University of Chester

Programme Specification
Chemical Engineering BEng (Hons) (Single Honours)
2017 - 2018

Bachelor of Engineering (Single Honours)

Chemical Engineering

Chemical Engineering

University of Chester

University of Chester

Thornton Science Park

Undergraduate Modular Programme

Full-time and Part-time

Classroom / Laboratory,

3 years FT; 5 years PT

7 Years

Annual - September

H831

H810

No

17a. Faculty

17b. Department

Science & Engineering Chemical Engineering

Engineering (February 2015)

The BEng programme was assessed by the Institution of Chemical Engineers (IChemE) in May 2017 for professional body recognition and we await the outcome (outcome expected from the IChemE's Engineering Accreditation Forum in September 2017).

Science and Engineering

Tuesday 7th January 2014

The BEng Chemical Engineering degree programme, like the other engineering degree programmes, has been designed to satisfy the accreditation requirements of the relevant professional institution, in this case the Institution of Chemical Engineers (IChemE). These requirements are themselves based on the Engineering Council’s UK Specification of Engineering Competences (UK-SPEC) which enables engineering degree programmes to be based around a common core of subjects. The individual engineering degree programmes that are offered by the Faculty of Science and Engineering differ at the level of module content, particularly during the higher levels of study, but share common aims and outcomes. A feature which distinguishes Chemical Engineering from the other engineering programmes is that it also shares several subjects with the Natural Sciences degree programme including chemistry and biotechnology.

The BEng programme aims to:

  • Offer an interesting, challenging, and industrially relevant degree programme that lays the common foundations of chemical engineering principles across a core engineering curriculum, delivered with design as an integrating theme;
  • Develop in students the ability to evaluate evidence, solve problems, exercise sound judgement and lay the foundation for creative thinking that they will need in their careers as professional engineers;
  • Equip students with an awareness of engineering in the wider commercial, social, environmental and ethical context;
  • Provide opportunities for access and personal development that will enable students to reach their full potential in all aspects of University life;
  • Create highly motivated and creative graduates with the ability to evaluate evidence, solve problems and exercise sound judgement that will be in demand by a wide spectrum of organisations.

The BEng programme of Chemical Engineering further aims to deliver a systematic understanding and coherent knowledge of the core subject areas, including tools for analysis and design of chemical processes.

Students should be able to demonstrate their knowledge and understanding of essential facts, concepts, theories and principles of chemical engineering and its underpinning maths and sciences. They must have an appreciation of the wider engineering concept. They must appreciate the social, environmental, ethical, safety, economic and commercial considerations affecting the exercise of their engineering judgement.

FHEQ Level 4: Knowledge of the underlying concepts and principles in chemical engineering mathematics and the underpinning sciences (physics, biology and chemistry) and broader engineering contexts is demonstrated through the following modules:

SE4001 Professional Skills for Scientists and Engineers
SE4003 Mathematics for Scientists and Engineers
SE4023 Introduction to Thermodynamics
SE4025 Introduction to Fluid Mechanics and Transport Processes
SE4007 Chemistry Fundamentals
SE4008 Biotechnology and Applied Biochemistry
SE4011 Materials Processing and Manufacture

FHEQ level 5: Critical understanding of core chemical engineering concepts and principles, the selection of the most appropriate problem-solving approach and an understanding of the limitations of those techniques is demonstrated through:

SE5013 Separation Processes
SE5001 Mathematics and Modelling 
SE5052 Process Analysis

Deeper specialist knowledge is acquired through:
SE5026 Thermodynamics
SE5048 Advanced Fluid Mechanics and Transport Processes
SE5049 Chemical Analytical Science
SE5044 Engineering Control

FHEQ Level 6: A systemic and detailed understanding of chemical engineering principles and processes, which enables the student to devise and sustain arguments and to solve complex problems in the discipline is demonstrated through:

SE6014 Environmental Science and Process Safety
SE6015 Chemical Reactors and Catalysis
SE6018 Sustainable Energy and Waste
SE6038 Process Systems Engineering

SE6037 Business Skills and Professional Ethics further equips students with an awareness of engineering in the wider commercial, social, environmental and ethical context.

Key knowledge areas are identified from UK-SPEC, the Engineering Council's 'Accreditation of HE Programmes' (AHEP), and in the IChemE's 'Accreditation of Chemical Engineering Programmes'.

The following table maps these benchmark learning outcomes for knowledge and understanding against modules:

 

FHEQ Level 4

FHEQ Level 5

FHEQ Level 6

1.Demonstrate knowledge and understanding of essential facts, concepts theories and principles of chemical engineering and its underpinning sciences (chemistry, physics, biology).

SE4007
SE4008
SE4011
SE4023
SE4024
SE4025

SE5013 
SE5026
SE5048
SE5049
SE5052



SE6014
SE6015
SE6018
SE6038

 

2. Apply chemical engineering methods to the analysis of complex systems.

SE4008
SE4011
SE4023
SE4025

SE5013
SE5026
SE5048
SE5049
SE5052


SE6014
SE6015
SE6018
SE6038

3. Demonstrate knowledge and understanding of mathematical concepts, principles and models that are relevant to the analysis and solution of engineering problems.

SE4003
SE4008
SE4023
SE4025

SE5001
SE5013
SE5026
SE5048
SE5049
SE5052
SE5044

 


SE6014
SE6015
SE6018
SE6038

4. Appreciate the social, environmental, ethical, sustainability and safety considerations affecting the exercise of their engineering judgement.

SE4001
SE4007
SE4008
SE4011
SE4023
SE4025

SE5013
SE5026
SE5048
SE5049
SE5052
SE5044

SE6037
SE6014
SE6015
SE6018
SE6038

5. Demonstrate extensive knowledge of the characteristics of a wide range of materials, equipment and processes or products

SE4008
SE4011

SE5013
SE5026
SE5048
SE5049
SE5052
SE5044


SE6014
SE6015
SE6018
SE6038

6. Demonstrate knowledge and understanding of the commercial and economic context of engineering processes, including an awareness of management techniques for achieving engineering objectives.

SE4001
SE4011

SE5013
SE5026
SE5048
SE5049
SE5052

SE6037
SE6014
SE6018
SE6038

 

7.Develop an appreciation of the wider multidisciplinary context of other engineering disciplines such as mechanical, electronic and electrical engineering.

 SE4001

SE5013
SE5052
SE5044

SE6037
SE6014
SE6018

8. Possess a comprehensive knowledge of current practice and an awareness of developing technologies in relation to the student’s chosen area of specialism.

 SE4001

SE5013
SE5026
SE5048
SE5049
SE5052
SE5044

SE6037
SE6014
SE6015
SE6018
SE6038

 

 

Students must be able to apply appropriate quantitative science and engineering tools to the analysis of problems. They must be able to demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.  They must be able to comprehend the 'broad picture' and thus work with an appropriate level of detail.  They must be able to exercise independent thought, and have the confidence to make value judgments based on limited information. Thinking and cognitive skills are expected to develop across the three years of study.

FHEQ Level 4: The ability to present, evaluate and interpret key qualitative and quantitative data, the ability to evaluate the appropriateness of different approaches to solving problems and the ability to evaluate and interpret core chemical engineering concepts and principles are demonstrated through: 

SE4001 Professional Skills for Scientists and Engineers
SE4003 Mathematics for Scientists and Engineers
SE4023 Introduction to Thermodynamics
SE4025 Introduction to Fluid Mechanics and Transport Processes
SE4007 Chemistry Fundamentals
SE4008 Biotechnology and Applied Biochemistry
SE4011 Materials Processing and Manufacture

FHEQ Level 5:

The ability to use a range of established techniques to initiate and undertake critical analysis of information and to propose solutions to problems arising from that analysis are demonstrated through:

SE5013 Separation Processes
SE5001 Mathematics and Modelling 
SE5052 Process Analysis
SE5026 Thermodynamics
SE5048 Advanced Fluid Mechanics and Transport Processes
SE5049 Chemical Analytical Science
SE5044 Engineering Control

The ability to apply underpinning concepts outside the context in which they were first studied is further developed in:

SE5022  The Chemical Engineering Industry Based Design Project

FHEQ Level 6:

The ability to deploy accurately established techniques of analysis and enquiry within the discipline of chemical engineering and the ability to solve problems using ideas and techniques, some of which are at the forefront of the professional discipline are demonstrated by:

SE6037 Business Skills and Professional Ethics
SE6014 Environmental Science and Process Safety
SE6015 Chemical Reactors and Catalysis
SE6018 Sustainable Energy and Waste
SE6038 Process Systems Engineering

Critically evaluating arguments, assumptions and concepts, applying and extending their knowledge and understanding and the ability to solve complex problems using ambiguous, uncertain or limited information is demonstrated through:

SE6017 Process Design Principles
and the BEng design project (SE6019):

The following table maps subject benchmark learning outcomes for cognitive skills against modules:

 

FHEQ Level 4

FHEQ Level 5

FHEQ Level 6

1.Apply the appropriate engineering and mathematical tool, technique or model to analyse engineering systems, processes or components, and assess the limitations of particular cases.

SE4001
SE4003
SE4007
SE4008
SE4011
SE4023
SE4025

SE5001
SE5013
SE5026
SE5052
SE5048
SE5049
SE5044

SE6014
SE6015
SE6017
SE6018
SE6019 
SE6038

2. Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs

SE4001
SE4011

SE5013
SE5026
SE5048
SE5049
SE5052
SE5044

SE6015
SE6017
SE6018
SE6019
SE6038

3. Synthesise ideas from a broad range of sources, including those outside engineering and science, to generate innovative designs for systems, processes or components that fulfil new needs

SE4001
SE4011

SE5013
SE5026
SE5048
SE5049
SE5052
SE5044

SE6037
SE6038
SE6014
SE6018

4. Manage and adapt the design process and methodologies to accommodate a range of commercial, industrial, quality and environmental constraints and be able to evaluate the outcomes

SE4001
SE4011

SE5001 
SE5013
SE5026
SE5048
SE5049
SE5052
SE5044

SE6017
SE6019
SE6038

5. Use creativity to establish innovative solutions to engineering problems and ensure fitness for purpose.

 SE4011

SE5013
SE5022
SE5026
SE5048
SE5049
SE5052
SE5044

SE6017
SE6019
SE6038

 

 

Students must apply the principles, processes and methods of engineering design. They must possess relevant practical skills acquired through laboratory work, individual and group project work, in design, and use of software resources. Evidence of group working and of participation in a major substantive project is expected.

FHEQ Level 4: An ability to present, evaluate and interpret qualitative and quantitative data and to make sound judgements is demonstrated in laboratory and design project tasks in the following modules:

SE4001 Professional Skills for Scientists and Engineers
SE4007 Chemistry Fundamentals
SE4008 Biotechnology and Applied Biochemistry
SE4011 Materials Processing and Manufacture
SE4023 Introduction to Thermodynamics
SE4025 Introduction to Fluid Mechanics and Transport Processes

FHEQ Level 5: The ability to use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis is demonstrated through:

SE5013 Separation Processes
SE5001 Mathematics and Modelling 
SE5052 Process Analysis
SE5026 Thermodynamics
SE5044 Engineering Control
SE5048 Advanced Fluid Mechanics and Transport Processes
SE5049 Chemical Analytical Science

The application of those concepts to new problems in individual and group project work is further developed in:

SE5022 The Chemical Engineering Industry Based Design Project

FHEQ Level 6: The ability to deploy accurately established techniques of analysis and enquiry within the discipline, and to make decisions to solve complex engineering scenarios is demonstrated through:

SE6037 Business Skills and Professional Ethics
SE6014 Environmental Science and Process Safety
SE6015 Chemical Reactors and Catalysis
SE6018 Sustainable Energy and Waste
SE6038 Process Systems Engineering

Additionally, application of the methods and techniques they have learned in order to consolidate and extend their knowledge and understanding to carry out projects, and the ability to manage their own learning, to make use of scholarly reviews and to tolerate uncertainty, ambiguity and limits is demonstrated through:

SE6017 Process Design Principles
and the BEng design project (SE6019):

The following table maps subject benchmark learning outcomes against modules for practical and professional skills:

 

FHEQ Level 4

FHEQ Level 5

FHEQ Level 6

1. Use laboratory equipment to extract and accurately record data or experimental evidence.

SE4001
SE4007
SE4008
SE4011
SE4023
SE4025

SE5013
SE5026
SE5048
SE5049
SE5044

SE6015
SE6018
SE6038

2.  Identify standard engineering equipment and demonstrate its safe and competent use

SE4001
SE4011

SE5013
SE5026
SE5048
SE5052
SE5044

SE6015
SE6017
SE6018
SE6019
SE6038

3. Apply appropriate computer software or computer techniques to solve engineering problems.

SE4001

 

SE5001
SE5048
SE5052
SE5044

SE6015
SE6017
SE6018
SE6019
SE6038

4. Develop, monitor and update a plan to reflect a changing operating environment.

SE4001
SE4011


SE5022

SE6037
SE6038
SE6014
SE6015
SE6018
SE6019

5.Plan and conduct a technical investigation into an engineering problem, and identify constraints including environmental and sustainability limitations, health and safety and risk assessment issues. 

SE4001
SE4011

SE5013
SE5052
SE5026
SE5048
SE5022
SE5044

SE6014
SE6015
SE6017
SE6018
SE6019
SE6038

6.Be aware of key operational constraints such as cost, quality and risk, and the legal frameworks that apply to engineering activities, and apply these considerations during the design process.

SE4001
SE4011

SE5013
SE5052
SE5026
SE5048
SE5022
SE5044

SE6037
SE6014
SE6015
SE6017
SE6018
SE6019
SE6038

7. Be able to work with technical uncertainty.

 


SE5022
SE5044
SE5048

SE6014
SE6015
SE6017
SE6018
SE6019
SE6038

8. Identify such data that is pertinent and apply it in the solution of an unfamiliar problem.

SE4001
SE4007
SE4008
SE4011
SE4023
SE4025

SE5001
SE5013
SE5052
SE5026
SE5048
SE5022

SE6037
SE6014
SE6015
SE6017
SE6018
SE6019
SE6038

9.Effectively use technical literature and other information sources.

SE4001
SE4007
SE4008
SE4011
SE4023
SE4025

SE5013
SE5052
SE5026
SE5048
SE5049
SE5044

SE6037
SE6014
SE6015
SE6017
SE6018
SE6019
SE6038

10. Show a commitment to maintaining a high professional and ethical standard.

SE4001
SE4011

SE5013
SE5052
SE5026
SE5048
SE5049
SE5022
SE5044

SE6037
SE6014
SE6015
SE6017
SE6018
SE6019
SE6038

11.Take responsibility for their own learning and development in unfamiliar situations. Carry out information retrieval, and use general IT facilities effectively

 All modules

 All modules

 All modules

12. Plan self-learning and improve performance, as the foundation for lifelong Continuous professional development

 SE4011


SE5022

SE6037
SE6014
SE6019
SE6038

 

 

Students must develop general skills that will be of value in a wide range of business situations. They must have developed and demonstrated ability to integrate transferable skills (such as communications, time management, team working, inter personal, effective use of IT including information retrieval skills) that will be of value in a wide range of situations. Essential, embedded transferable communication skills include oral communication, persuasive report writing, presentation skills and effective interpersonal skills. The QAA subject benchmark statement requires engineering graduates to be capable of team working and to be effective communicators.

FHEQ Level 4: Communicate the results of their laboratory studies and coursework accurately and reliably, with structured and coherent arguments.

FHEQ Level 5: Effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences

FHEQ Level 6: communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

 The technical depth and persuasiveness of the student's communication both orally and in written reports is developed over the course of the programme and is embedded within each module, but summatively assessed through lab reports or group project work in each module below:

 

FHEQ Level 4

FHEQ Level 5

FHEQ Level 6

1. To communicate effectively through written, graphical, and presentation techniques to both a technical and non-technical audiences.

SE4007
SE4008
SE4011
SE4023
SE4025

SE5013
SE5026
SE5048
SE5049
SE5052
SE5044

SE6037
SE6014
SE6015
SE6017
SE6018 
SE6019
SE6038

2. Work as an individual and as a part of a team demonstrating communication and collaboration with others

SE4001
SE4011

SE5022
SE5044

SE6037
SE6014
SE6015
SE6019
SE6038

 

3. Accurately record  and communication data, experimental evidence, technical solutions and design decisions

SE4001
SE4011

SE5013
SE5026
SE5048
SE5049
SE5052
SE5022
SE5044

SE6014
SE6015
SE6017
SE6018
SE6019
SE6038

 

 

The IChemE defines Chemical Engineering (encompassing chemical, biochemical and process engineering) as “the application of science, maths and economics to the process of turning raw materials into everyday products. Professional chemical engineers design, construct and manage process operations all over the world.  Pharmaceuticals, food and drink, synthetic fibres and clean drinking water are just some of the products where chemical engineering plays a central role.” A chemical engineer is therefore a creative person who is able to integrate knowledge based on mathematics, science, design, materials processing, business and management in order to develop the processes and products needed by society. With this in mind, this curriculum has been developed to provide a general chemical engineering education and produce graduates with a strong academic background who are ready to enter cutting edge industry.

The structure and content of this programme has been determined from a variety of sources:

  • Accreditation of chemical engineering degrees. IChemE, updated November 2015.
  • UK Standard for Professional Engineering Competence (UKSPEC): Engineering Technician, Incorporated Engineer and Chartered Engineer Standard, Engineering Council UK, 3rd Edition January 2014.
  • The Accreditation of Higher Education Programmes: UK Standard for Professional Engineering Competence, Engineering Council UK, 3rd Edition, January 2013.
  • Guidance Note on Academic Accreditation, Engineering Council UK, December 2016.
  • The UK Quality Code for Higher Education. The Quality Assurance Agency for Higher Education, April 2012.
  • The framework for higher education qualifications of UK-degree awarding bodies The Quality Assurance Agency for Higher Education October 2014
  • The Northern Ireland Credit Accumulation and Transfer System (NICATS): Principles and Guidelines 2002.
  • Beyond the honours degree classification; The Burgess Group final report, October 2007.
  • Proposals for national arrangements for the use of academic credit in higher education in England, Final report of the Burgess Group, December 2006.

Following the approach used in UK-SPEC, the programme is designed to build competence through each year and level of study. The threshold levels relevant for achievement of each level and exit award within this programme are:

Certificate of Higher Education: 120 credits
Students will have a firm knowledge and understanding of the fundamentals of core engineering subjects. They will have learned how to take different approaches to solving standard problems. Students will be logical, numerate and able to communicate accurately. They will have developed both independent learning and team working skills.

Diploma of Higher Education: 240 credits
Students will have developed a sound understanding of the principles involved in core engineering subjects, and will know how to apply those principles to solve more advanced problems. They will be able to evaluate the appropriateness of different approaches to solving problems. Students will be numerate and able to communicate effectively. In employment, they will be able to take personal responsibility and work individually or as part of a team.

Bachelors of Engineering - Honours: 360 credits
Students will have developed an understanding of a complex and coherent body of knowledge relevant to chemical engineering. They will have developed analytical and problem-solving skills that can be brought to bear in a range of advanced engineering problems. Honours graduates will be effective communicators and able to evaluate evidence, arguments and assumptions and reach sound judgments. In employment they will be motivated, efficient, and able to take personal responsibility and make decisions in complex and unpredictable circumstances.

Programme Structure

The first two years of study lay the common foundations of engineering principles. The final year provides an opportunity for students to deepen their education through specialist topics.

In the first year of the BEng Chemical Engineering programme, students will take;

Code

Level Name Credit Comp. /Optional
SE4001 4 Professional Skills for Scientists and Engineers 20 Comp.
SE4003 4 Mathematics for Scientists and Engineers 20 Comp.
SE4007 4 Chemistry Fundamentals 20 Comp.
SE4008 4 Biotechnology and Applied Biochemistry 20 Comp.
SE4011 4 Materials Processing and Manufacture 20 Comp.
SE4023 4 Introduction to Thermodynamics 10 Comp.
SE4025 4 Introduction to Fluid Mechanics and Transport Processes 10 Comp.

 In the second year of study, students will take;  

Code

Level Name Credit Comp./ Optional
SE5001 5 Mathematics and Modelling 20 Comp.
SE5044 5 Engineering Control 20 Comp.
SE5026 5 Advanced Thermodynamics 10 Comp.
SE5048 5 Advanced Fluid Mechanics 10 Comp.
SE5013 5 Separation Processes 20 Comp. 
SE5022 5 Chemical Engineering Industry Based Project 20 Comp
SE5049 5 Analytical Chemistry 10 Comp.
SE5052 5 Process Analysis 10 Comp.

 In the third year of study, students will take;

Code

Level Name Credit Comp./ Optional
SE6019 6 BEng Design Project 30 Comp.
SE6017 6 Process Design Principles 10 Comp.
SE6037 6 Business Skills and Professional Ethics 10 Comp.
SE6038 6 Process Systems Engineering 10 Comp.
SE6014 6 Environmental Science and Process Safety 20 Comp.
SE6015 6 Chemical Reactors and Catalysis 20 Comp.
SE6018 6 Sustainable Energy and Waste 20 Comp.

Mod-Code Level Title Credit Single
SE4001 4 Professional Skills for Scientists and Engineers 20 Comp
SE4003 4 Mathematics for Scientists and Engineers 20 Comp
SE4007 4 Chemistry Fundamentals 20 Comp
SE4008 4 Biotechnology and Applied Biochemistry 20 Comp
SE4011 4 Materials Processing and Manufacture 20 Comp
SE4023 4 Introduction to Thermodynamics 10 Comp
SE4025 4 Introduction to Fluid Mechanics and Transport Processes 10 Comp
SE5001 5 Mathematics and Modelling 20 Comp
SE5013 5 Separation Processes 20 Comp
SE5019 5 Chemical Engineering Integrative Design Project 20 N/A
SE5022 5 Chemical Engineering Industry Based Project 20 Comp
SE5026 5 Thermodynamics 10 Comp
SE5044 5 Engineering Control 20 Comp
SE5048 5 Advanced Fluid Mechanics and Transport Processes 10 Comp
SE5049 5 Analytical Chemistry 10 Comp
SE5052 5 Process Analysis 10 Comp
WB5101 5 Enhancing your Employability through Work Based Learning 20 N/A
SE6014 6 Environmental Science and Process Safety 20 Comp
SE6015 6 Chemical Reactors and Catalysis 20 Comp
SE6017 6 Process Design Principles 10 Comp
SE6018 6 Sustainable Energy and Waste 20 Comp
SE6019 6 BEng Design Project 30 Comp
SE6037 6 Business Skills and Professional Ethics 10 Comp
SE6038 6 Process Systems Engineering 10 Comp

Certificate of Higher Education in Engineering: 120 credits
Students who achieve 120 credits at level 4 may exit at the end of the year with a Certificate of Higher Education in Engineering.

Diploma of Higher Education in Engineering: 240 credits
Students who achieve 120 credits at level 4 and 120 credits at level 5 may exit at the end of year two with a Diploma of Higher Education in Engineering.

Bachelor of Engineering - Honours: 360 credits

Students who achieve 120 credits at level 4, 120 credits at level 5 and 120 credits at level 6 will exit the programme with a BEng (Hons) Chemical Engineering.

F4.2 Module Assessment within Undergraduate Programmes

  • Where a module at Levels 4, 5 and 6 comprises two or more components of assessment, successful completion of the module shall require a mark of at least 30% in each assessment component, as well as the overall mark being at least the normal pass mark of 40% (or being passed by compensation subject to F4.3). This requirement only applies to assessment elements that contribute more than 30% towards the final module mark.  

F4.3 Compensation for Failure in Assessment

  • Compensation at Level 4 will be limited to 20 credits.

F4.8 The Determination of the Final Degree Classification

  • The classification calculation shall include all modules taken at Levels 5 and 6

The BEng programme was assessed by the Institution of Chemical Engineers (IChemE) in May 2017 for professional body recognition and we await the outcome (outcome expected from the IChemE's Engineering Accreditation Forum in September 2017).

The learning outcomes for this programme specification and derogation have been set using the guidelines from the IChemE detailing what the accreditation assessors require from a degree programme.

The admissions data provided below was correct at the time of creating this programme specification. Please refer to the prospectus pages on the corporate website www.chester.ac.uk for the most recent data.

 

Typical Entry 112 UCAS points
GCE A Level

BEng/MEng: 112/120 UCAS points from GCE A Level or equivalent. Typical offer BBC/BBB. The Department requires the following: Chemistry and Maths - (minimum grade C/B for BEng/MEng)

BTEC

BTEC Engineering plus A2 Level Chemistry

International Baccalaureate

28 points, inc. 5 in HL Maths and 5 in HL Chemistry; 30 points for the MEng route

Access

Access to HE Diploma Science and Engineering (Maths and Chemistry at Level 3), to include 45 credits at level 3, 30 of which must be at Merit

Extra Information

Please note that we accept a maximum of 8 points from GCE AS Levels and that the Welsh Baccalaureate (core) and General Studies A Level will be recognised in our offer. We will also consider a combination of A levels and BTECs/OCRs. Although not part of the entry requirements, we would recommend that students take mechanics modules as part of their A2 level course.

The QAA Subject benchmark statement for Engineering (February 2015) defines the academic standard of graduates with an engineering degree. Rather than reproducing the required learning outcomes from the UK-SPEC in full, the learning outcomes in this benchmarking statement are expressed for the threshold level that engineering students would be expected to attain on graduation and covers engineering degrees at the honours level (BEng) as defined in The framework for higher education qualifications in England, Wales and Northern Ireland. The defined learning outcomes are those published by the Engineering Council in the UK Standard for Professional Engineering Competence (UK-SPEC): The Accreditation of Higher Education Programmes (2013) and programme teams are now directed to draw upon these ‘output standards’ to establish standards for a diverse range of programmes.

The diversity of practice in teaching and learning activities is recognised by the QAA as a particular strength of the engineering discipline. During the first and second year syllabus, a broad combination of strategies is used to reflect the student’s diverse background, to ease the transition from School to University and to encourage students to take responsibility for their own learning. An emphasis is placed upon team and group working, the use of industrially relevant problems, and transferable skills including communication skills. During the specialist final year there is a requirement for a deeper technical understanding that is informed by the research and scholarship of academic staff and involves substantial project work.

The development of the learning outcomes, and reinforcement of the student learning experience is promoted through the following teaching and learning methods:

  • Lectures are the primary means of conveying academic material and information. Most lecture courses provide problem sheets, worked examples and/or case studies. Students will also be directed to suitable resources involving a range of ICT to enable then to develop their understanding of the subject matter during their private-study.
  • Tutorial Classes are normally delivered to smaller (than class sized) groups of students. These classes provide an opportunity for academic staff to resolve problems in the student’s understanding, and to provide developmental feedback.
  • Workshops are used to enable students to work on “open-ended” and/or hands-on problems related to real engineering situations. They also provide good opportunities for developing team-working and communication skills as well as individual skills.
  • Laboratory Classes are used to introduce experimental techniques and practical methods. They provide an excellent opportunity for students to practice team-working and communication skills. Students will have significant exposure to hands-on laboratory work throughout their degree programme. Students may be required to work independently or in small groups.
  • Industrial visits, seminars and projects are used so that graduates will be aware of modern commercial, managerial and technical practices appropriate to the engineering industry. The faculty and the department will make the maximum use of industry-university links.  Opportunities for teaching delivered at external industrial sites by practicing engineers will be maximised.
  • The Design Project is completed in the third year of the degree programme. This project represents a substantial project to design a complete chemical engineering process. It is conducted under the supervision of a member of staff and involves students working both in groups and individually. This project provides an excellent opportunity for the students to pull together many aspects of their development during the programme.

A particular strength of this programme is the range of different assessment strategies that are deployed to ensure that the student has the best opportunity to demonstrate the attainment of a learning outcome. During the first and second years, a broad range of methods are used to reflect the student’s diverse background and to encourage students to take responsibility for their own learning. As the student progresses, problems become more open ended, and a greater emphasis is placed upon team and group working, the use of industrially relevant problems, and transferable skills including communication skills. Opportunities for the student to demonstrate achievement of the learning outcomes are provided through the following summative assessment methods:

  • Written Examinations are typically of 1, 2 or 3 hours duration. The content of these exams is previously unseen by the student, and many modules use written exams to assess knowledge and understanding, and selected subject-specific intellectual skills. Different modules will use open or closed book, multiple choice, open ended and essay type exams as appropriate to the subject matter.
  • Coursework Assignments are used throughout the curriculum where students are required to seek additional information so that they can develop and demonstrate their understanding of the course material. The exact form of assignment reflects the subject matter. In particular Laboratory Reports and/or Portfolios are used where the attainment of a subject specific practical skill is relevant. Technical Reports are used where the use of primary source material and some form of evaluation or analysis is required. Coursework may constitute the only or the major form of assessment in some modules (particularly design work), and can be conducted on an individual basis at the beginning of the degree programme, or increasingly as small groups as the student progresses.
  • Oral and Poster Presentations are often included as part of coursework assignments. These presentations allow students to develop their communication skills.
  • Computer Based Tests and Assessed Simulations are used in modules that involve a substantial computer-based element, and are used to demonstrate attainment of practical skills.
  • Peer Assessment is often used in modules that involve a substantial team-working element. Normally, students will moderate the final marks for the group project to reflect the contributions of different team member to encourage full an equal participation by each student. Students may also peer review other students’ coursework to develop their critical thinking skills, but in this case, the quality of the peer review is assessed.
  • Class Tests are conducted during the course of the academic year to assess a student’s progress. The results from class tests provide a useful opportunity to give developmental feedback to students.
  • The Design Project is the major project of the degree programme undertaken during the final year of study. The projects are assessed using written dissertations and oral/poster presentations. They are expected to be at a professional level.

Formative Assessments do not contribute to the final marks achieved for each module, but provide an opportunity for students to monitor their own academic progress. They also provide a useful opportunity for lecturers to give feedback to the students and to monitor and improve the students learning experience. These assessments will take the form of diagnostic tests, in-class tests and on-line tests during lectures, and evaluation and discussions relating to logbooks and equipment during laboratory and workshop classes. Students will have opportunities to develop their oral and presentation skills during tutorials and workshops.

According to the QAA (2015), the creative way of approaching all engineering challenges is regarded as a “way of thinking” and hence generic across all engineering disciplines. Therefore, engineering graduates will;

  • Be pragmatic, taking a systematic approach and the logical and practical steps necessary for, often complex, concepts to become reality
  • seek to achieve sustainable solutions to problems and have strategies for being creative, innovative and overcoming difficulties by employing their skills, and knowledge in a flexible manner.
  • Be skilled at solving problems by applying their numerical, computational, analytical and technical skills, using appropriate tools
  • Be risk, cost-and value-conscious, and aware of their ethical social, cultural, environmental, health and safety, and wider professional responsibilities
  • be familiar with the nature of business and enterprise in the creation of economic and social value
  • Appreciate the global dimensions of engineering, commerce and communication.
  • be able to formulate and operate within appropriate codes of conduct, when faced with an ethical issue.
  • Be professional in their outlook, be capable of team working, be effective communicators and be able to exercise responsibility and sound management approaches.

Graduates of the BEng Chemical Engineering programme will be in demand by a broad spectrum of engineering, science and technology organisations doing manufacturing, R&D, consultancy in the process sectors (fine/bulk chemicals, oil and gas, water, food, pharmaceuticals etc.). The transferrable skills developed during this programme ensures that graduates will also be able to fulfil roles in management, finance, IT and the public sector.

The University is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.

The programme is delivered in English and provided the student has attained the defined standard there are no other cultural issues. 

None.

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