Engineering Institute of Technology


Unit Name


Unit Code

BME 205S


Unit Duration



Bachelor of Science (Engineering)


Duration 3 years

Year Level


Unit Creator/Reviewer





BSC103C, BSC203C

Credit Points



Total Program Credit Points 81 (27 x 3)

Mode of Delivery

Online or on-campus.

Unit Workload

(Total student workload including “contact hours” = 10 hours per week)

Lecture : 1.5 hours

Guided labs / Group work / Assessments : 2 hours Tutorial : 1.5 hours

Guided Personal Study recommended - 5 hours

The objective in presenting this unit is to impart to students the fundamental principles and concepts used in process plant layout and piping and pipeline design.


The subject matter covered in this unit will include the many considerations and requirements that are integral to the process of plant layout such as: specifications; equipment arrangements; plot plans; Process and Instrumentation Diagrams (P&IDs); and, design documentation. Applicable codes and standards, issues related to design and construction practices, and the assessment of optimum routing and layout techniques will also be examined. Case studies and practical exercises are employed throughout this unit to assist students’ assimilation of unit contents, particularly piping concepts.


At the conclusion of this unit, students will have been imparted with the requisite knowledge and skills to prepare plant layout specifications, plot plans, and P&IDs; evaluate pipeline design principles and procedures; and, recognise the underlying causes behind piping degradation, assess damage, and undertake repairs.


Learning Outcomes


On successful completion of this Unit, students are expected to be able to:

  1. Examine the basics of process plant layout and design.

  2. Prepare plant layout specifications, plot plans, and P&IDs.

  3. Identify piping system components.

  4. Evaluate pipeline design principles and procedures.

  5. Apply the relevant data and tools for pipeline routing.

  6. Calculate forces and stresses in pipelines.

  7. Assess pipelines for damage/degradation and undertake repairs.

    Completing this unit may add to students professional development/competencies by:

    1. Fostering personal and professional skills and attributes in order to:

      1. Conduct work in a professionally diligent, accountable and ethical manner.

      2. Effectively use oral and written communication in personal and professional domains.

      3. Foster applicable creative thinking, critical thinking and problem solving skills.

      4. Develop initiative and engagement in lifelong learning and professional development.

      5. Enhance collaboration outcomes and performance in dynamic team roles.

      6. Effectively plan, organise, self-manage and manage others.

      7. Professionally utilise and manage information.

      8. Enhance technologist literacy and apply contextualised technologist skills.

    2. Enhance investigatory and research capabilities in order to:

      1. Develop an understanding of systematic, fundamental scientific, mathematic principles, numerical analysis techniques and statistics applicable to technologists.

      2. Access, evaluate and analyse information on technologist processes, procedures, investigations and the discernment of technologist knowledge development.

      3. Foster an in-depth understanding of specialist bodies of knowledge, computer science, engineering design practice and contextual factors applicable to technologists.

      4. Solve basic and open-ended engineering technologist problems.

      5. Understand the scope, principles, norms, accountabilities and bounds associated with sustainable engineering practice.

    3. Develop engineering application abilities in order to:

      1. Apply established engineering methods to broadly-defined technologist problem solving.

      2. Apply engineering technologist techniques, tool and resources.

      3. Apply systematic technologist synthesis and design processes.

      4. Systematically conduct and manage technologist projects, work assignments, testing and experimentation.

The Australian Engineering Stage 1 Competency Standards for Engineering Technologists, approved as of 2013. This table is referenced in the mapping of graduate attributes to learning outcomes and via the learning outcomes to student assessment.


Stage 1 Competencies and Elements of Competency


Knowledge and Skill Base


Systematic, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the technology domain.


Conceptual understanding of the, mathematics, numerical analysis, statistics, and computer and information sciences which underpin the technology domain.


In-depth understanding of specialist bodies of knowledge within the technology domain.


Discernment of knowledge development within the technology domain.


Knowledge of engineering design practice and contextual factors impacting the technology domain.


Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice in the technology domain.


Engineering Application Ability


Application of established engineering methods to broadly-defined problem solving within the technology domain.


Application of engineering techniques, tools and resources within the technology domain.


Application of systematic synthesis and design processes within the technology domain.


Application of systematic approaches to the conduct and management of projects within the technology domain.


Professional and Personal Attributes


Ethical conduct and professional accountability.


Effective oral and written communication in professional and lay domains.


Creative, innovative and pro-active demeanour.


Professional use and management of information.


Orderly management of self and professional conduct.


Effective team membership and team leadership.

Successfully completing this Unit will contribute to the recognition of attainment of the following graduate attributes aligned to the AQF Level 7 criteria, Engineers Australia Stage 1 Competency Standards for Engineering Technologists and the Sydney Accord:


Graduate Attributes

(Knowledge, Skills, Abilities, Professional and Personal Development)

EA Stage 1 Competencies

Learning Outcomes

A. Knowledge of Science and Engineering Fundamentals

A1. Breadth of knowledge of engineering and systematic, theory-based understanding of underlying principles, and depth of knowledge across one or more engineering sub- disciplines


1.1, 1.3


1, 2, 3, 4, 5, 6, 7

A2. Knowledge of mathematical, statistical and computer sciences appropriate for engineering technology




1, 2, 3, 4, 5, 6, 7

A3. Discernment of knowledge development within the technology domain


1, 3, 5, 6

A4. Knowledge of engineering design practice and contextual factors impacting the technology domain




1, 2, 3, 4, 5, 6, 7

B. Problem Solving, Critical Analysis and Judgement

B1. Ability to research, synthesise, evaluate and innovatively apply theoretical concepts, knowledge and approaches across diverse engineering technology contexts to effectively solve engineering problems


1.4, 2.1, 2.3


2, 3, 4

B2. Technical and project management skills to design complex systems and solutions in line with developments in engineering technology professional practice


2.1, 2.2, 2.3, 3.2


C. Effective Communication

C1. Cognitive and technical skills to investigate, analyse and organise information and ideas and to communicate those ideas clearly and fluently, in both written and spoken forms appropriate to the audience




2, 3, 4

C2. Ability to engage effectively and appropriately across a diverse range of cultures



D. Design and Project Management

D1. Apply systematic synthesis and design processes within the technology domain

2.1, 2.2, 2.3

2, 4

D2. Apply systematic approaches to the conduct and management of projects within the technology domain




2, 4, 6

E. Accountability, Professional and Ethical Conduct

E1. Innovation in applying engineering technology, having regard to ethics and impacts including economic; social; environmental and sustainability


1.6, 3.1, 3.4


E2. Professional conduct, understanding and accountability in professional practice across diverse circumstances including team work, leadership and independent work


3.3, 3.4, 3.5, 3.6


This table details the mapping of the unit graduate attributes to the unit learning outcomes and the Australian Engineering Stage 1 Competency Standards for the Engineering Technologist.




Graduate Attributes














Engineers Australia Stage 1 Competency Standards for Engineering Technologist

























































































































































































Unit Learning Outcomes
























































Student assessment

Assessment Type

When assessed



(% of total unit marks)

Learning Outcomes Assessed


Assessment 1

Type: Multi-choice test / Group work / Short answer questions / Practical / Remote Lab / Simulation

Example Topic: Process flow diagrams, equipment drawings and specifications, plot plans.

Students will complete a quiz with MCQ type answers to 30 questions to demonstrate relevant knowledge of the basics of process plant layout.


Week 3




1, 2


Assessment 2

Type: Multi-choice test / Group work / Short answer questions / Practical / Remote Lab / Simulation

Example Topic: P&IDs, control valve manifolds, meter runs, piping specifications and codes.

Students will be required to interpret P&IDs and answer questions related to piping design documentation and piping components.


Week 5




2, 3


Assessment 3

Type: Multi-choice test / Group work / Short answer questions / Practical / Remote Lab / Simulation / Project

/ Report

Example Topic: Pipeline design and routing.

Students will be required to demonstrate relevant knowledge of pipeline design and routing principles by providing answers to descriptive questions, calculate the forces, stresses, loads in pipelines, design equations..


Week 10




4, 5, 6


Assessment 4 Type: Project Word length: NA

Example Topic: Pipeline design.

Students will describe in detail the procedures involved in designing and routing a pipeline for a given application, as well as taking repair access and degradation lifetime assessment into account.


Final Week




4, 5, 6, 7


Attendance / Tutorial Participation

Example: Presentation, discussion, group work, exercises, self-assessment/reflection, case study analysis, application.






1 to 7

Prescribed and recommended readings



Fundamentals of Process Plant Layout and Piping Design, IDC Technologies, Perth


Pipeline Systems: Design, Construction, Maintenance and Asset Management, IDC Technologies, Perth



Bausbacher, E & Hunt, R 1993, Process Plant Layout and Piping Design, 1st edn, Prentice Hall, ISBN-13: 978-0131386297


Journal, website



Notes and Reference texts

IDC Technologies

Other material advised during the lectures


Unit Content

One topic is delivered per contact week, with the exception of part-time 24-week units, where one topic is delivered every two weeks.


Topic 1


  1. Plant layout fundamentals

  2. Procedures and workflow methods

  3. Physical quantities and units

  4. Process Flow Diagrams (PFDs)

  5. Equipment used in process plants

  6. Equipment drawings and specifications


Topic 2

Plant Layout and Plot Plans

  1. Plant layout specifications

  2. Guidelines and codes for plant layout

  3. Safety considerations

  4. Plot plans

  5. Equipment arrangement drawings


Topic 3

Process and Instrumentation Diagrams (P&IDs)

  1. Fundamentals of P&IDs

  2. Instruments and instrument symbols

  3. Layout and components of control valve manifolds

  4. Layout and components of meter runs


Topic 4

Plant Layout and Piping Design Documentation and Tools

  1. Equipment arrangement drawings

  2. Equipment lists

  3. Piping line lists

  4. Piping specifications and codes

  5. Piping isometrics

  6. Bills of Material

  7. 3D models


Topic 5

Piping Fundamentals, System Components, and Materials

  1. Basics of piping

  2. Fittings

  3. Flanges

  4. Valves

  5. Material classification system and specifications

  6. Piping specifications

  7. Material selection


Topic 6

Overview of Pipeline Systems

  1. Pipeline basics

  2. Factors influencing pipeline design

  3. Pipeline construction fundamentals

  4. Pipeline design principles – hydraulics, mechanical design, and materials of construction

  5. Pipeline economics


Topic 7

Pipeline Design Standards

  1. Standards development

  2. International and local codes applicable to pipelines

  3. Changes to regulations

  4. Pipeline design steps

  5. Fluids and gases transported


Topic 8

Routing Techniques and Environmental Considerations

  1. Factors influencing piping routing

  2. Investigation of pipeline routing techniques

  3. Tools and data used in pipeline routing

  4. Environmental issues to consider during planning

  5. Design considerations with respect to the environment


Topics 9 and 10

Mechanical design of Pipelines, Components, and Materials

  1. Forces and stresses in pipelines

  2. Specified minimum yield strength of pipeline materials

  3. Mechanical design equations: calculations of Maximum Allowable Pressure (MAP) and minimum required wall thickness of pipelines

  4. Sustained loads in pipelines

  5. Thermal expansion/contraction of materials

  6. Pumps and compressors

  7. Optimal pipe size vs. location of pump/compressor stations

  8. Optimal pipeline construction material


Topic 11

Corrosion, Assessment, Repairs, and Maintenance

  1. Practical corrosion

  2. Classification of corrosion mechanisms

  3. Internal corrosion – chemical treatment, inhibitors and biocides

  4. External corrosion – coatings and cathodic protection

  5. Pipeline Integrity Programs


Topic 12

Unit Review

In the final week students will have an opportunity to review the contents covered so far. Opportunity will be provided for a review of student work and to clarify any outstanding issues. Instructors/facilitators may choose to cover a specialized topic if applicable to that cohort.

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