CEB 30403

AIR POLLUTION
CONTROL TECHNOLOGY
Dr. Amelia Md Som
ameliamds@unikl.edu.my
Introduction of the Course
Topic 1:
 PEO, PLO, CLO & SLT

SLT = Student Learning Time

 UNIKL MICET
PROGRAM EDUCATIONAL
OBJECTIVES
To produce technically qualified chemical
PEO1 engineers who will contribute towards the human
capital in the chemical engineering industry.
To produce chemical engineers with the ability to
PEO2 advance themselves in an engineering, technical
or academic field.
To produce chemical engineers who practice
PEO3 professionalism with ethics and social
responsibility.
To produce chemical engineers who are capable of
PEO4 embarking on business and technopreneurial
activities.
 UNIKL MICET
PROGRAM LEARNING OUTCOME

Apply knowledge of mathematics, science, engineering fundamentals

PLO 1
and chemical engineering to the solution of complex engineering
problems.

Identify, formulate, research literature and analyze, complex chemical

PLO 2
engineering problems reaching substantiated conclusions using first
principles of mathematics, natural sciences and engineering sciences.

Design solutions for complex chemical engineering problems and design

PLO 3 systems, components or processes that meet specified needs with
appropriate consideration for public health and safety, cultural, societal,
and environmental. considerations;

Conduct investigation into complex chemical engineering problems

PLO 4 using research based knowledge and research methods including design
of experiments, analysis and interpretation of data, and synthesis of
information to provide valid conclusions.
 UNIKL MICET
PROGRAM LEARNING OUTCOME
Create, select and apply appropriate techniques, resources, and
modern engineering and IT tools, including prediction and
PLO 5
modelling, to complex chemical engineering activities, with an
understanding of limitations.

Apply reasoning informed by contextual knowledge to assess

PLO 6
societal, health, safety, legal and cultural issues and the consequent
responsibilities relevant to professional engineering practice.

Evaluate the impact of professional engineering solutions in

PLO 7
societal and environmental contexts and demonstrate knowledge of
and need for sustainable development.

PLO 8 Apply ethical principles and commit to professional ethics and

responsibilities and norms of engineering practice.
 UNIKL MICET
PROGRAM LEARNING OUTCOME
Communicate effectively on complex chemical engineering
activities with the engineering community and with society at
PLO 9 large, such as being able to comprehend and write effective
reports and design documentation, make effective
presentations, and give and receive clear instructions.

PLO 10 Function effectively as an individual, and as a member or leader

in diverse teams and in multi-disciplinary settings.

Recognize the need for, and have the preparation and ability to
PLO 11
engage in independent and life-long learning in the broadest
context of technological change.

Demonstrate knowledge and understanding of chemical

PLO 12 engineering and management principles and apply these to one's
own work, as a member or leader in a team, to manage projects
and in multidisciplinary environments. (NEW)
 Course Learning Outcomes (CLO)
At the end of this course, the students will be able to:.
1. Identify the sources of air pollution (C4) and able to evaluate
the requirement of Malaysian laws related to air quality
control and air pollution monitoring (C5).
2. Differentiate the types of air quality control and monitoring
techniques (P5) and analyse the factors that would affect the
efficiency of the equipment (C4) in terms of performance and cost
effectiveness.
3. Demonstrate good communication, teamwork, leadership,
problem solving and lifelong learning (A3)
ASSESSMENT METHOD:

Tests 10%
Problem Base Learning 15%
Lab Test/Report 35%
Final Exam 40%
Global Warming
UV, Visible & IR

Greenhouse gasses (GHG)

Climate Change
Increase in carbon dioxide and other greenhouse gas pollution results in
CLIMATE CHANGE

 More intense hurricanes and storms, heavier and more frequent

flooding, increased drought, and more severe wildfires
 More frequent and intense heat waves that increase mortality,
especially among the poor and elderly
 Anticipated increases in ground-level ozone pollution
 The potential for enhanced spread of some waterborne and pest-
related diseases
 Increased of production or dispersion of airborne allergens.
 Ocean acidification, sea level rise and increased storm surge
 Harm to agriculture and forests
 Species extinctions and ecosystem damage.
 Food scarcity, conflicts or mass migration
 Health effects - such as children, the elderly, the poor, and future
generations - face disproportionate risks.
Combating Climate Change
 Reducing Carbon Footprint :
 Reducing Carbon Pollution from Power Plants
 Cutting energy waste in homes, businesses, and
factories
 Reducing other greenhouse gas emissions
 Assess the Impacts of Climate Change
 Support climate-resilient investments
 Rebuild and learn
 Maintain Agriculture Productivity
 Reduce Risk of Flood, Droughts and Wildfires
 Carbon Sequestration
Acid Rain
Acid Rain - Acids fall out of the atmosphere
 Acidic particles and vapors are deposited via two
processes;
 Wet deposition is acidic rain, the process by which acids
with a pH normally below 5.6 are removed from the
atmosphere in rain, snow, sleet or hail ,fog, mist

 Dry deposition
- particles such as fly ash, sulphates, nitrates, and gases (such
as SO2 and NOx)
- Weather is dry, the acid chemicals may become
incorporated into dust or smoke and fall to the ground
through dry deposition
- Dry deposited gases and particles can be washed by
rainstorms, leading to increased runoff water~ acidic
Air Pollutants : Source And Effects
 May be natural or man-made
 Pollutants can be classified as either primary or
secondary
 primary pollutants are substances directly emitted
from a process, such as ash from a volcanic eruption, the
carbon monoxide gas from a motor vehicle exhaust or
sulfur dioxide released from factories.
 secondary pollutants are not emitted directly
 rather, they form in the air when primary pollutants react or
interact
Sources Of Primary Air Contaminants
(Natural Sources)
 Natural sources
 Dust from natural sources, usually large areas of land
with little or no vegetation.
 Methane, emitted by the digestion of food by animals,
for example cattle.
 Radon gas from radioactive decay within the Earth's
crust.
 Smoke and carbon monoxide from wildfires.
 Volcanic activity, which produce sulfur, chlorine, and
ash particulates.
Sources Of Primary Air Contaminants
(Human Activity)
 Anthropogenic sources (human activity) mostly related to
burning different kinds of fuel
 "Stationary Sources" include smoke stacks of power plants,
manufacturing facilities (factories) and waste incinerators, as well
as furnaces and other types of fuel-burning heating devices
 "Mobile Sources" include motor vehicles, marine vessels, aircraft
and the effect of sound etc.
 Chemicals, dust and controlled burn practices in agriculture and
forestry management.
 Waste deposition in landfills, which generate methane.
 Military, such as nuclear weapons, toxic gases, germ warfare and
rocketry
Major Primary Pollutants
Produced By Human Activity
Carbon dioxide • a greenhouse gas emitted from combustion but is
also a gas vital to living organisms.
(CO2) • It is a natural gas in the atmosphere.

• Organic chemical compounds whose composition

Volatile organic makes it possible for them to evaporate under
normal indoor atmospheric conditions of
compounds temperature and pressure with initial boiling point
(VOC) of less than or equal to 250° C measured at a
standard atmospheric pressure of 101.3 kPa

• A mixture of solid particles and liquid droplets found

in the air with size range from a few nanometres
Particulate (nm) in diameter to around 100 µm. Its chemical
composition includes sulphates, nitrates,
matter (PM) ammonium, sodium chloride, elemental and organic
carbon and a range of minerals.
Major Primary Pollutants
Produced By Human Activity
• SOx refers to any of SO, SO2, SO3, S2O2, S2O, S6O2,
Sulfur oxides S7O2
• The major ones are SO2 and SO3, the cause of acid rain.
(SOx) • Mainly originates from fossil fuel combustion process

• Refer to species of oxides of nitrogen such as nitric oxide

Nitrogen (NO) and nitrogen dioxide (NO2)
oxides (NOx) • Formed during combustion of fuel, nitrogen presence
will react with oxygen

• is a colorless, odorless, non-irritating but very

Carbon poisonous gas.
monoxide (CO) • It is a product by incomplete combustion of fuel such as
natural gas, coal or wood.
Particulate Matter (PM)
 "Inhalable coarse particles," such as those found near
roadways and dusty industries, are larger than 2.5
micrometers (PM2.5) and smaller than 10 micrometers in
diameter(PM10).
 "Fine particles," such as those found in smoke and haze, are
2.5 micrometers in diameter and smaller. These particles
can be directly emitted from sources such as forest fires, or
they can form when gases emitted from power plants,
industries and automobiles react in the air.
 “Total Suspended Particulate (TSP) are total suspended
matter with no reference to size.
Secondary Air Contaminants
 SO2 will react with O2 to form SO3 that will
rapidly combine with water to form Sulphuric Acid
(H2SO4) – acid rain
 Secondary Air Contaminants
 NH3 react with H2SO4 to form NH4SO4 (acidic
particles)
Secondary Air Contaminants
 Ground level ozone
The Effect of Ground Level Ozone

Inflammation of
lung lining

Leaf chlorosis
The Effect of Global Warming
The Effect of Acid Rain
The Effect of Particulate Matters
 Particle
Source Control
Control Gas
Control
31
Source Controls
 Conceptual phase of process or product development
program
 will it create a potential air pollution problem during
manufacturing operation, use and disposal?

 Source correction methods

 Raw material substitution
 Process modification
 Equipment alteration
 Cleaning of effluent gas – removed effluent near their source
 Particulate emission control

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 5 year plan
 Who – Your name
 When – 5 years from now
 What - Position you want to hold
/ Business to setup
 Which - Industry
(Petrochemical / Oleo / Edible oil / Pharmaceutical /
Electronic / IT / Construction /Forestry/ Agriculture )
 Where – Location (Local (State) / oversea)
 Why - Why….
 How - How you plan to achieve it
(Education/Skills)