UNIVERSITY OF PRETORIA
SCHOOL FOR ENGINEERING, BUILD ENVIRONMENT AND INFORMATION
DEPARTMENT OF CHEMICAL ENGINEERING
STUDY MANUAL
AIR QUALITY CONTROL CAM 780/787
Compiled by:
G Kornelius
Updated by:
ASM de Vos
Date of last revision:
May 2022
Copyright reserved
ORGANISATIONAL COMPONENT
1.
GENERAL PREMISE AND EDUCATIONAL APPROACH
The course Air Quality Control has been developed in such a way that a student, after successfully
completing this module, will have the skills to manage air pollution in practice. After completing this
module, the student should be able to identify the main sources of air pollution, identify and
characterise the common air pollutants, and to assess their impact on the surrounding environment
from the sources, through the pathways, to the final receptors, and to conceptually design air
quality management systems and air pollution control equipment. The course is therefore intended to
teach the students to practise identification and characterisation of air pollutants and the practice of
analysing and evaluating the behaviour of air pollutants. The course also explains air pollution
prevention and introduces mitigation and treatment processes. To achieve this objective this module
emphasises understanding rather than memorising.
The field of air quality management is extremely dynamic in South Africa. The new Air Quality Act has
been fully implemented and regulations are appearing at regular intervals. An air quality
manager/engineer often must make decisions based on inadequate information. The module
exposes the student to making recommendations on calculated probabilities rather than following a
recipe without challenging the ground-rules. To optimally develop the above skills, interactive learning
and teaching methods are applied during lectures and assignments.
You are encouraged to participate in discussions during lectures. As your fellow students (and the
lecturer!) are dependent on the inputs you make, your participation is crucial. After all, you are also
dependent on their contributions. Remember we can make as many mistakes as we want to during
this module, with no adverse consequences to the broad environment. However, once you start
practising air quality control, scientifically unjustifiable decisions you make could have devastating
long term effects.
2.
LECTURERS, VENUES AND CONSULTING HOURS
Name
Lecturer
Module
Manager
Secretary
2.1
Dr ASM de
Vos
Dr HG Brink
Mrs. E. Otto
Room No.
and Building
Room 1-25, Building 2,
South Campus
Room 1-26, Building 2,
South Campus
Telephone No.
and E-mail Address
e-mail: sands.devos@gmail.com
Tel: 012 420 3769
e-mail: deon.brink@up.ac.za
Tel: (012) 420-3824 (until 13h00)
Fax: (012) 362-5089
e-mail: elmarie.otto@up.ac.za
Notices
Marks and notices will be displayed on ClickUP as and when these become available
2.2
Consulting hours
The lecturer is available via email. This policy also holds before tests and exams.
3.
STUDY MATERIALS AND PURCHASES
3.1 Compulsory handbooks:
3.1 Air Pollution Control Engineering for Environmental Engineers, 1st Edition, Edited by Jeff Kuo.
ISBN 9781138032040 https://UnivofPretoria.on.worldcat.org/oclc/1085348433
2
3.2
Fundamentals of Air pollution 4th edition by Daniel Vallero eBook 2014 5th ed.
https://UnivofPretoria.on.worldcat.org/oclc/885123508 (print book)
Use of these book is compulsory for the respective courses; the books are part of the exam material.
The following can be downloaded from www.saaqis.org.za
3.3 Department of Environmental Affairs. NEM-Air Quality Act. Act 39/2004 and the NEM-Air
Quality Amendment Act, the latter in Government Gazette 37666 of 19 May 2014.
3.4 Department of Environmental Affairs. NEM-Air Quality Act Regulations on Ambient Air Quality
Standards. Government notice 1210, Government Gazette 32816 of 24 Dec 2009.
3.5 Department of Environmental Affairs. NEM-Air Quality Act Regulations on Minimum Emission
Standards. Government notice 893, Government Gazette 37054 of 22 Nov 2013.
Class notes and additional material will be available in the respective ClickUP modules.
A large volume of material pertaining to SA legal requirements is available on www.saaqis.org.za.
This web site also has documents and presentations on Government policy on air quality
management and greenhouse gas emissions, as well as links to other web sites in this regard.
Students are advised to familiarise themselves with the material available on this web site.
3.2 Recommended material:
Additional books
Tiwary, A and Colls, J. Air Pollution (3nd ed) Taylor & Francis, London 2010. ISBN 0-415-47932-9
(hard cover) 0-415-47932-0 (soft cover)
Cooper, David C & F C Alley: Air Pollution Control: A Design Approach 4th ed. Waveland Press, Long
Grove Ill. 2012. ISBN 1-57766-678-3. This book is indicated by local bookshops to be out of print.
Amazon.com however indicates that it is freely available, and students are advised to use this route of
supply
A lot of free training material is also available from
http://www.epa.gov/air/oaqps/eog/course_topic.html
(CAM 780) A good introduction to the design of air pollution control equipment “Air pollution control
engineering” (New York, McGraw-Hill) was produced by prof Noel de Nevers in 1995, with a second
edition in 2000. It is useful because it develops the equipment design methods from first principles in
a stepwise approach. It was re-issued by Waveland Press in 2010. The American Air and Waste
Management Association (AWMA), previously the Air Pollution Control Association (APCA) produces
the Air Pollution Engineering Manual, the 2nd edition of which appeared in 2000.
4.
LEARNING ACTIVITIES
4.1
Contact time and learning hours
This module carries a weighting of 32 credits, indicating that on average a student should spend 320
hours to master the required skills (including time for preparation for tests and examinations).
4.2
Lectures
There will be classroom training for this course with two block periods. For any reason or
requirements not to have classroom training it course will continue via online meetings. The
classroom number will be communicated via email closer to the date.
Block 1 - classroom training will be 18 and 19 July 2022.
Block 2 – classroom training will be on 19 and 20 September 2022.
4.3
Assignments
3
This module includes two assignments.
Assignment 1 is due on 1 September 2022
Assignment 2 on 4 November 202
Assignments should be handed in using the ClickUP system. The files should be in the pdf format and
the file name should be Surname_Firstname_Assignment#.pdf. If excel files form part of the
assignment, these should also be submitted with the file name Surname_Firstname_Assignment#.xls.
It is the responsibility of the student to ensure that the lecturer has received the assignments in order
and on time; ClickUP will reject late submissions.
5.
RULES OF ASSESSMENT
Also see the examination regulations in the Year Book of the Faculty of Engineering, Built
Environment and Information Technology.
5.1
Pass requirements
The pass requirement for the course is a minimum of 50% for the final mark. The final mark is
composed of a semester mark and an examination mark, each contributing 50% to the final mark.
Assignments carry a 100% weighting in the semester mark. A minimum semester mark of 40% is
required for examination admission. Consult the examination regulations for full details. Students who
fail to hand in both assignments will not be given admission to the examination.
5.2
Calculation of the final mark
Semester mark:
50%
Examination mark: 50%
5.3
Semester tests
Due to the Covid19 pandemic the semester test will be replaced by the two assignments
5.5
Examination
To ensure the quality of the honour’s degree, there will be a formal examination for CAM 780/787.
The date of which will be confirmed at a later stage.
6.
GENERAL
Students are referred to the University’s policies on plagiarism and tests/examinations. These are
available
at
http://www.ais.up.ac.za/plagiarism/docs/policy_2010.pdf
and
http://web.up.ac.za/sitefiles/file/publications/2013/General_Regulations_and_rules-2013.pdf (p 40 et
seq) respectively.
Please familiarise yourself with the Department of Chemical Engineering guide to writing reports,
which is applicable to the submission of assignments. This will be downloaded to ClickUP
In particular, the section on proper referencing and the format for references should be studied and
applied in assignments.
4
STUDY COMPONENT
1.
MODULE OBJECTIVES, ARTICULATION AND LEARNING OUTCOMES
1.1
General objectives
(CAM 780/7) To provide insight and assessment capacity into the management of air quality in the
South African context and (CAM 780) to provide design capacity for apparatus for the removal of
particulate matter and specific gases from industrial gas streams.
1.2
Prerequisite learning
Before admission to this module, a student must have a BEng or BSc or BTech degree and have
revised their first-year chemistry and maths.
1.3
Articulation with other modules in the programme
The subject course Air Quality Management 780/7 is one of the building blocks for either an Honours
or Masters degree in either Water Utilisation, Water Utilisation Engineering or Environmental
Engineering.
1.4
Critical learning outcomes
The following ECSA exit-level outcomes are addressed in the module, i.e. at the end of this module
the student will be capable of:
1.4.1 Engineering Problem Solving
To be competent to identify and solve problems in waste management creatively and innovatively.
1.4.2 Application of fundamental and specialist knowledge
To apply knowledge of mathematics, biological and engineering sciences to solve waste management
problems, by:
•
•
•
reasoning about and conceptualising problems, components, systems or processes using
principles of the basic sciences;
working across disciplinary boundaries through cross disciplinary literacy and shared fundamental
knowledge and;
dealing with uncertainty and risk.
1.4.3 Investigations, experiments and data analysis
To apply research methods, plan and conduct investigations by appropriate methods and analyse,
interpret and derive information from data.
1.4.4 Engineering methods, skills, tools and information technology
To use computers and networks and information infrastructures for accessing, processing, managing,
and storing information to enhance personal productivity and teamwork and bring basic techniques
and knowledge to bear on engineering practice from economics, business management, and health,
safety and environmental protection.
1.4.5 Professional and General Communication
5
To communicate effectively, both orally and in writing, with engineering audiences and the community
at large, using appropriate structure, style and graphical support and to apply methods of providing
information for use by others involved in engineering activity.
1.4.6 Impact of engineering activity on society and the environment
To understand and take responsibility for the impact of technological and management decisions on
the society and environment.
1.4.8 Lifelong Learning
To development learning skills, such as understanding fundamental concepts, scientific logic and
reason, which facilitates a capacity for lifelong learning.
1.4.9 Professional ethics and practice
This module sensitises students to the need to act professionally and ethically and to take
responsibility within their limits of competence and to exercise judgement commensurate with
knowledge and experience.
2.
GUIDELINES FOR USING THE STUDY THEME DESCRIPTIONS
The information given in the next sections of this study manual under the various study theme
headings is intended to assist students in their learning, to acquire the required skills and achieve the
learning outcomes effectively. The following specific informational items are included under each of
the study theme headings:
The statements used to define the criteria of assessment are classified in terms of a series of lowerto higher-order thinking skills (cognitive domains), in accordance with Bloom's Taxonomy of
Educational Objectives (Bloom BS and Krathwohl DR, Taxonomy of educational objectives.
Handbook 1. Cognitive domain, Addison-Wesley, 1984):
6. EVALUATION
5. SYNTHESIS
4. ANALYSIS
3. APPLICATION
Level
of
complexity
2. COMPREHENSION
1. KNOWLEDGE
The characterisation of the cognitive domains is given in the table below.
Cognitive Domain
Definition
Typical Action Verbs
1.
Knowledge
Remembering previously learned
information.
Arrange, define, describe, identify, label,
list, match, name, outline
2.
Comprehension
Understanding the meaning of
information.
Classify, discuss, estimate, explain, give
example(s), identify, predict, report,
review, select, summarise, interpret, "in
your own words"
6
3.
Application
Using the information appropriately in
different situations
Apply, calculate, demonstrate, illustrate,
interpret, modify, predict, prepare,
produce, solve, use, manipulate, put into
practice
4.
Analysis
down the information into the
component parts and seeing the
relationships.
Analise, appraise, calculate, compare,
criticise, derive, differentiate, choose,
distinguish, examine, subdivide, organise,
deduce
5.
Synthesis
Putting the component parts together
to form new products and ideas.
Assemble, compose, construct, create,
design, determine, develop, devise,
formulate, propose, synthesise, plan,
discuss, support
6.
Evaluation
Making judgments of an idea, theory,
opinion, etc., based on criteria.
Appraise, assess, compare, conclude,
defend, determine, evaluate, judge,
justify, optimise, predict, criticize
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3.
STUDY THEME DESCRIPTIONS
3.1
STUDY THEME 1: INTRODUCTION TO AIR POLLUTION
3.1.1 Learning outcomes
At the end of this study theme, the student will:
•
Have an overview of air pollution in South Africa, the extent of the course and what is expected
from the student to pass the module.
3.1.2 Study units
Lecture notes.
3.1.3 Self-study activities
Become familiar with the class notes and the relevant material from www.saaqis.org.za, particularly
the “State of the Air reports 2005” and subsequent “State of the Air” reports. Some of these are
provided in presentation format.
3.2 STUDY THEME 2: IDENTIFYING AIR POLLUTANTS, THEIR SOURCES, SINKS AND
IMPACTS IN THE SOUTH AFRICAN CONTEXT
3.2.1 Learning outcomes
At the end of this study theme, the student will:
•
•
•
•
•
•
be able to identify and classify main air pollutants important in SA and globally
discuss the sources, health impacts and sinks of these pollutants
be able to draw up an emission inventory for a region or industrial facility
discuss the mechanism of global warming and the contributing gases
discuss the effects of climate change globally and for SA
discuss the interaction between air pollution and climate change
3.2.2 Study units
Class notes; Kuo 2019, extra material - Cooper &Alley chapter 1 except 1.4 and 1.9; 18; 22.1 and
22.2
A non-technical (and interesting) discussion of particulate air pollution is given in “The secret life of
dust” by Hannah Holmes, J Wiley and Sons, New York, 2001 (ISBN0-471-42635-0).
3.2.3 Self-study activities
Become familiar with the class notes and the prescribed handbook chapters.
3.3 STUDY THEME 3: THE SOUTH AFRICAN LEGAL FRAMEWORK FOR DEALING WITH AIR
POLLUTION
3.3.1 Learning outcomes
At the end of this study theme, the student will:
•
understand and be able to provide a summary of the SA legal framework for air quality
management, specifically the National Environment Management – Air Quality Act (“AQA”) no
39 of 2004.
8
•
•
•
•
be familiar with ambient air quality standards
be able to reach a decision whether an activity is controlled in terms of the AQA
discuss licensing and reporting requirements for listed activities
list the responsibilities of the various spheres of government as well as industry responsibilities
in terms of the AQA.
3.3.2 Study units
Class notes; the Air Quality Act and regulations given in section 3 of the Administrative component of
this study guide.
3.3.3 Self-study activities
Become familiar with the class notes, the Air Quality Act and the regulations given under “Study
Materials”.
3.4
STUDY THEME 4: ATMOSPHERIC DISPERSION MODELLING
3.4.1 Learning outcomes
At the end of this study theme, the student will:
•
•
•
•
•
•
be familiar with dispersion modeling at Tier1, Tier 2 and Tier 3 level
be able to use the basic Gaussian dispersion modeling equation
understand and be able to explain the concept of atmospheric stability
understand and be able to explain the impact of other meteorological variables and topography
on dispersion
be able to discuss the applications of dispersion modeling
be able to carry out basic calculations for heavy cloud dispersion
3.4.2 Study units
Class notes; Kuo 2019
Two further books give practical guidelines on the basics and the practical implementation of
dispersion modelling techniques:
Milton R. Beychok: Fundamentals of stack dispersion (3rd ed). (published by the author, 1994). ISBN
0964458802
D Bruce Turner: Workbook of Atmospheric Dispersion Estimates: An Introduction to Dispersion
Modeling, (2nd ed). CRC Press, Boca Raton Fl (1994). ISBN 1-56670-023-X
Both the Irish and New Zealand Departments of Environment have produced useful guidelines to the
use
and
application
of
dispersion
models.
These
are
free
downloads
from
http://tools.envirolink.govt.nz/assets/Uploads/Good-Practice-Guide-MFE-atmospheric-dispersionmodelling-jun04.pdf
and
https://www.epa.ie/publications/compliance--enforcement/air/EPA-Air-Dispersion-Modelling-GuidanceNote-(AG4)-2020.pdf
respectively.
In addition, a Tier 1 freeware dispersion modelling program (SCREEN3) can be downloaded from the
web site of Lakes Environmental. Some time spent with this will provide useful insight into the effect of
different parameters influencing dispersion.
9
3.4.3 Self-study activities
Become familiar with the class notes and the prescribed handbook chapters. Ensure that dispersion
modeling calculations can be done, including plume rise calculations, the effect of atmospheric
stability and reflection from stable layers. Assignment 1.
3.5
3.5.1
STUDY THEME 5: DESIGN OF PARTICULATE CONTROL EQUIPMENT
Learning outcomes
At the end of this study theme, the student will:
• Be able to use particle size distributions for design purposes.
• Understand the physics laws that govern movement of particles in a gas and calculate terminal
velocities for particles of different sizes
• Be familiar with design methods for settling chambers, cyclones, electrostatic precipitators and
wet scrubbers.
• Be able to propose a particular type of equipment for a given situation.
• Propose ancillary equipment required for each application.
3.5.2
Study units
Class notes; Kuo 2019
3.5.3
Self-study activities
Become familiar with the class notes and the prescribed handbook chapters. Assignment 2
3.6
STUDY THEME 6: DESIGN OF GASEOUS CONTROL EQUIPMENT
3.6.1 Learning outcomes
At the end of this study theme, the student will:
• Be familiar with the types of equipment that can be used in the SA context for SO2 removal.
3.6.2 Study units
Class notes; Kuo 2019
3.6.3 Self-study activities
Become familiar with the class notes and the prescribed handbook chapters.
3.7 STUDY THEME 7: HEALTH IMPACT OF AIR POLLUTANTS, THE AMBIENT STANDARD
SETTING PROCESS.
3.7.1 Learning outcomes
At the end of this study theme, the student will:
• Be able to describe the effect of air pollutants on human health and how these are quantified.
• Be able to describe how legal ambient air quality standards are developed.
3.7.2 Study units
Class notes; Kuo 2019
3.7.3 Self-study activities
Become familiar with the class notes and the prescribed handbook chapters
10
3.8
STUDY THEME 8: SOUTH AFRICAN GREENHOUSE GAS POLICY
3.8.1 Learning outcomes
At the end of this study theme, the student will be able to describe the LTMS process and how this
lead to the White paper on National Climate Change response. The student will also be able to apply
the Pollution Prevention Plans regulations to his/her work situation, or to an imaginary case study.
3.8.2 Study units
Class notes.
3.8.3 Self-study activities
Become familiar with the class notes and the prescribed handbook chapters. Apply the Pollution
Prevention Plans regulations to your work situation, or to an imaginary case study.
3.9
STUDY THEME 9: AIR QUALITY MANAGEMENT SYSTEMS
3.9.1 Learning outcomes
At the end of this study theme, the student will be able to provide the outline and components of an
AQMS for a local authority or industrial complex.
3.9.2 Study units
Class notes; Manual for Air Quality management Planning (DEA) available on ClickUP; the relevant
regulations on Pollution Prevention Plans available on ClickUP.
3.9.3 Self-study activities
Become familiar with the class notes. Apply the Manual for AQMP to your work situation, or to an
imaginary case study. Assignment 2
11