CHEM ENG 7038 - Process Plant Safety and Risk Assessment
North Terrace Campus - Semester 2 - 2020
General Course Information
Course Code CHEM ENG 7038 Course Process Plant Safety and Risk Assessment Coordinating Unit School of Chemical Engineering Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange Y Course Description The objective of this course is to deliver a broad level study of risk identification and management in process plant integrity management. Process integrity management (or as often referred to Process Safety Management) is important because accidents in process plants can cause significant casualties and serious financial losses with the potential impact on the community over a wide radius from the plant itself. This course focuses on high consequence and low probability events.
Course Coordinator: Michael Malavazos
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course students will be able to:
1 Distinguish the typical sources of risk in a process plant by hazard identification and examination of case studies; 2 Assess the severity of the consequences of incidents; 3 Undertake a Hazard and Operability Study (HAZOP); 4 Explain the legal framework controlling process plant safety in industrialised countries; and 5 Demonstrate how the root cause of incidents can be investigated and analysed and the various human and technical aspects of such causes.
The above course learning outcomes are aligned with the Engineers Australia Stage 1 Competency Standard for the Professional Engineer.
The course is designed to develop the following Elements of Competency: 1.5 1.6 2.3 2.4
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1-5 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
Tweeddale, Mark, Managing risk and reliability of process plants, Gulf Professional Publishing, 2003
Kletz, Trevor, What went wrong, Case histories of process plant disasters, 2nd Ed, Gulf Professional Publishing, 1998
Kletz, Trevor, Still going wrong, Case histories of process plant disasters and how they could have been avoided, Gulf Professional Publishing, 2003
Crowl, Daniel A. and Louvar, Joseph F., Chemical process safety, Fundamentals with applications, 2nd Ed, Prentice Hall, 2002
Ammerman, Max, The Root Cause Analysis Handbook: A Simplified Approach to Identifying, Correcting, and Reporting Workplace Errors,
Crawley, Frank., Preston, Malcolm., and Tyler, Brian., HAZOP Guide to Best Practice, 2nd Edition, IChemE, 2008
Hopkins, Andrew, Lessons from Longford: The Esso Gas Plant Explosion, Published North Ryde, N.S.W. CCH Australia, 2000
Learning & Teaching Activities
Learning & Teaching ModesAs a graduate-level engineering course, the subject material is delivered in a manner which relies heavily on student-centred learning. Each student is encouraged to engage with the material as an individual with a focus on their own particular needs and interests
No information currently available.
Learning Activities SummaryThis course deals with the study of risk identification and management for the purpose of process plant integrity management. Process integrity management (or as often referred to Process Safety Management) is important because accidents in process plants can cause significant casualties and serious financial losses with the potential impact on the community over a wide radius from the plant itself. This course focuses on high consequence and low probability events.
It seeks to examine:
a) Case studies of major accident events;
b) Quantitative and qualitative methods for identifying and managing the risk (likelihood of potential hazards and consequences) of major accident events;
c) Methods of reducing and controlling risk to as low as reasonably practicable (ALARP), in particular through the adoption of the HAZOP process.
d) Techniques for analysing and investigating incidents to identify their root cause.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Weighting (%) Individual/ Group Formative/ Summative Due (week)* Hurdle criteria Learning outcomes 2 Individual Assignments 100 Individual Summative Weeks 2-12 1. 2. 3. 4. 5. Total 100
This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.
No information currently available.
No information currently available.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
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