Plant utilities Course Code: 4330505

GUJARAT TECHNOLOGICAL UNIVERSITY (GTU)

Competency-focused Outcome-based Green Curriculum-2021 (COGC-2021)

Semester-III

Course Title: Plant Utilities

(Course Code: 4330505)

Diploma programmer in which this course is offered Semester in which offered

Plant Utilities Third

1. RATIONALE
Diploma chemical engineer has to ensure smooth and proper operation of utilities and
auxiliaries’ plants such as steam, compressed air, instrumental air, inert gases, DM water and
chilled water. These utilities are essential for manufacturing different chemical products. Use
of concept of energy efficiency and green chemistry are necessary for energy conservation in
chemical plant for producing materials of desired quality and to maintain plant safety. Hence
the course has been design to develop these competencies and its associated cognitive and
effective domain learning outcomes.

2. COMPETENCY
The course should be taught and implemented with the aim to develop required skills
in students so that they are able to acquire following competency:
 Use different utilities in chemical process plants for various applications.

3. COURSE OUTCOMES (COs)

The practical exercises, the underpinning knowledge and the relevant soft skills
associated with the identified competency are to be developed in the student for the
achievement of the following COs:

a) Select Various Methods For Water Softening And Purification.

b) Explain Different Types of Steam Generators and Compressors along with their
components.
c) Select Refrigeration For Various Applications.
d) Apply concepts of energy efficiency and green chemistry for conservation of utilities.

4. TEACHING AND EXAMINATION SCHEME

Teaching Scheme Total Credits Examination Scheme
(In Hours) (L+T+P/2) Theory Marks Practical Marks Total
L T P C CA ESE CA ESE Marks
2 0 0 2 30 70 0 0 100
(*): For this practical only course, 50 marks under the practical CA have two components i.e.
the assessment of micro-project, which will be done out of 10 marks and the remaining 15

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marks are for the assessment of practical. This is designed to facilitate attainment of COs
holistically, as there is no theory ESE.
Legends: L-Lecture; T – Tutorial/Teacher Guided Theory Practice; P -Practical; C – Credit,
CA - Continuous Assessment; ESE -End Semester Examination.

5. SUGGESTED PRACTICAL EXERCISES

Following practical outcomes (PrOs) are the sub-components of the Course Outcomes (Cos).
Some of the PrOs marked ‘*’ are compulsory, as they are crucial for that particular CO at the
‘Precision Level’ of Dave’s Taxonomy related to ‘Psychomotor Domain’.
Approx.
Sr. Unit
Practical Outcomes (PrOs) Hrs.
No. No.
Required
Not applicable

Note
i. More Practical Exercises can be designed and offered by the respective course teacher to
develop the industry relevant skills/outcomes to match the COs. The above table is only a
suggestive list.
ii. Care must be taken in assigning and assessing study report as it is a first year study report.
Study report, data collection and analysis report must be assigned in a group. Teacher has
to discuss about type of data (which and why) before group start their market survey.

6. MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED

These major equipments with broad specifications for the PrOs is a guide to procure them by
the administrators to user in uniformity of practical’s in all institutions across the state.

Sr. Equipment Name with Broad Specifications PrO. No.

No.
1. Not applicable

7. AFFECTIVE DOMAIN OUTCOMES

The following sample Affective Domain Outcomes (ADOs) are embedded in many of the
above-mentioned COs and PrOs. More could be added to fulfill the development of this
course competency.
a) Follow ethical practices.
b) Practice good housekeeping.
c) Demonstrate working as a leader/a team member during brain storming.

The ADOs are best developed through the laboratory/field based exercises. Moreover, the
level of achievement of the ADOs according to Krathwohl’s ‘Affective Domain Taxonomy’
should gradually increase as planned below:
i. ‘Valuing Level’ in 1st year
ii. ‘Organization Level’ in 2nd year.

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iii. ‘Characterization Level’ in 3rd year.

8. UNDERPINNING THEORY

The major Underpinning Theory is formulated as given below and only higher level UOs of
Revised Bloom’s taxonomy are mentioned for development of the COs and competency in
the students by the teachers. (Higher level UOs automatically include lower level UOs in
them). If required, more such higher level UOs could be included by the course teacher to
focus on attainment of COs and competency.

Unit Unit Outcomes (UOs) Topics and Sub-topics

(4 to 6 UOs at Application level)
Unit – I 1.a Explain role of Utilities in
Water as Chemical Plant 1.1 List and use of various utilities in
Basic Utility 1.a.1 List various utilities in chemical plant
chemical plant & uses 1.2 Sources of water
1.b List sources of Water 1.3 Hard & Soft water
1.c Differentiate types of 1.4 Boiler Feed water and
Water demineralized water
1.d Compare Softening 1.5 Methods of water softening
processes of water processes
1.e Explain the process of 1.5.1 Lime soda process (Hot &
Purification of water. Cold)
1.f Classify conventional and 1.5.2 Zeolite process
green techniques for 1.5.3 Ion exchange process
sterilization of water. 1.5.4 Phosphate process
1.6 Purification of water
1.6.1 Screening
1.6.2 Sedimentation
1.6.3 Coagulation
1.6.4 Filtration
1.6.5 Sterilization
1.7 Conventional techniques
1.7.1 Sterilization by chlorine
1.7.2 Sterilization using
bleaching powder
1.7.3 Sterilization by
chloramines solution
1.8 Green techniques
1.8.1 Sterilization using UV rays
1.8.2 Sterilization using Ozon

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Unit Unit Outcomes (UOs) Topics and Sub-topics

(4 to 6 UOs at Application level)
Unit – II 2.a Explain uses of utilities like 2.1 Use of Steam, Air & Inert Gases
Steam, Air & Steam, Air & Inert Gases as utilities
Inert Gases 2.b Define properties of steam 2.2 Properties of steam
2.c Label the different part of 2.2.1 Enthalpy
steam generator 2.2.2 Wet steam
2.d Classify steam generator 2.2.3 Saturated Steam
2.e Compare steam generators 2.2.4 Superheated steam
2.f List the Factors affecting 2.2.5 Specific volume of steam
selection of Boiler 2.3 Steam Generator : Classification,
2.g Describe boiler accessories comparison , components, steam
and mountings for handling, condensate removal
improving efficiency and 2.4 Factors affecting selection of
conservation of energy. Boiler
2.h Discuss utility air 2.5 Boiler Accessories and
2.i Describe the working mountings
principle, application of Air 2.5.1 Air Pre heater
2.5.2 Super heater
compressors – 2.5.3 Economizer
2.i.1 Explain energy efficient 2.5.4 Steam trap
alternative 2.6 Utility air
2.j Describe properties of Inert 2.6.1 Compressed Air
gases 2.6.2 Blower Air
2.6.3 Fan Air
2.6.4 Instrumental air
2.7 Types of Air compressors
2.7.1 Reciprocating Air
compressors
2.7.2 Rotary compressors
2.8 Energy efficient air compressor
2.8.1 Multistage compressors
2.9 Inert gas - Nitrogen, Argon
Unit – III 3.a Explain the working principle 3.1 Concept of refrigeration
Refrigeration of Refrigeration 3.2 Methods of Refrigeration
3.b Distinguish methods of 3.2.1 Ice Refrigeration
Refrigeration 3.2.2 Evaporative Refrigeration
3.c Describe and TOR of 3.2.3 Vapor Refrigeration System
refrigeration 3.3 TOR of refrigeration
3.d Use primary and secondary 3.4 Types of Primary Refrigerants
Refrigerants and list out 3.4.1 Ammonia
3.4.2 Halo Carbons (Freon of
green refrigerants
Different type)
3.d.1 Explain advantages of green 3.4.3 HFC (Hydro Fluorocarbon)
refrigerants over 3.5 Types of secondary Refrigerants
conventional refrigerants 3.5.1 Water
3.5.2 Brine
3.6 Selection of Refrigerants

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Note: The UOs need to be formulated at the ‘Application Level’ and above of Revised Bloom’s
Taxonomy’ to accelerate the attainment of the COs and the competency.

9. SUGGESTED SPECIFICATION TABLE FOR QUESTIONPAPER DESIGN

Unit Unit Distribution of Theory Marks
Title Teaching R U A Total
Hours Level Level Level Marks
I Water as Basic Utility 10 10 10 6 26
II Steam, Air & Inert Gases 12 10 10 9 29
III Refrigeration 6 4 6 5 15
Total 28 24 26 20 70
10. SUGGESTED STUDENT ACTIVITIES
Other than the classroom and laboratory learning, following are the suggested student-
related co-curricular activities which can be undertaken to accelerate the attainment of the
various outcomes in this course: Students should perform following activities in group and
prepare reports of about 5 pages for each activity. They should also collect/record physical
evidences for their (student’s) portfolio which may be useful for their placement interviews:
a) Undertake micro-projects in team/individually.
b) Encourage Students for creating and designing water treatment processes
using wastematerials.
c) Students are encouraged to register themselves in various MOOCs such
as: Swayam, edx, Coursera, Udemy etc to further enhance their learning.

11. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any)

These are sample strategies, which the teacher can use to accelerate the attainment of the
various outcomes in this course:
a) Guide student(s) in undertaking micro-projects.
b) Diagnosing Essential Missed Learning concepts that will help for students to
improve their performance.
c) Guide Students to do Personalized learning so that students can understand the
course material at his or her pace.
d) Encourage students to do Group learning by sharing so that learning can be
enhanced.
e) About 20% of the topics/sub-topics which are relatively simpler or descriptive in
nature is to be given to the students for self-learning, but to be assessed
using different assessment methods. Guide students on addressing the issues on
environment and sustainability using the knowledge of this course.

12. SUGGESTED MICRO-PROJECTS

Only one micro-project is planned to be undertaken by a student that needs to be

assigned to him/her in the beginning of the semester. In the first four semesters, the
micro-project is group-based (group of 3 to 5). However, in the fifth and sixth semesters,
the number of students in the group should not exceed three.

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The micro-project could be industry application based, internet-based, workshop- based,

laboratory-based or field-based. Each micro-project should encompass two or more COs
which are in fact, an integration of PrOs, UOs and ADOs. Each student will have to
maintain dated work diary consisting of individual contribution in the project work and
give a seminar presentation of it before submission. The duration of the microproject
should be about 14-16 (fourteen to sixteen) student engagement hours during the
course. The students ought to submit micro-project by the end of the semester to
develop the industry-oriented COs.

A suggestive list of micro-projects is given here. This has to match the competency and
the COs. Similar micro-projects could be added by the concerned course teacher:

MICRO PROJECT 1: Identify sources of water at your college premises and

measure thefollowing physical properties.
1. Measure temperature of water.
2. Measure TDS of water.
3. Measure pH of water.
4. Measure turbidity of water.

MIICRO PROJECT 2: Perform basic treatment techniques for purification of water.

MICRO PROJECT 3: Prepare 15-20 slides presentation showing classification of

refrigeration & refrigerants.

13. SUGGESTED LEARNING RESOURCES

Sr. Title of Book Author Publication with place, year
No. and ISBN
1 Chemical Plant Utilities Sathiyamoorthy- Lambert Academic
Manickkam Publishing;India, 2016,
ISBN: 978-3-659-97828-9
2 Unit operation of Chemical McCabe, Warren L., McGraw Hill
Engineering Julian C. Smith Publication; NewYork,
7th Edition, 2004
3 Plant utilities D. B. Dhone Nirali Prakashan;
Pune, 2ndEdition,
2012
4 Power Plant Engineering P.K. Nag McGraw Hill Education;
India,4th edition, 2017,
ISBN: 978-
9339204044
5 Thermal Engineering R.S. Khurmi, S. Chand Publishing; India,
J. K. Gupta 2008,
ISBN: 9788121925730
6 Thermal Engineering R.K.Rajput Laxmi Publications;
India, 11thedition,

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Sr. Title of Book Author Publication with place, year

No. and ISBN
2020, ISBN: 978-
8131808047

14. SOFTWARE/LEARNING WEBSITES

a. https://nptel.ac.in/courses/112/107/112107291/
b. https://www.thermodyneboilers.com/economisers/
c. https://www.steamtrapefficiency.com/wp-content/uploads/BITHERM-STEAM-
MANUAL.pdf
d. http://www.silbert.org/MSA_WT_Manual.pdf
e. http://ppuchem.blogspot.in/2013/02/unit-1-notes.html
f. https://booksite.elsevier.com/samplechapters/9780080966595/Chapter_3.pd
f

15. PO-COMPETENCY-CO MAPPING

Semester-III Plant Utilities (Course Code: 4330505)

POs
PO 5
PO 3 PO 4
PO 1 Engineering
Engineering PO 6
Competency Basic & PO 2 Design/ practices for PO 7
Tools, Project Life-long
Discipline Problem develop- society,
& Course Outcomes Experimen-
specific Analysis ment of sustainability Manage- learning
tation ment
knowledge solutions &
&Testing
environment
Competency Use different utilities in chemical process plants for various applications.
Course Outcomes
CO a) Select Various
Methods For Water
Softening And 3 2 2 1 2 1 2
Purification.

CO b) Explain
Different Types of
Steam Generators
2 1 - - 1 1 1
and Compressors
along with their
Components.

CO c) Select
Refrigeration For
Various Applications.
3 1 2 - 2 2 3

CO d) Apply concepts 3 2 2 1 3 2 3
of energy efficiency
and green chemistry

Legend: ‘3’ for high, ‘2’ for medium, ‘1’ for low and ‘-’ for no correlation of each CO with PO.

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16. COURSE CURRICULUM DEVELOPMENT COMMITTEE

GTU Resource Persons
Sr. Name and Contact
Institute Email
No. Designation No.
1. Mr. P M Gadhiya GOVERNMENT POLYTECHNIC gadhiyapiyush53@gmai.com
RAJKOT
2. Mr. I P Dave GOVERNMENT POLYTECHNIC ipd.fetr@gmail.com
RAJKOT

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