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BEng Hons Chemical Engineering

Mode of Study: Full Time Department: Engineering
UCAS Code: H800 Duration/Length: 3 Year(s)
QAA Subject Benchmark: Engineering Director of Studies: Professor AD Martin
Total Credit Points: 360 Credit Points Year 2: 120
Credit Points Year 3: 120

Educational Aims: Knowledge, Understanding and Skills

  • Chemical engineers work across a wide variety of sectors and need technical knowledge of Chemistry, Biochemistry, Engineering, Materials Science and IT as well as skills in management, safety and the environment. This three-year undergraduate programme aims to equip graduates with a sound foundation in the essentials of engineering science, together with professional competence in their chemical engineering specialism, so that they acquire characteristics of highly professional engineering practitioners and are prepared to cope with changes that will occur during their professional life.

    In the first year, students study core engineering and engineering mathematics modules. In later years there is a greater focus on chemical engineering topics, for example reactionengineering andseparation processes culminating in a chemical process design project. With an emphasis on teaching, design and project work, students will develop strong capabilities in assessing engineering options. The programme will enhance their capacity to make decisions, use creativity and overcome difficulties; and, prepare graduates to cope with the changes that will occur in their professional lives.

    In pursuit of this aim and with an emphasis on teaching through design and project work, the objectives of the programme are:

    • Ensure students acquire a thorough knowledge and understanding of the essentials of the key chemical engineering subjects and underpinning mathematics, as well as familiarity and confidence with some mechanical engineering topics.
    • Develop students’ capabilities in assessing engineering options across a range of subjects, their capacity to make decisions, their creativity, their ability to overcome difficulties, and their awareness of commercial and industrial constraints.
    • Develop key skills in communications, IT (including CAD, analysis and simulation tools), lifelong learning, team-working and project management.
    • Foster students’ capacity to deal with unfamiliar situations and situations that cross subject boundaries.
    • Provide experiences through which students can develop skills in leadership, initiative and autonomy.
    • Develop awareness of the context in which professional engineers operate, and their capacity to work within the appropriate code of conduct.
    • Generate the outlook, skills and knowledge required for skilled practitioners in the chemical engineering profession.

Learning Outcomes: Knowledge, Understanding and Skills


    Subject Specific Learning Outcomes

    Graduates will be able to:

    • Demonstrate competence in the fundamental principles of mathematics as applicable to chemical engineering. They will be able to select and apply appropriate mathematical methods and principles of engineering science to model and analyse engineering situations.
    • Use a range of computational tools and packages relating specifically to chemical engineering and to determine the range of their validity.
    • Apply an understanding of the principles of design, design techniques and characteristics of engineering materials and components.
    • Analyse existing engineering systems and create new systems through the synthesis of ideas from a range of sources.
    • Apply engineering knowledge and understanding to design a system, component or process to meet a need.
    • Test design ideas in the laboratory or through simulation, with analysis and critical evaluation of results.
    • Design, undertake and complete a substantial project.
    • Summarise and apply relevant management and business practices.
    • Undertake project management tasks and carry out simple financial appraisals of engineering projects.
    • Use relevant test and measurement equipment.
    • Take account of industrial and commercial constraints in appropriate situations.
    • Demonstrate awareness of the environmental, economic and social impact of chemical processes.
    • Communicate effectively, in writing, orally, through presentations and drawings.
    • Locate and retrieve information from libraries, databases and other sources.
    • Manipulate data, and present it in a variety of ways.
    • Use creativity and innovation in dealing with engineering situations.
    • Work with limited or contradictory information.
    • Learn independently and manage their time.
    • Work with others to manage a team project.
    • Demonstrate originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.

Learning and Teaching Strategies and Methods: Knowledge, Understanding, Skills

  • Acquisition of knowledge is mainly through lectures, tutorials and associated problems sessions to reinforce the lecture content. There is a substantial amount of directed learning through project work at varying degrees of complexity as the student progresses.

    The programme is designed deliver a thorough grounding in engineering in the first years of study, In the final year the design project permits a limited degree of choice allowing individuals to focus on process technologies suited to their aptitudes and career plans. Students are introduced to a range of skills via project work and these skills are continuously developed culminating in the chemical process design project which draws together many of the skills required of a professional engineer in a single challenging project. Group skills are enhanced by workshops, particularly in the final year.

    In summary the following teaching methods apply:

    Knowledge and understanding is developed through a combination of lectures, tutorial/workshop sessions (especially in first year), projects, coursework exercises and practical work.

    Intellectual skills are developed as follows:

    Modelling and analysing skills are developed through practice examples supported by tutorial and workshop sessions and through projects and practical work.

    Computer skills are developed through practical work and projects informed by lectures.

    Systems skills are developed through lectures, practical work and projects.

    Skills in the business context are developed through lectures and coursework including a business simulation exercise.

    Design skills are developed through design exercises and projects.

    Practical skills are developed as follows:

    Test and measurement skills are developed through lectures and practical laboratory work.

    Experimental skills are developed through laboratory work.

    IT and programming skills are developed through lectures, programming exercises and hands-on computer work.

    Test and evaluation skills are developed through laboratory work and projects.

    Skills in accounting for industrial and commercial constraints are developed through lectures, simulation exercises and coursework.

    Skills in using project management techniques are developed through lectures, essay and project work.

    Skill of working with poor information is developed through design exercises and projects.

    Entrepreneurship team-working and team leadership skills are developed through lectures, exercises and the group design project.

    Communication skills are developed through instruction and practice in writing reports and essays, giving presentations, preparing posters, and making and reading drawings.

    General ICT skills are developed through use of computers in most aspects of the course and for communication in the University and beyond.

    Information retrieval skills are developed in coursework and design exercises and projects.

    Data manipulation and presentation skills are developed through coursework exercises and report-writing.

    Creativity and innovation skills are developed through design exercises and project work.

    Independent-learning skills are developed through coursework and projects.

    Time-management skills are developed through coursework and student projects.

Assessment Strategy and Methods: Knowledge, Understanding and Skills

  • The assessment strategy complies with Lancaster University's Undergraduate Assessment Regulations, In addition it seeks to comply with the requirements of the accrediting body (IChemE).

    Knowledge and understanding is assessed is through unseen examinations, together with assessed coursework in the form of project reports and presentations, design projects, laboratory reports, essays and progress tests.

    Intellectual skills are assessed by a combination of coursework exercises, practical and project work, written examinations and an oral examination

    Practical skills are assessed by a combination of practical and project work, computer exercises, essays, and exercises.

    Transferable skills are assessed principally by a variety of coursework tasks, including written reports and essays, group-work, designs, oral presentations and posters.

External Benchmarks

  • Lancaster University MEng/BEng programmes

    QAA Engineering Subject Centre benchmark statement

    IChemE accreditation documentation and discussions with education director

Contact Information

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