Degree Programme Specification 2020/2021
|To give you an idea of what to expect from this programme, we publish the latest available information. This information is created when new programmes are established and is only updated periodically as programmes are formally reviewed. It is therefore only accurate on the date of last revision.|
|Awarding institution:||The University of Edinburgh|
|Teaching institution:||The University of Edinburgh|
|Programme accredited by:||
Institution of Chemical Engineers
|Final award:||BEng (Hons)|
|Programme title:||Chemical Engineering|
|Relevant QAA subject benchmarking group(s):||Engineering|
|Postholder with overall responsibility for QA:||
Dr John Christy
|Date of production/revision:||June 2012|
|Further Information:||View the prospectus entry for this programme|
Teaching and learning methods and strategies
Teaching methods include lectures, workshops, tutorial classes, laboratory classes, computing classes, design project classes and self-study projects.
A1 is acquired by attendance at first- and second-level Chemistry and mathematics courses and by teaching delivered to all first-and second-year Engineering students by Chemical, Civil, Mechanical and Electrical Engineering staff. Further material in Mathematics, Fluid Mechanics and Thermodynamics up to Honours year level is taught by Chemical Engineering staff.
A2 is acquired in the Chemical Engineering parts of the first-year courses and in second-year Process Calculations 2 and reinforced in 3rd and 4th year Design course components.
A3 commences with common material in Fluid Mechanics delivered to all Engineering students in year 2 and is then further developed in year 3 and 4 teaching.
A4 is taught in a series of courses in years 1, 2, 3 and 4, but equipment design also figures in the 3rd and 4th year design courses.
A5 is the subject of a third year course but awareness of the environmental implications of chemical engineering decisions are implicit in many other parts of the course, particularly the design teaching in years 3 and 4.
A6 and A7 are taught in 2nd, 3rd and 4th year courses and subsequently developed in fourth year design teaching which is delivered by a team of academic and industrial staff.
A8 is delivered as a common Engineering Management course in 3rd year and as part of the 4th year lecture material and design teaching.
B1, B2 – Skills in modelling analysis and problem solving are introduced in the first year and strongly featured in 2nd year Process calculations 2 and Computational Methods for Chemical Engineers 2, subsequently being developed in 3rd and 4th year design courses. These courses also deliver instruction in programming and the use of standard software packages. Teaching includes both lectured sessions and practical exercises in the School's dedicated computer suites.
B3 is developed throughout the course, from 1st-year sustainability workshop reports through 2nd-year and 3rd-year laboratories, works visits and design exercises to the Study and Design Projects that figure in the 4th year.
B4 is delivered through the modelling/analysis instruction summarised under B1 and B2 and in the laboratory classes that figure in all years of the course. The latter progress from fairly prescribed laboratory procedures in 1st and 2nd years through to more open-ended experimentation in 3rd year, with progressively increasing levels of decision taking devolved to the student.
B5 is also covered by the modelling/analysis and computing classes described under B1 and B2.
B6 is taught in 3rd and 4th years by means of lectures and workshop sessions. A major design project, taken by all students in the 4th year of study, is worked on by groups of 10-14 students who largely plan and exercise their own work by means of regular progress meetings under rotating chairship. These groups work with the guidance and advice of two members of academic staff. The design process involves identification and understanding of constraints involving the economic, social and environmental climate under which the engineer operates. These projects also develop intellectual skills involved with the comparison and evaluation of data and data sources.
C1 and C2 are practised throughout the degree programme by working on tutorial problems, reporting on laboratory work, classwork exercises and projects and receiving feedback from academic staff and demonstrators. Creativity and independent judgement are progressively encouraged through the programme by increasing demands for original or innovative work, with support from supervisors becoming less prescriptive and more a matter of general guidance and constructive criticism.
C3 is encouraged by the use of mini-projects in the works visit programme, the 3rd year design course and the 4th year design and study projects and some Honours courses.
D1 is again progressively fostered throughout the programme. The submission of project and laboratory reports commences in year 1 and is maintained in subsequent years up to the major requirements of the study, design and research projects. Project plans form part of the study project requirement. Practice in oral presentation skills is provided in the 2nd year works visit module, the 3rd year design course and the 4th year design projects.
D2 Teamwork is introduced in the 2nd year process calculations and works visits modules and the 3rd year design course, and is extensively practised in the 4th year, particularly the design project.
E1 is fostered progressively by increasing demands for the timely submission of coursework in a number of parallel subjects. Time and resource management are developed with the 4th year study and design projects.
E2 Students are introduced to general IT skills from week 1 of the 1st year course and subsequent years make increasing demands in the IT area.
E3 is studied in the 1st year sustainability workshop, 3rd year environmental and management courses and in 4th year study project.
F1 and F2 are imparted by the timetabled laboratory classes in years 1, 2 and 3 of the programme. These are staffed by academics and demonstrators who are available to give advice and support. Reports are marked promptly and ongoing feedback is readily available.
F3 is acquired through laboratory and design teaching in the 1st, 2nd and 3rd years of the course and the study and design projects in the 4th year, all of which have a literature/web search component, together with the 2nd-year works visits programme which includes discussions with plant managers and personnel.
F4 is largely associated with the design and study projects in the 4th year.
F5 figures in nearly all the practical activities up to and including the 4th year projects. Reporting of results is required in all cases and takes the forms of group and individual written and oral reports, and poster sessions.
Teaching and learning workload
You will learn through a mixture of scheduled teaching and independent study. Some programmes also offer work placements.
At Edinburgh we use a range of teaching and learning methods including lectures, tutorials, practical laboratory sessions, technical workshops and studio critiques.
The typical workload for a student on this programme is outlined in the table below, however the actual time you spend on each type of activity will depend on what courses you choose to study.
Assessment methods and strategies
Assessment of knowledge and understanding is tested through a combination of written examinations and assessed coursework. The yearly weighting of written examinations and coursework averages 60% and 40% respectively. Particularly in Honours years of the programme, written papers comprise compulsory questions to test for competence in all learning outcomes. Knowledge and understanding of chemical engineering fundamentals is also assessed with the material covered in the project work and assignments associated with design teaching.
Although some written examinations are set, much of the assessment of analytical skills is conducted by use of marked coursework exercises and the marking of the 4th year design and study project.
Practical skills are assessed in the form of marked reports, dissertations, posters and oral presentations. Much emphasis is placed on the ability to work well in group situations.
Feedback is provided for all written submissions, including examinations, and on oral presentations. Thus all summative assessment has a formative element. In addition, there are opportunities for formative work in computing exercises and practice exam question in first year and in tutorials, workshops and project meetings across all years of the programme.
Assessment method balance
You will be assessed through a variety of methods. These might include written or practical exams or coursework such as essays, projects, group work or presentations.
The typical assessment methods for a student on this programme are outlined below, however the balance between written exams, practical exams and coursework will vary depending on what courses you choose to study.
Engineering graduates have a number of excellent career options available to them. Studying Engineering at the University of Edinburgh prepares you for a career as a professional engineer in the UK or abroad and all courses meet the requirements of the UK professional engineering bodies. Typically many of our graduates move on to work in internationally leading engineering companies in technical, consultancy and managerial roles, including company directorships. Alternatively, the skills and experience you gain through your degree will also equip you for a career outside engineering and many of our graduates have gone on to work in other areas, including the Civil Service, education, the armed forces and the financial sector. Engineers enjoy some of the highest starting salaries of any graduates