che 421_lect1

8/3/2019 ChE 421_Lect1

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CHE 421 RISK MANAGEMENT

EXPECTING DISASTER - AN OVERVIEW

Nicoleta Maynard © 2011

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Unit Coordinator & Lecturer: Dr Nicoleta Maynard, 204.515, ext 2683

([email protected]

)

Instructors:

Dr. Chi Phan Mr. Rohan K arpe

Mr. A sif Nizamuddin

STAFF

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Group discussions / Presentations / Lecture: Monday: 8-11am

Thursday: 2-5pm

Homework / Ref lective Journal: Thursday: 10am-12pm or 12-2pm ² your own time,

no tutorials!!!

TIMETABLE

Test ² weeks 4, 8 and 12

Thursday: 11am-12pm or 12-1pm (as per your tutorialenrolment)

Feedback sessions ² weeks 5 and 9:

Thursday: 11am-12pm or 12-1pm (as per your tutorial

enrolment)

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Books & Journals

Skelton, Bob ² Process Safety Analysis: an introduction

Cameron I. and Raman R. - Process Systems Risk Management

Robinson R. et al. ² Risk & Reliability: an introductory text

Specialist Journals

RESOURCES

Online resources

Lee·s loss prevention in the process industries: hazardidentification, assessment and control, 3rd ed./edited by

Sam Mannan, 2005, f ree at Curtin·s Library

Some of the specialist journals are available online

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Test 1 (10%) Week 4 ² Thursday 24 March 11am-12pm/12-1pm

Material discussed in weeks 1, 2 and 3

Test 2 (20%)

Week 8 ² Thursday 21 April 11am-12pm/12-1pm

Material discussed in weeks 4, 5, 6 and 7 Test 3 (20%)

Week 12 ² Thursday 26 May 11am-12pm/12-1pm

Material discussed in weeks 8, 9, 10 and 11

Portf olio (50%) Homework sheets (15%) - weekly

In-class presentations (15%) - weekly

Ref lective Journal (10%) ² weekly (online submission)

Concept maps (10%) ² weeks 3,8 & 12 (online submission)

ASSESSMENT

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HOMEWORK SHEETS

Inf ormal documents showing your weekly work on theweekly task (Food f or Thought):

Handwriting sheets

Diagrams

Drawings etc.

Submitted every week in your group f older

ACTIVITY 1 ² HOMEWORK DISCUSSIONS &IN-CLASS PROBLEM SOLVING (50 MIN)

Each instructor will spend 10 minutes with each allocatedgroup discussing the homework task.

Each group will work on a given in-class problem (except

the times spent discussing the homework task)

Extra 10 minutes to finalise the solution to the in-class

problem. The instructors will collect the homework problems

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ACTIVITY 2 ² IN-CLASS PRESENTATIONS

(50 MIN)

Group to group presentations (10 min + 5 min questions)

Each group receive their peer assessment f rom the othergroup, discusses it and places it in their group portf olio

In f ront of the class presentations (10 min + 5 min questions)

Those presenting will receive their f eedback f rom instructors Discussions

ACTIVITY 3 ² LECTURE (50 MIN)

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PRESENTATION CRITERIA & FEEDBACK

Note: Please see your portf olio

or Blackboard/A ssessments f ortemplate

Presentat ionRubr ic

Groupassessed:

Date:

Poor ( P) Fair ( F) Good( G) Ver yGood( VG) Rat ing

Anal ysethe

te mentofthe problem

y Nogras poftheproblems

objective/task

y Purp ose ofthe

tal kisnotcle ar

y Limitedunderstan dingof

theproblems objective/task

y Topicintr oduced

y Strongunderstandi ngofthepro blems

objective/task

y Topicintr oduce d

clearly

y Superi orunder stan dingoftheproblems

objective/task

y Topicintroducedclearly

and inaninteresting way .Outlin eofpoi ntswas giv en

Choose and

esentlogi cal

gumen tsandsolutions

y Nostru ctu reand sequenceofinformation

y Noemphas isofthemai nideas

y Norelation shipbetweenideas

y Easyto followtheideas pres ented

y Mainpointsareemphas isedbut no

clearrelationship

betwe enthem

y Accuratecontentbutnotsuffi cien t

devel opment ofideas

y Informationpresentedinlogi cal,inter esti ngsequence

y Main poi nts wel laddressed

y Clearrelationsh ipsbetween mainpoints/ideas

y Techn ical contentisaccurate

y Infor matio nishighl ystructure d,facilitat ingeasyunderstanding

y Superiorunderstanding andpres entation of

info rmati onandidea s

y Technicalcontentaccu rate andsign ific ant

Evaluate

supporting

evidence

y Nojustific ation ofideas presented

y Ideas pres entedaresupp ortedbysufficient arguments

y Allide asare suppor ted bysufficientand cleardetailsandargu ments

y Alternati vestheoriesarediscu ssed

y Superiorpres entation ofideas andsuppor tingarguments

y Alter nati vesareprese nted wit harat ion ale fortho se

selected

monstr ate the li tytoanswer

questions

effectively

y Cannot answerquest ions

y Cananswermostque sti ons but fai lto

elaborate

y Canans werall question sand can

elabor ateonsome

y Elabor atesandexpl ains whenansweri ngall

questions

eapprop ria te

mmunication

y Readsdire ctly fromnote s

y Noeyecontact

y Showsnointer estintopic

presented

y Mumbles,incorrectly

pronouncesterms

y Speakstooqui etl yforamajor ityof

students tohear

y Goo dpos ture,eye cont actandrapp ort

with audie nce

y Well-p aced deliv ery

y Showssome

inte restintopi cpresented

y Students voiceislow,incorrec tlypron ouncessome

terms

y Very goodposture,eyecontactandrappor t

withaudi ence

y Well-paceddeliverywi thgoodus eof voice,

ton e,dictio nand

pausing

y Occa sionallyshowsposit ivefeeli ngs abou t

thetopic

y Student svoi ceisclear ,pron ouncesmost

words correctl y

y Excel lentposture,eyecon tactandrap portwith

audience

y Ente rtain ing ,goo duseofpausing

y Reactstoaudie ncefeedback

y Demon stratesastro ng,posit ivefeel ingabout topi cdurin genti repres entation

y Stud ent usesaclearvoiceandcorrect, prec isepro nunci ati onofter msso

thatall aud iencememberscanhearpresenta tion

Suggestionsforimprovement:

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REFLECTIVE JOURNAL

REFLECTIVEJOURNAL

Riskmanagement

NAME:

GROUP:

DATE:

Note:Plea seanswereachquestionwithin thespaceprovided(youcanuse bulle tpoints).

1. Pleasethinkoverallthatyouhavedonewelltoachieveasuccessfuloutcometothis

weekshomew orkproblem.

2. Plea sethinkoverallthe difficultiesandproblemsexperie nce dinsolvingthisweeks

home workprob lem.

3. Whatchangeinyourapproachareyouplanningfornextweek?

Note: Please see your portf olio

or Blackboard/A ssessments f ortemplate

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CONCEPT MAP - DEFINITIONS

A diagram showing relationships among concepts

A graphical tool f or organising and representing

knowledge Includes:

y Concepts (circles, boxes«)

y Relationships between concepts (connecting lines, arrows«)

Developed by Joseph Novak (Cornell Univ.)

A im ² to increase students· learning

Origin in the learning movement called constructivism

Your concept f or the unit - SAFETY

www.wikipedia.org

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CONCEPT MAPS - REPRESENTATION

www.wikipedia.org

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WHY?

Drawing your own concept map on Saf ety will

allow you to ref lect on what knowledge you have

f or this topic.

Doing it 3 times over the semester:y Week 3

y Week 8

y Week 12

Gives you a measure of your own progression in

understanding the concepts.

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WHAT WILL BE DONE WITH THE

INFORMATION?

Your maps will be analysed f or the

words/concepts and links which you have

presented.

For each concept map you submit on time you will receive 3% towards your unit result. If you

submit all three on time an additional 1% will be

added.

NOTE the marks are f or submission not f or

content but it is hoped that f or your own sake you

do the best you can so that it is a fair collection

and comparison of data.

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CONCEPT COMPARISONS

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HOW DO YOU DO IT?

The tools f or creating Cmaps are available on

Curtin Engineering computers or may be f reely

downloaded f rom the internet f or your own

operating system.

The inf ormation sheet provided in your Portf olio

or Backboard/A ssessments shows the naming

convention we need you to use.

Submit your file via the A ssessment page in

Blackboard (Concept map ² week 3/8/12)

Note: Please see your portf olio or Blackboard/A ssessments f or template

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INDUSTRY NEEDS ² What do employers want f rom graduates?

Discipline knowledge

and more «

Problem solving / Thinking skills Communication skills

Learning how to learn

WHY CHANGE?

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START

END

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PBLPBL -- what is it?what is it?

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´́ A learning method based on the A learning method based on the

principle of using problems as a principle of using problems as a

starting point f or the acquisition starting point f or the acquisition and integration of newand integration of new

knowledge.knowledge.µµ

H.S. Barrows 1982H.S. Barrows 1982

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TRADITIONAL vs PBL

Start

Learn it

Told what

we need toknow

Givenproblem to

illustrate how

to use it

Start

Problem

posed

Identifywhat we

need toknow

Learn it

Apply it

D. Woods ³How to get the most out of PBL´

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KnowledgeKnowledge -- basic and deepbasic and deepSkillsSkills -- scientific reasoning, critical thinking,scientific reasoning, critical thinking,

inf ormation literacy, the skills of self inf ormation literacy, the skills of self --directed, lif edirected, lif e--

long learninglong learning

Attitudes Attitudes -- value of teamwork, intervalue of teamwork, inter--personalpersonalskills, communicationskills, communication

T o develop:T o develop:

OBJECTIVES OF THE PBL PROCESS

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PROBLEM SOLVING SKILLS

What are the challenges?

y Have confidence in your problem solving skill

y K now the problem solving process

y Be aware of your problem solving processy Be able to identify issues, set goals and define

problems well

y Be organised & systematic / monitor what you do

y Be creative ² explore options, try strategiesy Identify criteria & use them to prioritise / decide

y Access and use knowledge thoughtfully


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FIVE PRINCIPLES

Law of optimum sloppiness

y identify needs vs. available resources to solve problem

Principle of successive approximation

y

Keep it simple at the start!y Focus on what you need to learn

The Pareto principle (80/20 rule)

y 80% of the problem can be solved by identifying the

correct 20% issues

The 12/1 rule of satisfaction

y 12 positive experiences to f orget 1 negative

The 85/15 rule f or the source of problem

y Rules/regulations = 85% of problems; people = 15%


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6-STAGE STRATEGY

ENGAGE

I want to& I can

DEFINE STATEDPROBLEM

EX PLOREPLAN ASOLUTION

DO IT: CARRY OUT THE PLAN

EV ALUATECHECK

LOOK BACK

ReadListen

Analysis:reason, classify,identifyrelationships

Analysis: evaluate,generalise, simplify,identify, applycriteria, experiment

Analysis: manageresources, decision-making, apply heuristics

Analysis

Analysis,communication,creativity,evaluation


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THE KNOWLEDGE

What are the challenges?

The concept of risk and saf ety

Estimation, presentation & perception of risk

Identifying hazard & operational problems

A nalysing the consequences of incidents

Estimating the Likelihood of Incidents Lif e cycle management tools

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WEEK 2 HOMEWORK

(Food f or Thought)

Consider the f ollowing ma jor disasters:

y Flixborough, UK, 1974

y PEMEX, Mexico City, 1984

y UCIL, Bhopal, India, 1984

y Piper Alpha, UK, 1988

y A tofina, Toulouse, France, 2001

y Ghislenghien, Belgium, 2004

y Deepwater Horizon, Gulf of Mexico, 2010

y Queensland f loods, A ustralia, 2011

W hat do all the disasters have in common?

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WEEK 2 HOMEWORK (CONTD.)

Consider the f ollowing:

y The presence of high pressures or temperatures in the

system

y The act of smoking in certain areas

y Explosive properties of materials

y Inappropriate behaviour of staff

y Storage of large quantities of toxic substances

y Industrial operations near to high population density urban

areas

W hich one of these can be regarded as a hazard?

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WHAT DO YOU HAVE IN YOUR

PORTFOLIO?

Ref lective Journal template ² please download one

each week f rom Blackboard, fill in and submit online

Presentation rubric ² keep it in your portf olio f or

ref erence Concept map creation inf ormation sheet

Inf ormation sheet f or students ² research details ²

please read

Inf ormed Consent f orm ² please return to Nicoleta if agreed ASAP

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WHAT WILL BE DONE WITH YOUR

ASSESSMENT INFORMATION?

Subject to your submission of a consent f orm

filled in and signed, your assessment inf ormation

will be combined to evaluate this non-traditional

approach.

This may be the subject of a research

communication in the future.

There will be no way that any individual

submission will be identifiable if the results are

used as part of a research paper. This process is reviewed through the Ethical Clearance required

f or the use of data obtained in this way.

che 421_lect1

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