Introduction to BEng. Chemical and Petroleum Engineering Programmes

Name: Introduction to BEng. Chemical and Petroleum Engineering Programmes
Uploaded: 2017-08-10T23:45:21+00:00
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Description: Introduction to BEng. Chemical and Petroleum Engineering Programmes

Introduction to BEng. Chemical and Petroleum Engineering Programmes
Sept. 2013

Agenda Aspects of delivering the programme Programme Objectives
Chartered Engineer Programme Structures How courses are delivered Assessment Awards

Programme Objectives “The prime objective of the both chemical & petroleum engineering programmes is to provide students with a sound education base from which the large majority may progress to the status of Chartered Engineer.”

Programme Objectives “The prime objective of the both chemical & petroleum engineering programme is to provide students with a sound education base from which the large majority may progress to the status of Chartered Engineer.” For Chemical Engineering: “The focus of our programme is the MEng course which provides the necessary enhancements to become a chartered chemical engineer. A BEng course is also offered to new applicants but by far the majority of students enroll for MEng.”

Each Graduate Will Exhibit
Knowledge and understanding of underlying scientific and mathematical principles as applied to Chemical and Petroleum Engineering. An understanding of fundamental facts, concepts, theories and principles of core process engineering subject areas (fluid mechanics, thermodynamics, heat and mass transfer, process control, etc.). Understanding the practical limitations of theoretical concepts and being able to work with limited information. Knowledge and skill to apply engineering principles to design and research. Profession attitudes to implementation of safety and concepts embodied by sustainability. Understanding of the application of fundamental science and engineering to design. Familiarity with the application of relevant computer tools.

Engineering Knowledge
Fundamental Design Concepts Design Criteria and Specifications Equipment Specifications Theoretical Tools Quantitative Data Practical Considerations/Constraints

Underlying Educational Philosophy
Evaluation Synthesis Analysis Application Comprehension Knowledge Acquisition The Challenge

Chartered Engineer Route to a chartered engineer Stage 1 Stage 2
Scottish System Year 1 Year 2 Year 3/4 English System

Chartered Engineer Route to a chartered engineer Stage 1 Stage 2
Scottish System Year 1 Year 2 Year 3/4 English System Higher Level Chemistry & Mathematics A Level Chemistry & Mathematics

Chartered Engineer Stage 1 Stage 2 Stage 3 Stage 4/5
Employment for minimum 3 years, gaining experience in Problem solving – applying knowledge Costing/Economics Safety – process, occupational safety Technical Expertise – process design, theory Ethics, sustainability Project management & communication Responsibility for self learning INDUSTRY UK ENGINEERING COUNCIL

Programme Structure Philosophy – integrated, cohesive courses linked by common goal of producing engineers that can go on to become chartered engineers. Stage 1 Basic Science, Engineering Stage 2 Core Chemical Engineering Stage 2 Core Chemical Engineering, with fundamental Geoscience Stage 3 Emphasis on separations, reactor and control Stage 3 Increased emphasis on Reservoir & Geoscience Stage 4 Mainstream Process Eng topics with emphasis on Design Stage 4 Mainly Petroleum Engineering

Programme Structure Transfer window between Chem/Pet Eng. Stage 2
Exit Certificate of Higher Education Exit Diploma of Higher Education Exit Ordinary Degree Exit Hons. Degree

Building Blocks - Petroleum
Stage 1 Stage 2 Stage 3 Stage 4 Chemical Engineering Fundamentals Practical Work Applied Physics Intro to Pet Eng Fluid Mechanics Thermodynamics Heat Transfer Geology Mechanics Project Spread sheets Geoscience Formation Res Eng 1 & 2 Drilling Production Tech 1 Thermodynamics Advanced Fluids & Modelling Safety Sustainability Petroleum Tech 2 Pet Economics Res Simulation Oil & Gas Processing Research Project Field Development Project Mathematics Mathematics Chemistry Chemistry

Building Blocks - Chemical
Stage 1 Stage 2 Stage 3 Stage 4 Chemical Engineering Fundamentals Practical Work Applied Physics Biology Fluid Mechanics Thermodynamics Heat Transfer Design Project Spread sheets Materials Business, Safety, Environment Process Control Reaction kinetics Mass transfer Thermodynamics Dynamic modelling Basic Costing Process Control Safety Sustainability Reaction kinetics Separations CAPD Modelling Oil & Gas Eng Research Project Design Project Mathematics Mathematics Chemistry Chemistry Chemistry

Building Blocks Course Summaries Stage 1 Stage 2 Stage 3 Stage 4
Chemical Engineering Fundamentals Practical Work Intro to Pet Eng Recycles Fluid Mechanics Thermodynamics Heat Transfer Design Project Spread sheets Materials Geology Business, Safety, Environment Process Control Reaction kinetics Mass transfer Dynamic modelling Basic Costing Geoscience Two phase flow Modelling Process Control Safety Sustainability Reaction kinetics Separations CAPD Modelling Oil & Gas Eng Mechanical Design Reservoir simulation Drilling Reservoir Engineering Pet. Economics Applied Physics & Biology / Mechanics Mathematics Mathematics Chemistry Chemistry Chemistry Heriot-Watt University - Baku Higher Oil School INDUCTION SESSION AUGUST 2013

Delivery Modes As each course is delivered by a number of schools, the delivery style varies Course Code Names Responsible School B4 B47AA Process Industries A B47AB Process Industries B B47AC Foundation Engineering A B47AD Foundation Engineering B Engineering and Physical Sciences (EPS) Chemical Engineering B1 B17CA Principles of Chemistry EPS - Chemistry F1 F17XA Mathematics 1 F17XB Mathematics 2 Mathematics & Computing (MACS) G1 Geoscience Petroleum Engineering (IPE)

Delivery Modes Each course may be delivered by several methods
Lectures 40-50 minutes long Partially interactive Whole class present Tutorials Problem solving sessions with students working on handed out problems Self help sessions Problems build in complexity Used as revision sessions for examination preparation

Delivery Modes Split class intro smaller groups
Laboratory Practical Sessions Split class intro smaller groups Each group assigned to 1 experiment Students do the practical work, supervised by demonstrator Word processed report submitted by each student Site Visit Reports Problem solving sessions with students working on handed out problems Whole class present Self study sessions

Books BHOS have been provided with a booklist. Emphasis on books useful to you over several years. ESSENTIAL books. Staff may reasonably expect you to buy at the specified stage of the course, to which they may frequently refer and you will use to support your learning and understanding. DISCRETIONARY books. Not essential, but useful. Often they will provide a useful alternative treatment of material covered in lecture notes and in the essential texts. In addition to the books which you are recommended to purchase, staff involved in particular modules will often recommend further reading material, available in the library.

Virtual Learning Environment “VISION”
The University provides an electronic means to assist in your learning, accessible by web browser. Some courses can be delivered and assessed via the web while others may use the web to provide additional reading material. At HW the system is growing and you will find members of staff using the system in a variety of ways. You should not expect all lecture material to be available via the Vision system but you should make yourselves aware of what is there for specific modules.

Self Study Your success at University will depend largely on your skill and dedication to private study. For most people, working in small amounts at a time, but doing it very often, is the best policy. This is often usefully done in small groups, but most assessments must be completed independently. You may have to work more than this. If you do less than 20 hours, this will not be enough. You are strongly advised to note the following: use some private study time for revision in weeks 1-10, don’t cram all your revision into week 11/12. Manage your time carefully. Don’t get bogged down.

Self Study Remember: the better your degree, the better chance you have of obtaining a job. If you develop good study habits in Year 1, you will do well throughout the entire course. If you feel that you are falling behind, you should contact either your year DoS or mentor for advice. Don’t just try to pass the exams!

Self Study BEng. Programme 1200 hrs per year 4800 hrs total Courses
(4 per semester) 32 total Hours per Course 150 Hours per semester 600 Hours in Class per semester 250 Self Study per semester 350

ATTENDANCE You MUST complete various course requirements.
If you miss work through illness you are expected to make it up later. If you are absent you must complete an Absence Certificate. If you are ill for 5 or more consecutive days, a Doctor's note is required. If you need to be away for extended periods contact your Mentor. Missing a few classes can have a severe impact on ability to keep up. Failure to participate in course can lead to de-registration from modules. ALL absences from classes to be discussed with your Study Director.

Timetabled Classes (Hours Per Week) Private Study (Hours Per Week)
Self Study Timetabled Classes (Hours Per Week) Private Study (Hours Per Week) Lectures 12 Tutorials 8 16 Lab Work 3 Total Hours (Per Week) 23 31 Total Hours (Per Semester) 253 341

Petroleum Engineering
Time Management Petroleum Engineering PE 9:00-10:00 10:00-11:00 11:00-12:00 13:00-14:00 14:00-15:00 15:00-16:00 Monday Foundation Engineering A (lecture) prof. Azakov S. 413 Process Industries A (lecture) prof. Asadov Z. Technical English (Pr.Ind.) Tuesday (tutorial) 209/211 Principles of Chemistry Ass.prof. Abbasova R. Wednesday Foundation Engineering A (tutorial) Thursday Mathematics for Scientists and Engineers 1 Ass.prof. Jafarova Kh. Mathematics for Scientists and Engineers 1 (tutorial) (laboratory) 105/109 Friday ( Mathematics) (Chem.)

Time Management Timetabled Classes Travel Meals Work Sport Friends

Programme Assessment Methods
Various methods used for assessment Examinations usually contributing 75%-100% of the mark 3 hr closed book examinations For each taught course ( approx. 4 examinations per semester) Practical/Laboratory Projects Individual reports on a particular experiment For mixed courses, contribution usually 25% of course mark Group based reports – sections by all members of the group Oral Presentations Design/Field Development Projects Key for stage 4 Group based report Individual technical report – oral presentations

Progression Requirements
Continuation on the programme is governed by the results obtained at the end of each academic year: Progression from Stage 1 to Stage 2 Grade D pass required in all courses. Aim for overall average mark above 60-65%. Progression from Stage 2 to Stage 3 Grade D or better in all courses. Aim for average 60% or better. Progression from Stage 3 to Stage 4 Overall average of 50% to get into stage 4 All subjects at grade D or better

Programme – Learning Outcomes
Students receive marks and grade letters depending on the assessment criteria. Convenient way to think about these is the “course-work” articulation: % mark CAPS GRADE Description 90-100 A An excellent piece of work that shows a thorough understanding of the material, and has been presented with analysis and critical thought. The work is concise, well presented and well structured, and provides evidence of additional study outside of lecture material and provided course notes. There are virtually no errors. 80-89 An excellent piece of work with some minor errors or deficiencies that are compensated for by other excellent work. Well presented and well structured. Shows evidence of substantial additional study. 70-79 An excellent piece of work which may contain some minor errors. Shows evidence of substantial additional study and a thorough understanding of the material. Is presented in an excellent manner, with logical structure and argument. 65-69 B A very good piece of work that shows a thorough understanding of the material, but may contain minor errors. The substantial detail is supported by reasoned argument and critical analysis, with evidence of additional study. Well presented and well structured. 60-64 A very good piece of work that provides some evidence of additional study. There may be small errors of understanding, but the material is well presented and well structured. Meets the aims and objectives of the coursework.

Programme – Learning Outcomes
Students receive marks and grade letters depending on the assessment criteria. Convenient way to think about these is the “course-work” articulation: % mark CAPS GRADE Description 55-59 C A good piece of work that is mostly factually correct, but lacks critical thinking and analysis, and no evidence of further study. Shows some errors of understanding, but this is compensated for by other bits of good work. Well presented and structured. 50-54 A good piece of work that is relevant to the aims of the coursework, but not complete. Relies almost exclusively on the course material provided by the department and contains significant errors of understanding. Generally well presented and structured. 45-49 D Limited but basic level of understanding of material. Much of the relevant material is missing, or too much irrelevant material is present. May contain significant errors of fact or understanding. Adequate presentation and structure. 40-44 Borderline pass. Limited understanding of material. Significant errors and omissions. Little or no analysis. Poor presentation and structure. Very basic. 35-39 E Borderline fail. Attempts to meet the requirements of the work. Minimum acceptable level of understanding with significant factual errors and omissions. Poorly presented and structured. 30-34 F Some relevant material provided. General failure to understand the material. Significant factual errors and omissions. Poor presentation and structure. 15-29 Limited work. Very poor attempt. No understanding of material, although some relevant material from course notes. Irrelevant material with significant errors. 0-14 Little or no attempt to complete the work

Programme Awards Award standards based on numerical average at end of 3rd and 4th year: A 20% contribution from all 8 modules from Stage 3 An 80% contribution from all 8 modules in Stage 4 Marks taken at 1st attempt to give overall weighted average: 1st 70% and above 2.i 60% to 69% (upper second class) 2.ii 50% to 59% (lower second class) 3rd 40% to 49% Ordinary degree award – less than 40%

Quality Assurance Information useful for QA purposes is gathered from a number of sources: Staff Student Liaison Committee – issues of quality raised by students is acted upon and reported to the Chemical Engineering Teaching Group Student questionnaires – distributed centrally and collated with a summary distributed to the Programme Manager and Directors of Studies for each year group. External examiner reports – provide a valuable source of feedback on standards and quality issues. Comments raised are managed via the QESC to the School Teaching Group then to the Chemical Engineering Teaching Group. Teaching Group meetings – where general policy is reviewed and reviews of key items. Mentoring sessions – issues of general nature arising as a result of mentor-mentee meetings. Academic staff are mentors to 5 to 10 students from each year group

What you can expect of us.
We will endeavour to provide you with the highest possible standard of education in chemical engineering. We will give you support, encouragement and the technical back-up to develop your skills as a practicing professional engineer. We will set assignments, laboratory and tutorial work designed to challenge your skills and ensure that you are developing your professional competencies. We will provide you with an academic mentor who will look after you through your entire period in the chemical engineering programme. We will make available any advice and help you may need to cope successfully with your course, or, where more appropriate, direct you to alternative sources of help, for example the Student Welfare Services. We will monitor your progress and provide feedback and guidance if any problems become evident.

What we will expect of you.
We expect you to adopt a professional approach to your work, and to put in the necessary level of effort to achieve a successful outcome. We expect students to take responsibility for their own educational experience and life choices We expect you to follow all follow all safety regulations and procedures at all times

More that we expect from you
We expect you to attend ALL of the timetabled classes for your course of study, and to participate fully in the work of the class and to supplement the material given in those lectures by reading appropriate texts. We expect you to hand in all assignments and laboratory reports on time. If things don't go according to plan do something about it – see your mentor. If you miss any classes, we expect you to inform your mentor or year Director of Studies as soon as possible.

Some tips Go to class, be on time and study hard.
Read the assignments. Do the homework. Put all the assignments on your calendar. Resist the idea that it is "uncool" to ask for help. Suggested texts are suggested for a reason. Believe the guideline that you need to study at least as many hours as there are hours in the timetable. Get a calendar or diary and plan your time: academic, social etc.

Some more tips Ask questions during class.
Pre-read lecture notes and attempt tutorials before the session. Look over lecture notes 24 hours after class, compare to the textbook, do you still understand, do you understand more. Study together, help one another, organise study groups, submit separate work. Plagiarism is SERIOUS.

Who do I see if I have problems?
We very much hope that this doesn’t happen, but sometimes people need a little extra help and guidance on academic or personal matters. It is important to remember that you are not alone. Please confront and deal with any problems as they arise and don't ignore them, or let them drag on as this generally only makes things worse. Confidential help is always available. People who you can see are: Your mentor for general problems Year director of studies for problems with the course Individual lecturers for specific modules Course director for more serious issues

Your Mentor All students are assigned an academic MENTOR.
Mentor should be 1st person you see if you have any problems. Anything you tell your Mentor will be kept strictly confidential. If your Mentor cannot help, he/she will know someone who can. You should meet with your mentor once or twice a term (may be asked to meet formally with your mentor every week REW). SEE YOUR MENTOR DURING 1st WEEK OF EVERY SEMESTER. Mentor should be the person you ask for an academic reference.

Director of Study Manage provision for a year of the course.
Make sure that staff and students deliver Monitor attendance Collate exam results Recommend progression/re-assessment Liaise with other disciplines

1. Why students fail to reach their potential
Additional Points 1. Why students fail to reach their potential

Why students fail to do well
Strong correlation between poor attendance and poor marks Lectures Tutorials Laboratory work

Strong correlation between poor attendance and poor marks Lectures Tutorials Laboratory work Solutions – we try several methods to improve this Attendance register at lectures Hand in tutorial questions Attendance register for labs Penalty for late coursework submissions

Not understanding and answering questions properly Fail to demonstrate their knowledge Do not answer questions fully Do not put down working – all stages of question Answers are poorly presented Don’t check units

Not understanding and answering questions properly Fail to demonstrate their knowledge Do not answer questions fully Do not put down working – all stages of question Answers are poorly presented Don’t check units Solutions Provide examination preparation classes Set aside dedicated revision sessions Don’t leave important topics to the last week

Why students fail to reach their potential
Additional Points Why students fail to reach their potential

“Teaching Group” Discussions
Some of the regular discussions between members of teaching staff are about why students are not performing as they can:

Not taking notes Relying too much on hand outs As soon as the power point is finished, pens go down. Failing to listen to the lecturer Not taking note of important examples Something that’s not on a slide is not thought of as important - WRONG

Noise in the class room Certain groups distracting others Mobile phones & laptop “entertainment” Not using literature sources properly Plagiarism Not using a range of references – only the course notes Not reading the handbook Many students don’t seem to know the rules

Why students fail to reach their potential Student satisfaction
Additional Points Why students fail to reach their potential Student satisfaction

Student Satisfaction Chemical Engineering at Heriot-Watt has the highest “student satisfaction” rating in the UK. To maintain that we must: Have good contact with students Listen to comments and respond Be firm and set out the limits clearly Responsive staff-student and mentoring system Feedback is managed Good social & working atmosphere

Additional Points Why students fail to reach their potential
Student satisfaction Industrial Relevance

Industrial Relevance Our reputation with employers and graduates depends on Making sure the programme meets the needs of the industry. Our graduates have a range of technical and non-technical skills Provides a choice of routes after graduation – give graduates the freedom to choose which area they will go into. We consider new topics carefully Active industrial liaison group – Industrial Advisory Board, for advice on content and to provide guest lecturers.

Additional Points Why students fail to reach their potential
Student satisfaction Industrial Relevance Action list for BHOS

Action List for BHOS List of Topics for BHOS staff to do
Establish a Staff-Student Committee Ask for volunteers – try to get good representation from both groups Hold a meeting 3 weeks after start of teaching Allocate mentors for each student Hold mentor meeting after week 5 – so you can get feedback Students need safety gear – PPE Start sorting out the site visit Identify someone to come in and talk about the importance of being a professional engineer. Speak to the 1st year Director of Studies (Dr Julian Goodwin) for administrative topics done in week 1

Introduction to BEng. Chemical and Petroleum Engineering Programmes

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Introduction to BEng. Chemical and Petroleum Engineering Programmes

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