• Developed complex design problem solving skills and abilities to apply these to the practices involving Newtonian and non-Newtonian fluids.
Skills
Skills acquired with module:
• Analytical and computational skills
• Critical thinking skills required to solve problems in industrial applications involving fluid flow.
Lectures (57 Hours):
Humidification (13 lectures + 3 tutorials):
Fundamentals of humidification: basic definition; wet-bulb temperature; adiabatic saturation;
Humidity data for air-water system: temperature-humidity chart; enthalpy-humidity; chart; Mixing of two streams of humid gas; addition of liquid or vapour to a gas.
Methods for humidification and dehumidification and industrial applications;
Water cooling: fundamental principle; classification and structure; Design of cooling tower: heat and mass transfer: equilibrium and operating lines; stage calculations; Baker's graphical method; Numerical integration; Carey-Williamson method; packing height calculation; change in air condition; Temperature and humidity gradients in a water cooling tower; Evaluation of heat and mass transfer coefficients. Cooling tower operation and industrial applications.
Evaporation (6 lectures + 2 tutorials):
Introduction to evaporation.
Heat transfer in evaporators: heat transfer coefficient; boiling point rise (BPR); boiling at a submerged surface; forced convection boiling. Single-effect evaporators.
Multiple-effect evaporators: general heat transfer; calculation and comparison of forward and backward feeds; effect of feed system on economy.
Improved efficiency in evaporation.
Evaporator operation.
Equipment for evaporation: evaporator selection; evaporators with direct heating; natural circulation evaporators; forced circulation evaporators; film-type evaporators; plate-type evaporators; flash evaporators.
Multiple Component Distillation (15 Lectures + 3 Tutorials):
Introduction
Separation sequence; selection of the key components.
Shortcut methods for multicomponent multistage separations:
(1) Fenske equation and calculate the minimum equilibrium stages and product distribution;
(2) Underwood equations for calculation of minimum reflux (Case I & II);
(3) Gilliland correlation for determination of actual reflux ratio and equilibrium stages
Equilibrium –Based methods for multicomponent distillation: Theoretical model for an equilibrium stage; MESH equations; Bubble-point (BP) method, Sum-rates (SR) method, and Newton-Raphson (NR) and Inside-Out methods for solving a tridiagonal-matrix equation; Equation-Tearing Procedures Using the Tridiagonal-Matrix Algorithm
Inside-Out Methods
Leaching and washing (6 Lectures + 2 tutorials):
Introduction of leaching and washing: general principle; industrial applications; factors influencing the rate of extraction; mass transfer in leaching operation;
Equipment for leaching: extraction from different materials; batch extractors; continuous extractor; continuous, counter-current washing.
Calculation of the number of stages: equilibrium-stage model for leaching and washing; McCabe-Smith Algebraic methods; variable underflow.
Rate- based model for leaching: food processing; mineral processing.
Drying (6 lectures + 2 tutorials)
Introduction to drying.
Moisture-solid relationships; Mass and enthalpy balances.
Types of moisture.
Hygroscopicity.
Drying rate curves; The constant drying rate period; Critical moisture content.
Fall rate periods.
Movement of moisture within a solid through drying.
Total drying time.
Rotary dryers; Drying equipment.
Crystallisation (4 lectures + 2 tutorials):
Introduction of crystallization.
Growth and properties of crystals: saturation, nucleation, growth of crystals, effect of impurities on crystal formation, effect of temperature on solubility, fractional crystallization, caking of crystals and yield of crystals.
Crystallizers: batch and continuous crystallizers; industrial applications.
Membrane Processes (7 Lectures + 3 Tutorials):
Introduction to membrane processes.
Classification of membrane processes.
Brief summary of membrane structure and types of membranes.
Principle of operation of membrane separation units.
Fundamental aspects of membrane processes; flux equations; mass transfer relationships; permeation rate; pressure drop relationships.
Brief review of membrane applications.
Electrically augmented membrane separation processes.
The concept of concentration polarisation.
The electro-kinetic flux equations.
Electroceramic membranes and applications.
Detailed Syllabus – Tutorials/Seminars (17 Hours):
Students are provided with tutorial and worked examples of the above lecture material. Tutorial classes are an integral element of the module.
Humidification (3 tutorials), JAD
Evaporation (2 tutorials), NG
Multiple component distillation (3 tutorials), BX
Leaching and washing (2 tutorials), NG
Drying (2 tutorials), NG
Crystallisation (2 tutorials), NG
Membrane processes (3 tutorials), NG
Learning Outcomes
On completion of this module a learner should be able to:
understand the fundamentals and principles of heat and mass transfer and their applications (M1).
develop competency in solving problems in humidification, drying, membrane, evaporation, distillation and crystallisation processes by applying fundamental concepts and principles of heat and mass transfer (M1, M2)
develop the ability to apply fundamental heat and mass transfer theories to design units (M2)
The learning outcomes are aligned with the description in Engineering Council’s Accreditation of Higher Education Programmes V4.0 (AHEP 4)
M1: Apply a comprehensive knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Much of the knowledge will be at the forefront of the particular subject of study and informed by a critical awareness of new developments and the wider context of engineering.
M2: Formulate and analyse complex problems to reach substantiated conclusions. This will involve evaluating available data using first principles of mathematics, statistics, natural science and engineering principles, and using engineering judgment to work with information that may be uncertain or incomplete, discussing the limitations of the techniques employed.
Skills
To develop skills of applying simultaneous heat and mass transfer principles in the design of cooling towers, membrane, dryers, distillation and evaporators.
Staff:
Prof D Rooney Contribution: 12 Lectures, 6 Workshops
Prof P Robertson Contribution: 12 Lectures, 6 Workshops
Dr. C Wu Contribution: 12 Lectures, 6 Workshops
Industry speakers Contribution: 18 Workshops
DETAILED SYLLABUS – LECTURES (24 hours):
1. Introduction to the modern oil and gas sector (1 hour)
2. Thermodynamics of Oil and gas reserves (3 hours)
3. Downstream and upstream separation technologies (5 hours)
4. Energy transitions in the Oil and gas sector (3 hours)
5. Introduction to Renewable Energy systems (2 hours)
6. Biomass and Biofuels (1 hour)
7. Modern renewable energy technologies (5 hours)
8. Energy recovery and storage (4 hours)
9. Environmental impacts of energy (1 hour)
10. Renewable energy in transport systems (2 hours)
11. Future cities (1 hour)
12. Introduction of biomass gasification (2 hours)
13. Tar reduction from biomass gasification (2 hours)
14. Carbon capture using solid sorbents (2 hours)
DETAILED SYLLABUS – Workshops and Coursework (36 hours):
The students are provided with project work related to the learning outcomes of the module. Workshops will focus on the core themes listed below. These workshops will facilitate project work and is supported by reading and other online resources to support the discussion.
1. Thermodynamic model construction and use (6 hours)
2. Designing renewable energy systems (3 hours)
3. Future transport systems (3 hours)
4. Photovoltaic systems (6 hours)
5. Biomass handling (3 hours)
6. Agricultural emission abatement (3 hours)
7. Towards achieving a zero carbon economy (3 hours)
8. Regional Energy transitions (6 hours)
9. Leadership in the energy sector (3 hours)
Learning Outcomes
At the end of the module the students are expected to be able to:
Understand the evolving role of Oil & Gas Companies in the context of global energy systems
Describe the technologies and underpinning engineering/science associated with modern Oil, Gas & Petrochemical facilities (upstream and downstream)
Critically evaluate various forms of renewable energy including wind, marine, solar geothermal and biomass
Explain key decision factors in choosing appropriate energy systems
Analyse and interpret data sets for energy trading
Apply advanced thermodynamic modelling techniques to areas including multi-phase hydrocarbon streams and waste heat recovery systems.
Understand current and emerging conversion routes for biomass and evaluate the related challenges towards their deployment.
Apply knowledge of renewable energy systems to the design of future buildings, cities and transport infrastructure.
Skills
STEM – Core skills in underlying physics, chemistry and math are applied to solving problems relevant to energy systems.
Critical thinking skills – Students can critically evaluate different options and present thought through analysis of energy systems.
Analytical – Evaluation of data and its use.
Communication – discussion of important factors and the presentation of data including written reports.
Learning and management - Improving independent learning and time management.
Staff: Dr. H. Manyar Contribution: 24 Lectures, 12 Coursework.
DETAILED SYLLABUS – LECTURES (24 hours):
Sustainability and Chemical Industry (16)
1.1. Review of Sustainability, 12 Principles of Green Chemistry, E-Factor, Atom Economy 1.2. Role of Chemical Industry in Sustainable development 1.3. Criteria for Benign process design 1.4. Resource conservation and Waste reduction 1.5. Sustainable Resource management (water, air, carbon balance, feedstocks) 1.6. Sustainable waste management 1.7. Renewable chemicals from cellulose, hemicellulose and lignin 1.8. Biorefinery products 1.9. Case studies, (i) Amide synthesis, Grignard vs Beckmann rearrangement (ii) renewable paracetamol (iii) Ibuprofen synthesis (iv) Friedel-Crafts Alkylation (v) PETE vs PEF, biodegradable plastics.
Sustainable Chemicals Production/ Factories of Future (8)
2.1. Traditional chemical processes vs more recent development 2.2. Small modular, flexible chemicals production 2.3. Case studies using micro-reactors, induction-heating, sono-chemical, photo-chemical, microwave reactors, modular plants, lab-on-a-chip, Plant-on-a-truck.
DETAILED SYLLABUS –Coursework (12 hours):
The students are provided with tutorial, worked examples and case studies of the above lecture material. Tutorial and workshops are an integral element of the module.
Coursework assignments:
Green Chemical Process Design Project
This assignment will provide an opportunity to work in group of 4-5 students each. The project work consists of technical evaluation of a traditional chemical process, on the basis of 12 principles of industrial and green chemistry and propose a greener chemical process by using alternative routes and better chemical engineering process design. The group will prepare a project report of 10-15 pages to be submitted at the end of the semester (20%). Suggested format for the report is 1.5 spacing, Calibri, 11 font size including cover page, group contribution breakdown; table of contents, summary, introduction, comparison of traditional and proposed greener route on the basis of mass and energy balances, references and appendix.
Workshop based on GREENSCOPE
In this workshop, students will be using GREENSCOPE, which is a tool developed by US EPA. GREENSCOPE is a multi-objective process evaluator, which can be used to measure the sustainability of any process. On the basis of which new chemical process or modifications to existing process could be proposed. Students will work in groups of 4-5 each, preferably on the process of their choice.
Learning Outcomes
At the end of the module the students are expected to develop awareness about the essential role of engineering green chemical processes to achieve sustainable development and reduced emissions. By the end of the module the students will have:
LO1: understand the importance of sustainability in the context of chemical manufacturing
LO2: develop skills to measure the green process metrics, E-factor, atom economy
LO3: critically evaluate and compare the greenness of chemical processes
LO4: analyse and interpret the impact of chemical processes on the environment and society by application of principles of green chemical engineering.
LO5: develop strategies for engineering green & sustainable chemical processes by intensification of processes and minimization of waste generated.
LO6: understand life cycle assessment and carbon footprint
LO7: awareness of sustainable waste management and add-value to waste by valorization of resources
LO8: apply knowledge of green engineering to design sustainable chemical processes
LO9: awareness of future chemical production technologies & modern developments in chemical plant design
Skills
STEM – Core skills in underlying physics, chemistry and math are applied to solving problems including mass and energy balances, efficiency calculations and economic evaluation.
Critical thinking skills – Students can critically evaluate different options and present thought through analysis of chemical processes.
Analytical – Evaluation of data and its use.
Communication – discussion of important factors and the presentation of data including written reports.
Learning and management - Improving independent learning and time management.
STAFF:
NAME CONTRIBUTION
Lorenzo Stella (l.stella@qub.ac.uk)
Numerical Methods for Chemical Engineering Applications
Peter Robertson (p.robertson@qub.ac.uk)
Artificial Photosynthesis
Nathan Skillen (n.skillen@qub.ac.uk) Artificial Photosynthesis
Chirangano Mangwandi (c.mangwandi@qub.ac.uk)
Agglomeration and Granulation; module coordinator
Chris Murnaghan (c.murnaghan@qub.ac.uk)
Biopharmaceutical Engineering
Dr Daniel McStay (daniel.mcstay@inov8s.com)
Technology Management and Entrepreneurship
Prof David Rooney (d.rooney@qub.ac.uk)
Technology Management and Entrepreneurship
This module is comprised of a compulsory numerical methods component (5 CATS), in addition to five further optional components, each weighted at 5 CATS points, of which students select three to study within the module. Further information in relation to each of the module topics is provided below.
Lecture Topics:
• Fitting a complex reaction model using the least squares method
• Example of a MATLAB® implementation of the least squares method
• Revision of Partial Differential equations (PDEs) in Chemical Engineering and their solution using the Finite Element Method (FEM)
Workshop Topics:
• Solving stationary reaction-diffusion equations (heterogeneous catalysis) with realistic boundary conditions using COMSOL®.
• Example of catalyst pellets with multiple reactions and mass transfer limitations.
• Solving stationary non-isothermal reaction-diffusion problems (Weisz-Hicks method) with COMSOL®.
• COMSOL® multiphysics modelling of a packed bed tubular reactor.
• Example of coupled mass (reaction-diffusion equation) and momentum (Ergun equation) transfer.
• Adding heat transfer to the model. *If time permits
NOTE - Assessment:
This topic is assessed via continual assessment, consisting of:
1. Assignment 1 - MATLAB model fitting with the least squares method
2. Assignment 2 - COMSOL® modelling of a packed bed reactor
Additionally, submission of materials related to workshops for this topic is compulsory, however, no marks
are awarded for those elements.
Artificial Photosynthesis (Optional)
Solar energy is converted to a potential food stock, specifically through conversion of atmospheric CO2. Over the past 50 years there have been considerable efforts put into the development of artificial photosynthetic systems to convert CO2 to useful energy products. This has included the development of novel materials and devices that can harvest solar energy for conversion to renewable fuels. Subject to the development of technologically and economically viable processes there is huge scope for this process through the utilization of solar energy to convert both water and CO2, two abundant raw materials, to renewable fuel products and hence address the looming global energy challenges. This sub-module will focus on the various approaches to developing artificial photosynthetic systems and consider the current state of the art in terms of research and technology.
Lectures:
1. Introduction to Artificial Photosynthesis
2. Natural Photosynthesis 1
3. Natural Photosynthesis 2
4. Bio-inspired Systems/The Death of Biofuels?
5. Artificial/Bionic Leaf
6. Artificial Photosynthesis of Hydrogen
7. Reduction of Carbon Dioxide via Artificial Photosynthesis
8. Waste Materials/Biomass and Artificial Photosynthesis
9. Molecular Sensitisers for Artificial Photosynthesis
10. Measuring Yields and Efficiencies of Artificial Photosynthetic Processes
11. Dark Reactions and a Numbers Game
12. Upscaling of Artificial Photosynthetic Processes
A workshop will also be delivered within this topic in relation to the aspects listed above.
Agglomeration and Granulation (Optional)
Size enlargement unit operation is used in several industries such as food, pharmaceutical and agricultural, to process powder material into products with better flow and handling properties and improved functionality. The objective of this sub-module is to introduce granulation and agglomeration size enlargement techniques.
Lectures:
1. Introduction to powder processing
2. Introduction to size enlargement
3. Wet Agglomeration Techniques
4. Dry granulation Techniques
5. Granulation rate process
6. Modelling of size enlargement process
Workshops:
1. Size Analysis
2. Modelling Solid Systems with ASPEN
Tutorials will also be delivered within this topic in relation to the aspects listed above.
Biopharmaceutical Engineering (Optional):
Biopharmaceutical engineering is a branch of engineering focused on the discovery, formulation, and manufacture of biopharmaceuticals, as well as analytical and quality control processes, which ensure the safety of the end user. This area involves the study and understanding of a wide range of areas including bio/chemistry, chemical engineering, biomedical engineering, and pharmaceutical sciences.
This course will provide students with an understanding of the principal scientific and engineering challenges involved in the development and manufacture of biopharmaceuticals, in addition to aspects of the design, operation and management of biopharmaceutical production facilities.
Lectures:
1. Changing Nature of the Pharmaceutical Industry: Small to Large Molecules
2. Physical Chemistry & Engineering Principles in Drug Dissolution and Classification
3. Formulation and Delivery of Biopharmaceuticals
4. Designing Cell Factories
5. Separation of Biopharmaceuticals 1
6. Separation of Biopharmaceuticals 2
7. Characterisation of Biopharmaceuticals
Workshops/Seminars:
1. Facility Design, Operation and Management, Bio/Pharmaceutical Industry Regulation and QC
Directed Self-Study:
1. Basics of Molecular Genetics & Biotechnology
2. Biopharmaceutical Drug Discovery
3. Drug delivery systems
4. Lean Six Sigma
Technology Management and Entrepreneurship (Optional)
Many chemical engineers will progress into senior management positions and as they do their skill sets need to adjust to include wider business acumen. This topic is designed to enhance knowledge of creativity, leadership and business practice. The topic is delivered through four interlinking themes each of which include pre/post-reading material and live workshops. These four themes are:
1. Creativity and design thinking
2. Innovation management
3. Leadership and people
4. Financing and growth
Learning Outcomes
For the extensive learning outcomes please see the full synopsis on CANVAS
Skills
On completion of the module, students are expected to be able to demonstrate a range of skills, dependent on the optional topics selected, including:
Numerical Methods for Chemical Engineering Applications:
• Advanced modelling and computer programming
• Written presentation skills
• Independent and group learning
Artificial Photosynthesis:
• Ability to select appropriate photosensitising materials for artificial photosynthesis applications and
• Skill in critical assessment of artificial photosynthetic systems as alternative energy processes
• Ability to undertake economic and technical analysis of system efficiency
• Skills to select of key reactor design parameters for various artificial photosynthetic processes
Agglomeration and Granulation:
• Problem solving skills in relation to particle sizing
• Designing of systems for processing and handling of particulate products
• Analysis of bulk movement of particulate product
Biopharmaceutical Engineering:
• Design, operation, management of biopharmaceutical reactors
• Analysis and characterisation of biopharmaceuticals
• Design of systems in line with regulatory legislation relating to biotechnological products
Technology Management and Entrepreneurship:
• Skills in innovation, entrepreneurship and quality management
• presentation, leadership
• self-awareness and communication
1. Photocatalytic Technologies.
Lecturers: Prof. P. Robertson – Room No. 0G.124 – Email: p.robertson@qub.ac.uk
1.1. Basic photocatalytic processes. 1.2. Selection and evaluation of photocatalyst materials. 1.3. Introduction to the design principles of photocatalytic reactors. 1.4. Design and construction of immobilised film, fluidised bed and suspended catalyst photoreactors. 1.5. Mass transport and kinetic modelling and control in photocatalytic reactors. 1.6. Irradiation sources and light distribution in photocatalytic reactors. 1.7. Determination of conversion efficiencies, quantum yields and economic evaluation of photocatalytic reactors 1.8. Applications of photocatalytic technology for energy conversion/storage and .treatment of contaminated water and air
2. Carbon capture and utilisation.
Lecturers: Prof Chunfei Wu - Room No. 0G.109 - Email: c.wu@qub.ac.uk
2.1. Carbon capture and adsorbents. 2.2. Catalysts for converting the captured CO2. 2.3. Optimisation of process conditions for carbon capture and the conversion of captured CO2. 2.4. Kinetics and reactor system design. 2.5. Materials characterisation. 2.6. System analysis of a selected CCU process.
Learning Outcomes
General learning outcomes:
Students will build on and further develop the learning and skills from Level 3 through the design and critical appraisal of current and emerging technologies in environmental engineering and bioengineering
.
Specific learning outcomes:
• Knowledge, evaluation, design and critical appraisal of current and emerging technologies in carbon capture and utilisation.
• Knowledge and understanding of adsorbents and catalysts for carbon capture and utilisation;
• Knowledge, evaluation and design of photocatalytic technologies for environmental remediation and sustainable energy applications.
• Knowledge, evaluation, design and critical appraisal of current and emerging technologies in catalytic conversion.
At the end of the module the students are expected to be able to:
• Describe and critically evaluate photocatalyst materials and processes for both energy conversion/storage and environmental applications;
• Carry out kinetic and light modelling of photoreactors and critically appraise the outputs;
• Evaluate and critically appraise the technical and economic feasibility of photocatalytic technologies for both environmental remediation and solar energy conversion and storage;
• Design, evaluate and critically appraise the photocatalytic reactor configurations for sustainable energy and environmental remediation applications.
• Demonstrate knowledge and understanding of the principles of Carbon Capture and Utilisation processes and systems;
• Understand adsorbent development for carbon capture and catalyst development for CO2 utilisation;
• Optimise process conditions for carbon capture and utilisation;
• Demonstrate knowledge and understanding of system integration to deliver efficient CCU.
Alignment with AHEP4 learning outcomes:
Relevant learning outcomes for meeting Engineering Council (EngC) requirements for Incorporated Engineer (IEng) and Chartered Engineer (CEng) for this course are provided below.
• M1. Apply a comprehensive knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Much of the knowledge will be at the forefront of the particular subject of study and informed by a critical awareness of new developments and the wider context of engineering
• M2. Formulate and analyse complex problems to reach substantiated conclusions. This will involve evaluating available data using first principles of mathematics, statistics, natural science and engineering principles, and using engineering judgment to work with information that may be uncertain or incomplete, discussing the limitations of the techniques employed.
• M4. Select and critically evaluate technical literature and other sources of information to solve complex problems.
• M5. Design solutions for complex problems that evidence some originality and meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards.
• M15. Apply knowledge of engineering management principles, commercial context; project and change management and relevant legal matters including intellectual property rights.
• M16. Function effectively as an individual, and as a member or leader of a team. Evaluate effectiveness of own and team performance.
• M17. Communicate effectively on complex engineering matters with technical and non-technical audiences, evaluating the effectiveness of the methods used
Skills
Skills acquired with module:
Knowledge and understanding of current and emerging technologies in environmental engineering and bioengineering.
NAME CONTRIBUTION
Dr Jillian Thompson
jillian.thompson@qub.ac.uk Contribution: 6 hrs Lectures: Heterogeneous catalytic reactions.
Dr Chirangano Mangwandi c.mangwandi@qub.ac.uk Contribution: 5 hrs Lectures, 10 hrs Computer Workshops: COMSOL for catalytic reactor
Dr Abul Quddusi
a.quddusi@qub.ac.uk Contribution: 13 hrs Computer Workshops: COMSOL for catalytic reactor
Course Summary:
The course will cover the advanced aspects of kinetics, data acquisition, data interpretation, heterogeneous catalysis, and heat and mass transfer. The students will acquire knowledge about different heterogeneous catalysis for environmental protection and they will be able to apply chemical engineering principles to model kinetic behaviour of catalytic system for exhaust gas cleaning.
The course will be taught partly by means of examples from research, showing how the basics of catalysis, advanced catalyst preparation, catalyst characterization and modelling are used to understand and develop catalytic systems in this field.
Prerequisites:
This course builds on previous content covered throughout your degree to date. As such, the course team has an expectation of prior learning outcomes being met from earlier modules. More specifically, the course team expects B-level mathematical skills, including confidence with differential and integral calculus, matrix and vector operations, solutions of ordinary differential equations, partial differentiation basics programming skills with MATLAB, 2D and 3D data visualisation, B-level competence in thermodynamic principles, catalysis, chemical reactions, reactor design, reaction equilibrium, application of chemical reaction engineering principles and development of catalytic reactor model and designs, application of kinetic equations to the design of reacting systems based on CHE2105 and CHE3101.
Module content:
Heterogeneous catalytic reactions:
• Basic introduction into heterogeneous catalysis
• Preparation of heterogeneous catalysts
• Characterization of heterogeneous catalysts
• Exhaust gas catalysis for internal combustion engines: Three-way-catalysis, oxidation catalysts, selective catalytic reduction, NOx storage reduction catalyst, soot filtration/oxidation, methane oxidation, SOx, volatile organic compounds
• Relevant experiments on the topic emission control, catalyst characterization
• Development of kinetic modelling: kinetics of heterogeneous catalytic reactions.
• Derivation of rate expressions.
• Effects of transport limitations on rates of solid-catalysed reactions: verification of heat and mass transfer limitation.
• Introduction to monolith reactor modelling: mass, energy and momentum transport.
• Screening of experimental data and fitting for chemical reactions
• Model discrimination and statistical analysis.
Modelling transport and reaction in a catalytic filter:
• Full transport equations, including non-ideal flow, reactions, and non-isothermal condition
• Method of solutions and approximations
• Finite element method implementation, general aspects
• Solution of the isothermal 3D model of the wall-through and flow-through catalytic filters using COMSOL® Multiphysics®. Comparison with the simplified 1D model solutions.
• Full 3D solution of the non-isothermal model of the wall-through and flow-through catalytic filters using COMSOL® Multiphysics®. Comparison with the simplified 1D model solutions.
• Revision
Learning Outcomes
On completion of this module a learner should be able to:
• General learning outcomes:
• Students will build on and further develop the learning and skills from Level 3 and enhance their knowledge in chemical reactions (A2.3, level F, point 1).
• Specific learning outcomes:
• Knowledge, evaluation of current and emerging technologies in catalytic conversion (A2.6, level F, point 2,A2.2, level F, point 1 & A3.2, level F, point 1).
• design and critical appraisal of a kinetic model for after-treatment devices (A3.2, level F, point 3).
• Further extend their knowledge relating to the use of MATLAB® and COMSOL® Multiphysics® as tools for solving and aiding in chemical reaction problem solving (A2.3, level F, point 2 & A2.5, level F, point 1).
• Further develop their knowledge in reaction kinetics for heterogeneous catalytic reactions (A2.2, level F, point 1).
• Critical evaluate the important of heat and mass transfer limitation in chemical reactions (A2.2, level F, point 1).
• Enhance skills in data processing and model development (A2.3, level F, point 1).
• Further develop their knowledge in solving non-steady state problems for chemical reactions (A2.4, level F, & A2.5, level F, point 1).
• Enhance skills in numerical methods development (A1.2, level F, point 1)
Skills
Learners are expected to demonstrate the following on completion of the module:
• STEM – Core skills in underlying physics, chemistry and math are applied to solving problems including mass and energy balances, efficiency calculations and economic evaluation.
• Core chemical engineering skills in thermodynamics and reaction engineering
• Computational and modelling skills
• Critical thinking skills – Students can critically evaluate different options and present thought through analysis of chemical processes.
• Analytical – Evaluation of data and its use.
Facilitation Of Research Practice:
Within this module, students will carry out a research project under the supervision of an academic and/or industrial supervisor, within an applied area of Chemical Engineering. Students participating within this module will be required to undertake a significant amount of research activity as part of their timetabled activities across both semesters 1 and 2.
Assessment structure
Assessment within this module will constitute five elements each of which will assess students’ skills and abilities within key aspects of research activity. These themes, along with their associated assessments, are outlined below.
Initial project report (15% of module assessment):
Students will be required to submit a report without exceeding 4000 words (excluding title pages and references).
Assessment of submissions will take place early in Semester 2, with feedback subsequently being provided via a student-supervisor meeting. Attendance at this feedback meeting is compulsory and will be arranged with you (via email) by your academic supervisor.
b) An initial report is expected to have the same content structure as the final thesis which is to be submitted later in Semester 2. It is composed of the cover page, abstract, content list, introduction and literature review, research objectives, experiments (methodology), results and discussion, conclusions, future work, references, and appendix (if applicable). Completion of the initial report will allow students to be familiar with writing the final thesis through effective communication with supervisor and receiving constructive feedback.]
Poster presentation (10% of module assessment):
Students are required to prepare and present a poster of A1 size which will be assessed by two assigned academic markers (not including your academic supervisor), with an average of the awarded marks being used to assign a final mark for the poster presentation.
Oral presentation (15% of module assessment):
Students will be required to attend a 15-minute oral examination, consisting of two sections, namely a five-minute oral presentation, and ten minutes of questioning/discussion from the academic panel made up of two (or more) allocated members of academic staff. An average of the marks awarded by each of the panel members will be used to assign a final mark for the oral presentation.
Final research project thesis (50% of module assessment)
Students will be required to submit a thesis for an MEng degree without exceeding 8000 words (main contents, excluding title pages, references, and appendix), which will be assessed by both the supervisor and an assigned second marker, with an average of the awarded marks being preliminarily used to assign the final mark for the thesis. The third-party assessment could be introduced to determine the final marks. This report must take an orthodox structure, with the general structure described in the “Initial research report” section above. The project supervisor will provide detailed guidance.
Overall performance (10% of module assessment)
The academic supervisor will provide an assessment of students’ overall performance throughout the project, with this assessment to include aspects relating to behaviour within the research environment, engagement with the research project, data management etc. Students will be required to submit their experimental records (including lab books, and electronic copies of supplementary data, where appropriate) to the supervisor. Data management includes the use and maintenance of experimental records including the quality of results and level of work conducted.
It is critical that students clearly and unambiguously identify their own work within their records. Any work which was shared by or with another student or researcher must be marked as such to avoid collusion or plagiarism investigations taking place, in line with University regulations.
Assignment Submission:
The following documents must be submitted online, via Canvas, using the system’s assignments functionality:
a) Initial report
b) Poster
c) Oral presentation slides
d) Final thesis
Please note that submissions a) and b) will be processed using the University’s originality checking system, in order to ensure that submitted work has not been plagiarised. Students must be aware of the University’s regulations in relation to plagiarism, in addition to other forms of academic offence, and ensure that these are considered ahead of submitting their work.
For submissions b) and c), students are, however, responsible for the production and availability of presentation resources at the time of assessment. This includes the printing and display of poster presentations on time, and the provision of presentation slides, if required, during the viva voce examination.
The research work including lab books and supplementary electronic data, must be submitted to the supervisor for overall performance assessment. Students should ensure that electronic data is provided in a standard portable data format (i.e. a USB-compatible device). Please note that any alternative form of laboratory notes, apart from the actual original physical copies of these components, may not be accepted by the supervisor.
Deadlines:
Deadlines for each of the detailed assessment components above, in addition to details relating to poster presentation and oral presentation sessions, will be provided, in due course, via assignment briefing information provided on Canvas, by the module coordinator. Students are reminded that it is their responsibility to be fully aware of such deadlines. Apart from submissions b) and c), late submissions a) and d) will be penalized in line with the appropriate University regulations, to a maximum deduction of all marks. If exceptional circumstance prevents students from meeting the submission deadlines, students are required to contact their Advisor of Study and the module coordinator or the supervisor.
Learning Outcomes
On completion of this module a learner should have:
Carried out an advanced research project within an applied area of Chemical Engineering, commensurate with professional research standards (M12, M13);
Carried out a significant level of consultation with, and critical analysis of research and commercial literature, and/or other appropriate data sources (M4);
Developed an advanced level of understanding in relation to feasibility assessment of research and development projects (M4, M5);
Designed and implemented novel research approaches, via the application of theoretical knowledge and problem-solving skills (M1, M2);
Successfully planned and delivered a research proposal (M5, M17);
Demonstrated notable competence in experimental and/or computational techniques needed to generate new findings (M1, M2, M3);
Shown proficiency in collection, validation, and analysis of research data (M2, M4);
Carried out complex mathematical and/or statistical analysis of research data, and reported the methodology and results obtained (M1, M2);
Effectively communicated background information and research outcomes at a professional level via formal written reports, poster presentations, and oral routes (M16, M17);
Developed skills in working with academic and/or industrial research teams (M18);
Demonstrated a high-level understanding of a key research area within Chemical Engineering, including an awareness of the current state-of-the-art (M1, M2);
Provided evidence of significant experience, knowledge, and expertise in the identification of risks within laboratory/engineering working environments, and implemented safe working practices, via awareness of appropriate health and safety legislation (M5).
The learning outcomes are align with the description in Engineering Council’s Accreditation of Higher Education Programmes V4.0 (AHEP 4)
M1: Apply a comprehensive knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Much of the knowledge will be at the forefront of the particular subject of study and informed by a critical awareness of new developments and the wider context of engineering.
M2: Formulate and analyse complex problems to reach substantiated conclusions. This will involve evaluating available data using first principles of mathematics, statistics, natural science and engineering principles, and using engineering judgment to work with information that may be uncertain or incomplete, discussing the limitations of the techniques employed.
M3: Select and apply appropriate computational and analytical techniques to model complex problems, discussing the limitations of the techniques employed.
M4: Select and critically evaluate technical literature and other sources of information to solve complex problems.
M5: Design solutions for complex problems that evidence some originality and meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards.
M12: Use practical laboratory and workshop skills to investigate complex problems.
M13: Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations.
M16: Function effectively as an individual, and as a member or leader of a team. Evaluate effectiveness of own and team performance.
M17: Communicate effectively on complex engineering matters with technical and non-technical audiences, evaluating the effectiveness of the methods used.
M18: Plan and record self-learning and development as the foundation for lifelong learning/CPD.
Skills
Learners are expected to demonstrate the following on completion of the module:
Location and utilisation of academic and other applicable types of literature;
Practical/experimental research;
Effective utilisation of sophisticated laboratory equipment;
Project planning and time management;
Critical thinking;
Problem solving;
Application of theoretical knowledge;
Independent working;
Team working;
Safe and healthy working;
Effective utilisation of software packages, where appropriate;
Communication and argument construction;
Effective dissemination of research findings through writing and oral presentation.
AAA including Mathematics at least one from Chemistry (preferred), Biology, Computer Science, Digital Technology, Geography, ICT (not Applied ICT), Physics, Software Systems Development or Technology & Design.
A maximum of one BTEC/OCR Single Award or AQA Extended Certificate will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to a grade A at A-level.
Irish leaving certificate requirements
H2H2H3H3H3H3 including Higher Level grade H2 in Mathematics and a Science subject (see list under A-level list requirements)
Access Course
Not considered. Applicants should apply for the BEng Chemical Engineering degree.
International Baccalaureate Diploma
36 points overall including 6,6,6 at Higher Level including Mathematics and a relevant Science subject (Chemistry preferred) - see list under A-level requirements.
If Chemistry or Physics is not offered at Higher Level then GCSE Chemistry and Physics grade B/6 or Double Award Science grades BB/66 would be required.
Standard Level grade 5 would be acceptable in lieu of the GCSE requirement.
Graduate
A minimum of a 2:2 Honours Degree, provided any subject requirements are also met.
Note
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
Applicants not offering Chemistry or Physics at A-level should have a minimum of either a grade B/6 in GCSE Chemistry and Physics, or GCSE Double Award Science grades BB/6,6.
Further information
Applicants for the the MEng degree will automatically be considered for admission to the BEng degree if they are not eligible for entry to the MEng degree both at initial offer making stage and when results are received.
Option to transfer
Transfers between BEng and MEng may be possible at the end of Stage 2.
How we choose our students
Applications are dealt with centrally by the Admissions and Access Service rather than by the School of Chemistry and Chemical Engineering. Once your application has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form. Decisions are made on an ongoing basis and will be notified to you via UCAS.
For last year's intake, applicants for MEng degrees in Chemical Engineering offering A-level/BTEC Level 3 qualifications must have had, or been able to achieve, a minimum of six GCSE passes at grade B/6 or better, to include Mathematics (minimum grade C/4 required in GCSE English Language). However, this profile may change from year to year depending on the demand for places. Applicants not offering Chemistry or Physics at A-level require either grade B/6 in GCSE Chemistry and Physics, or grades BB/6,6 in GCSE Double Award Science. Selectors will also check that any specific entry requirements in terms of A-level subjects can be fulfilled.
Offers are normally made on the basis of 3 A-levels. Applicants repeating A-levels require BBC at the first attempt. Applicants are not normally asked to attend for interview.
Applicants offering two A-levels and one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent) will be counted as part of an applicant’s portfolio of qualifications. The normal GCSE profile will be expected.
For applicants offering the Irish Leaving Certificate, please note that performance at Irish Junior Certificate (IJC) is taken into account. For last year’s entry, applicants for this degree must have had a minimum of six IJC grades at B/Higher Merit. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied.
Applicants offering BTEC Extended Diplomas/National Extended Diplomas, Higher National Certificates and Higher National Diplomas are not normally considered for MEng entry but, if eligible, will be made a change course offer for the corresponding BEng programme.
Access course qualifications are not considered for entry to the MEng degree and applicants should apply for the corresponding BEng programme.
Subject to satisfactory academic performance during the first two years of the BEng course, it may be possible for students to transfer to the MEng programme at the end of Stage 2.
The information provided in the personal statement section and the academic reference together with predicted grades are noted but these are not the final deciding factors in whether or not a conditional offer can be made. However, they may be reconsidered in a tie break situation in August.
A-level General Studies and A-level Critical Thinking are not normally considered as part of a three A-level offer and, although they may be excluded where an applicant is taking 4 A-level subjects, the grade achieved could be taken into account if necessary in August/September.
If you are made an offer then you may be invited to a Faculty/School Open Day, which is usually held during the second semester. This will allow you the opportunity to visit the University and to find out more about the degree programme of your choice and the facilities on offer. It also gives you a flavour of the academic and social life at Queen's.
If you cannot find the information you need here, please contact the University Admissions and Access Service (admissions@qub.ac.uk), giving full details of your qualifications and educational background.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
An IELTS score of 6.0 with a minimum of 5.5 in each test component or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs
If you need to improve your English language skills before you enter this degree programme, Queen's University Belfast International Study Centre offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
International Students - Foundation and International Year One Programmes
Queen's University Belfast International Study Centre offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
Studying for a Chemical Engineering degree at Queen’s will provide you with the skills and employment-related experiences that are valued by employers, professional organisations and academic institutions. Graduates holding a degree from Queen’s are highly regarded by many local, national and international employers and many of our students are successful in securing employment in globally recognised industries well before graduation.
Chemical Engineering is a practical and useful degree which enables you to seek employment in a range of sectors including the pharmaceutical, energy, manufacturing and food industries. The opportunities widen further to sectors such as finance, business and research and many of our graduates embark on further study in specialised areas which align with their career aspirations.
We regularly consult and develop links with a large number of employers and have an industrial advisory board to advise the school on developments within the sector so that we can continually revise and update our courses to match industry demand.
Other Career-related information:
Queen’s is a member of the Russell Group and, therefore, one of the 20 universities most-targeted by leading graduate employers. Queen’s students will be advised and guided about career choice and, through the Degree Plus initiative, will have an opportunity to seek accreditation for skills development and experience gained through the wide range of extra-curricular activities on offer. See Queen’s University Belfast full Employability Statement for further information.
Degree Plus and other related initiatives: Recognising student diversity, as well as promoting employability enhancements and other interests, is part of the developmental experience at Queen’s. Students are encouraged to plan and build their own, personal skill and experiential profile through a range of activities including; recognised Queen’s Certificates, placements and other work experiences (at home or overseas), Erasmus study options elsewhere in Europe, learning development opportunities and involvement in wider university life through activities, such as clubs, societies, and sports.
Queen’s actively encourages this type of activity by offering students an additional qualification, the Degree Plus Award (and the related Researcher Plus Award for PhD and MPhil students). Degree Plus accredits wider experiential and skill development gained through extra-curricular activities that promote the enhancement of academic, career management, personal and employability skills in a variety of contexts. As part of the Award, students are also trained on how to reflect on the experience(s) and make the link between academic achievement, extracurricular activities, transferable skills and graduate employment. Participating students will also be trained in how to reflect on their skills and experiences and can gain an understanding of how to articulate the significance of these to others, e.g. employers.
Overall, these initiatives, and Degree Plus in particular, reward the energy, drive, determination and enthusiasm shown by students engaging in activities over-and-above the requirements of their academic studies. These qualities are amongst those valued highly by graduate employers
Employment Links
Our past students have also gained work placement with organisations including:
Invista, BP Chemicals, Shell, ExxonMobil, Almac, P&G, Pfizer, Merck Sharp & Dohme, WuXi, Eli-Lilly, GSK, Alexion, Seagate, Intel, Unilever, EDF and Norbrook.
Many research projects within the School have industrial input and are in collaboration with a wide variety of companies operating in the chemical sector. Given the close working relationships between industry and the School of Chemistry and Chemical Engineering, new opportunities to expand placements, industrial contact and career opportunities are continually developing.
Degree Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Degree Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees will be subject to an annual inflationary increase in each year of the course. Fees quoted relate to a single year of study unless explicitly stated otherwise.
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
Additional course costs
Students are required to buy a laboratory coat and safety glasses in year 1 at a cost of approx. £20.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at:www.ucas.com/students.
When to Apply
UCAS will start processing applications for entry in autumn 2025 from early September 2024.
The advisory closing date for the receipt of applications for entry in 2025 is still to be confirmed by UCAS but is normally in late January (18:00). This is the 'equal consideration' deadline for this course.
Applications fromUK and EU (Republic of Ireland)students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2025) subject to the availability of places. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applications fromInternational and EU (Other) studentsare normally considered by Queen's for entry to this course until 30 June 2025. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code name for Queen's is QBELF and the institution code is Q75.
Additional Information for International (non-EU) Students
Applying through UCAS Most students make their applications throughUCAS(Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2025.
Applying direct The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application.Find out more.
Applying through agents and partners The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult theAgent Listto find an agent in your country who will help you with your application to Queen’s University.
