G o r d o n M c K a y , M a r s h a l l Y. S . L i u ,

J o h n P. B a r f o r d a n d A l i r e z a B a z a r g a n

TEACHING RISK ASSESSMENT & PROCESS SAFETY MANAGEMENT SKILLS TO CHEMICAL ENGINEERING STUDENTS

6th Global Chinese Symposium of Chemical Engineering 16-19 July 2014

Department of Chemical and Biomolecular Engineering Hong Kong University of Science and Technology

TABLE OF CONTENTS

• Introduction

• Laboratory Safety Training Session in Year 3;

• Risk Analysis Workshop for Year 3;

• Pre-laboratory Interviews

• Project Workplan for Year 4 Research Projects;

• Students Online Study Modules for Year 4 FYP Students -PHI/PHA Study modules for year 4 FYP students – In Final Year Design Course;

• HAZOP Study Module • 7.1 Development of course materials

• 7.2 Study module development methodology

• 7.3 HAZOP interactive software module

• 7.4 Evaluation process

• Future Plans

• Conclusion 2

INTRODUCTION

• Process Safety has lagged far behind the growth of

the chemical process industries.

• The potential loss of life and the economic costs

due to accidents are enormous.

• With the world’s fastest industrial growth, Chinese

chemical process industries must prevent accidents

and minimize their consequences

3

INTRODUCTION

• Educational requirements: • steady change in emphasis from specific discipline training

to interdisciplinary awareness

• growing emphasis on providing interesting and stimulating instruction modules

• professional competencies required by modern accreditation systems

• ABET engineering criteria for graduating students: • to have “the ability to design a system, component, or

process to meet desired needs within realistic constraints, such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability”

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INTRODUCTION

• Teaching process safety and hazard identification

techniques is often difficult.

• a lack of practicing expertise by teaching faculty

• a considerable amount of legislation, codes of

practice, and industry based guidelines associated to

this topic

• analysis of process flow diagrams, piping and

instrumentation drawings etc. seems daunting at first

sight

• often more than one possible correct answer

• some undergraduates are accustomed to questions

having a single correct answer

5

LABORATORY SAFETY TRAINING SESSION IN YEAR 3

• Three mandatory courses:

• Chemical Safety for Laboratory Users

• Hazardous Waste Management

• Fire Safety

• Safety materials on the Department’s

webpage:

• Safety Policy

• Safety Mission statement

• Safety and Environmental Protection Manual

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RISK ANALYSIS WORKSHOP

• Main safety training for undergraduates

• Year 3, prior to the commencement of the Chemical Engineering Laboratory courses

• Two small teaching units to emphasize the importance of Risk Analysis

• Several accidents are studied to determine what went wrong, how many injuries and lives were lost • the costs of the damages to the company of these

accidents are presented.

7

LEARNING FROM PAST ACCIDENTS

• Some notable examples include:

• Flixborough (UK) in 1974;

• Seveso (Italy) in 1976;

• Bhopal (India) in 1984;

• Pemex LPG Center (Mexico City) in 1984,

• Exxon Valdez (Alaska) in 1989;

• BP/Deepwater Horizon Spill (Gulf of Mexico) in

2010

8

ECONOMIC COST OF ACCIDENTS

• Costs categorized into company site costs and

external off-site costs

How has the chemical industry managed since 2010: ????

Mmmmmmm….not as well as we would hope.

• Four major accidents since 2010 have resulted in

damages amounting to well over one billion US

dollars each!!!!!

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ON-LINE RISK ANALYSIS WORKSHOP

• Introductory module is designed to help students

assess risks and determine control measures.

• By working through this module students will learn:

• How to use a simple risk assessment technique.

• The meaning of the terms hazard, hazard effect, probability

and risk.

• To identify the hazards with typical process plant activities

and the associated risks.

• To decide on suitable precautions to minimize these risks.

• To assess the residual risk and make a decision as to whether it is safe to proceed with the activity.

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ON-LINE RISK ANALYSIS WORKSHOP

• The module contains 4 sections and some

Assessment Exercises:

• Section 1: Hazards and the Need to Assess Risk?

• Section 2: What do we mean by Hazards?

• Section 3: How do we Assess Risk?

• Section 4: Do we understand Risk Assessment?

• Appendix: Practical Risk Assessment Case Studies.

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ON-LINE RISK ANALYSIS WORKSHOP

• The case studies of the Risk Analysis Workshop:

• Repairing Faulty Transmitter in a Steam Line

• Laying Insulation in the Roof Space

• Inserting Spade/ Blind in Caustic Line

• Underground Sewer Entry and Repairs

• Fuel Gas Pressure Transmitter

• Lifting Heavy Load Over Live Equipment

• Cooling Tower Internals Inspection

• On-Site Accommodation for Construction Workers

• Laboratory Pilot Distillation Column

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PRE-LABORATORY INTERVIEWS

• Before each laboratory session the student

group must give a 10 min presentation, that

includes:

• Objective of the Experiment

• Experimental Procedure

• Potential Applications of the Experiment

• Safety Aspects and Safety Precautions.

• Material Safety Data Sheets Analysis

13

PROJECT WORKPLAN FOR YEAR 4 RESEARCH PROJECTS

• A Workplan for ALL UG and PG Projects is required. All projects require the students to submit a Workplan to obtain a work permit. The elements of the Workplan are reviewed:

• Project Title

• Project Supervisor

• Location where project is to be carried out

• Introduction and Description of Project

• List of ALL chemicals to be used

• Material Safety Data Sheets (MSDS) of ALL chemicals to be used (in an Appendix)

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ELEMENT OF WORKPLAN (CONT.)

• An Analysis of All MSDS Showing:

• Chemical Properties eg. Toxicity, Carcinogenicity,

TLVs etc

• Thermal Properties eg. Explosion Limits, Flash Points

etc

• Physical eg. Vapour Pressures, Boiling Points etc

• Electrical eg. Flammability, Static etc

• Biological eg. Pathogens, Mutations etc

• Radiation eg. UV, X-ray, Y-ray, Microwaves etc

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ELEMENT OF WORKPLAN (CONT.)

• Details and Schematics of Equipment

• Size, Pressures, Temperatures

• Materials of Construction

• Control Systems

• Safety Features

• Safety Analysis

• For ALL experimental procedures

• Risk Analysis or HAZOP Study Analysis

• Standard Analysis Sheets are Provided etc

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ELEMENT OF WORKPLAN (CONT.)

• Operation Procedures/Descriptions

• Operating Procedures for ALL Experimental Procedures

• Quantities of Materials to be used must be specified

• Storage and Handling of chemicals

• Disposal of wastes

• Personal Protective Equipment

• Containment eg Fume Hoods

• Implications to nearby personnel

• Location in laboratory where each step of the work will be

carried out

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WORKPLAN

• The work plan document must then be read, approved and signed by: • Project Supervisor

• Safety Technical Officer

• Departmental Safety Officer

• University Health, Safety and Environmental Office (HSEO)

• After these approvals, the Department will issue a Work Permit to the students for the project AS SPECIFIED (ONLY). The students may NOW commence work in the laboratories.

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STUDY MODULES FOR YEAR 4 FYP STUDENTS

• Several Safety training modules have been developed by

the Department

• Students are required to perform a detailed HAZOP Study

on a P&ID at the end of the Final Year Design Project

• On-line Safety Study modules presented as tutorials in the

Final Year Design Course include:

• Safety Legislation

• Process Safety Management

• Exposure, Spills and Dispersion Modeling

• Fires and Explosions – Causes and Prevention

• Flammable Liquid Fires

• Reliefs, Relief Sizing and Relief Containment

• PHI/PHA Study modules 19

STUDY MODULES FOR YEAR 4 FYP STUDENTS

• There are tens of widely recognized and used safety/hazard identification techniques

• Some of the more prominent identification techniques include: • Safety Reviews

• Index Methods

• What If Analysis

• Preliminary Hazard Identification

• Failure Mode and Effect Analysis FMEA

• Hazard and Operability Study HAZOP

• Hazard Analysis HAZAN, Event Tree Analysis

• Fault Tree Analysis

• Human Reliability and Cause Consequence Analysis.

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HAZOP STUDY MODULE

• The term HAZOP is derived from HAZard and

OPerability

• Development of course materials

• an animated teaching module for teaching the process

safety technique HAZOP has been developed

• the interactive software is designed to make the learning

process more enjoyable

• the animated teaching module is available free at

http://www.cbme.ust.hk/hazop/4round/

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HAZOP STUDY MODULE

• HAZOP can be applied to both safety hazard identification and to identify environmental impacts

• The HAZOP method is the most suitable method for new process engineering projects, process revamps and major process modifications because of: • its detailed nature

• its structured and systematic methodology

• the application of process guidewords to identify potential process deviations.

22

STUDY MODULE DEVELOPMENT METHODOLOGY

• A set of course materials was developed initially to

introduce the students to the HAZOP methodology.

• This lecture module was developed by asking and

answering a series of questions such as:

• What is a HAZOP?

• Why is a HAZOP carried out?

• When is a HAZOP carried out?

• What is the HAZOP study procedure?

• What are Guidewords?

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BEFORE MODULE DEVELOPMENT

• Before the development of the HAZOP module,

students and faculty members were interviewed to

discern the problems of the previous courses.

• The main criticisms of previous HAZOP training was

as follows:

• To do a HAZOP, the students needed to utilize all the existing

course materials they had studied previously –they found

this difficult.

• Much of the existing theoretical part of the HAZOP lectures

was a bit heavy and dry. The students listened to the lecturer telling them about how to apply a whole series of

process GUIDEWORDS and what the consequences were.

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CRITICISMS (CONT.)

• The results of the HAZOP study are primarily qualitative; the students did not have exact answers and were not too familiar with this type of assessment. In other words, there is often no absolutely correct answer to a HAZOP –there are a number of correct solutions as well as many incorrect ones.

• Due to the length of time involved in the HAZOP practical sessions performed during open ended Final Year Design Project classes, some students missed sessions because they had other commitments, job interviews, etc.

• Because the Design Project has 3 processes each year, with some processes changing every year, it is very difficult and time consuming for the faculty to develop all the alternative solutions.

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MODULE DEVELOPMENT

• To overcome these challenges, we decided to

develop a new animated HAZOP teaching module

• using dynamic simulation and computer graphics to engage

undergraduate students in a visual, sequential decision-making

process.

• The main idea is to allow students to work in a multi-disciplinary team in a simulated work context.

• The project was carried out in three phases:

• 1. Development of HAZOP Study Teaching Module (12 months)

• 2. Extension of the HAZOP Study Teaching Module (9 months)

• 3. Adaptation of the HAZOP Study Module to include New Case

Studies (7 months) 26

KEY OBJECTIVES

• 1. Role-play experience – Chairperson, Technical Secretary, etc.

• 2. Performing well in meetings and communications – two way, verbal, written

• 3. Working in a team

• 4. Multi-disciplinary activity

• 5. Working in a real world “Design Office” environment

• 6. Systematic thinking, problem solving skills and analysis

• 7. Very wide-ranging knowledge base applications

• 8. Evaluation and reflection assessments for the HAZOP Teaching Module

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POINTS TO IMPLEMENT

• 1. Guidelines on role tasks are included.

• 2. Guidelines on ‘performing well in meetings’ are included on ‘planning and chairing’, ‘preparing for meetings’, ‘how to perform well’, ‘types of meetings’, and ‘decision making in meetings’.

• 3. Team selection and good team characteristics are presented in the course module; including: ‘managing a team’, ‘selecting and shaping your team’, ‘barriers to effective teamwork’, ‘developing your team’, ‘supportive team practices’, ‘good communication and motivation’, ‘handling trouble’, and ‘when is a team really a team?’.

• 4. Participants from other subject disciplines are invited to HAZOP meetings to make them multi-disciplinary,

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POINTS TO IMPLEMENT (CONT.)

• 5. Time schedules and constraints are re-imposed to achieve targets and deadlines typical of design office pressure.

• 6. Examples are provided in the module to direct students to think independently, systematically, and to solve problems.

• 7. Development of a specialist animated graphics unit within the teaching module to provide case study examples. This integrated the many course facets the students need to apply to appreciate HAZOP Study Analysis.

• 8. Evaluation and reflection assessment processes were carried out by holding a series of meetings with students.

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HAZOP INTERACTIVE SOFTWARE

• The teaching module was developed jointly:

• Department of Chemical and Biomolecular

Engineering

• Center for Enhanced Learning and Teaching

(CELT, a central educational development unit).

• A linear approach was introduced so that

students were guided step by step.

• Different roles were introduced to let

students have different learning

experiences.

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HAZOP INTERACTIVE SOFTWARE

• This first development phase focused on the

content of the HAZOP module.

• What would make it different from a ‘stand-up, front

of class’ delivery?

• What could be done to engage students to use the

module?

• The module should include several prompts

requiring the student to input and participate in a

major way to complete the tasks.

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HAZOP INTERACTIVE SOFTWARE

• After extensive discussion, it was decided to base

the module design on: a “good guy” versus “bad

guy concept”

• The module would use a series of questions and

answer prompts for the students to make a

selection;

• the inclusion of some humorous elements would

also stimulate the students’ interest and enjoyment

of the module.

32

FIRST STAGE OF THE PHASE 1 MODULE DEVELOPMENT

• Process Diagram

& Piping and

Instrumentation

Diagram (P&ID)

of a reasonably

simple process

requiring several

actions for the

students to

practice and

develop.

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SCENARIO 1

34

POSSIBLE SOLUTIONS

35

SCENARIO 2

• the possibility of CV-102 failing to close. In order for students to understand the consequences of such a failure, the ‘bad guy’ comes and closes CV-102. The module provides the following explanation to students:

• “CV-102 Closed T-102 Runs Dry No Flow to Distillation Unit Process Stops”

• The fluid in the buffer tank and in the pipelines empty and run dry after CV-102 is closed. Using a prompt box it is asked: “How can we fix the process system when CV-102 is closed?”

• After the student inputs a solution, followed by clicking, the answer comes up: “Install a manual valve, V-107, in parallel which can be opened enabling the fluid to by-pass the control valve CV-102, for a short time in the event of an emergency.”

• Our ‘good guy’ then appears and makes the modification and the animated flows start again. The automatically generated HAZOP and P&ID are shown to the students.

36

SCENARIO 3: CLOSURE OF VALVE V-105

37

AUTOMATIC GENERATION OF HAZOP MINUTES REPORT

38

SCENARIO 4: FAILURE OF PUMP P-101

39

FINAL P&ID

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PHASE 2

• At the end of Phase 1 (12 months) a number of extensive surveys were carried out and feedback was obtained from users

• Extension of funding was awarded to incorporate a methodology for prioritizing the HAZOP Actions.

• Developing a Hazard Prioritization methodology

• A table was developed in the software for the Hazard Severity rating, H, dividing the severity into 5 category levels on a numerical scale.

• A Risk Rating, R, must be assigned to each of issue:

• R = H × P

• where P is the frequency or probability of the deviation

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SEVERITY INDEX

42

PROBABILITY

43

RISK

44

EVALUATION PROCESS

• Several reviews/surveys were carried out to monitor

the development and the effectiveness of the

module.

• Comprehensive survey/questionnaire forms were

given to:

• Department of Chemical Engineering, HKUST

• Survey questionnaire for students to complete (4 universities)

• Survey questionnaire for industrialists to complete (6

industrialists)

• Survey questionnaire for peers to complete (6 faculty)

• Feedback from HKIE Professional Accreditation

45

KEY EVALUATION COMMENTS

• Visualization and color

• User friendliness

• making the program go back as well as forward

• provide easier access to prompts

• Accessing data sources

• more apparent labeling

• Comprehension

• Technical feedback

• more model scenarios

• no quantitative data provided, could something be

included

46

FUTURE DEVELOPMENT PLANS

We are currently developing Hazard identification

Software (H.I.S.) to assist with :-

• Preparation of work plans with the potential for

expansion to industrial safety applications (CELT

Project: Heuristics for Work Plan Preparation,

• In Particularly Strengthening the Link between

Experimental Procedures and Risk

Assessment/HAZOP; and

• Interpretation of Material Safety Data Sheets

(MSDS).

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CONCLUSIONS

• An animated software has been developed for

teaching the process safety technique HAZOP to

undergraduate students.

• The interactive module is designed to make the

learning process more enjoyable, while providing

an effective method for students’ skill

enhancement.

• At the end of Phase 1, the project outcomes were

very satisfactory. Students’ feedback provided a

driving force for extending the projects with more

case study scenarios.

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CONCLUSIONS

• Evaluation results (both quantitative and

qualitative) from students, and academic and

industrial peers showed that the teaching module

accomplished its key objectives.

• The animated teaching module is available for use

at http://www.cbme.ust.hk/hazop/4round/

• Feedback and comments regarding the module

can be sent to kemckayg@ust.hk

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