COURSE DESCRIPTION, GOALS AND OUTCOME WORKSHEET Course: Instructor: ChE 184B Design of Chemical Processes Michael F.

Doherty, Professor Chemical Engineering

2001-02 Catalog Course Description: Credits: 3 Hours: 2 Lectures per week Prerequisites: Chemical Engineering 110AB; 120A-B-C; 140A; 152A; and Chemical Engineering 184A. Not open to students who have completed Chemical Engineering 182. The solution to comprehensive plant design problems. Use of computer process simulators. Optimization of plant design, investment and operations. Texts, References, & Software: Conceptual Design of Chemical Processes, J. M. Douglas, McGraw Hill (1988). Conceptual Design of Distillation Systems w/CD, M. F. Doherty and M. F. Malone, McGraw Hill (2001). Excel spreadsheet software, Microsoft Corp. HYSYS steady-state simulation software, Hyprotech Limited. DISTIL design software for nonideal & azeotropic distillation, Hyprotech Limited. Course Objectives: 1. The major objective is to understand how to invent chemical process flowsheets, how to generate and develop process alternatives, how to evaluate and screen them quickly, and how to relate plant design, operation and production to the larger business context. 2. Be able to synthesize and design azeotropic distillation systems in the context of the total flowsheet. 3. Understand energy integration and the synthesis & design of heat exchanger networks. 4. Be able to use computer-aided conceptual design tools (e.g., DISTIL) and steady-state simulation tools (e.g., Hysys) for the design and simulation of chemical process flowsheets at each level of process development. 5. Understand and apply elementary considerations of steady-state plantwide control. 6. Understand the business implications and wider factors affecting plant design, operation and production.

Topics Covered (include approximate number of hours for each topic): Each lecture in the following schedule is 75 minutes long with one recitation class every two lectures. Recitation time is used to (1) discuss the design project, (2) work on example problems to reinforce concepts covered in lectures, (3) answer student questions, (4) learn how to use design software tools, and (5) prepare budget statements for Business Challenge Problem. Lecture # 1-4 Topics Business Challenge Problem: creation and analysis of a business income statement break-even analysis factors affecting business success student teams compete in the Business Challenge Problem Chapters 4, 6, 7 (Doherty & Malone) review of distillation system synthesis and design for ideal mixtures Description of design project for the quarter Chapter 5: Homogeneous Azeotropic Distillation (Doherty & Malone) azeotropy residue curve maps feasible product regions for azeotropic mixtures conceptual design methods for azeotropic mixtures synthesis of azeotropic distillation systems DISTIL design software Chapter 8: Heat Exchanger Networks (Douglas) minimum heating & cooling requirements temperature-enthalpy diagram & pinch Grand Composite Curve minimum number of exchangers area estimates design of minimum-energy heat exchanger networks Chapter 9: Cost Diagrams (Douglas) cost diagrams quick screening of process alternatives Plantwide Control review of SISO control process unit control & control structures inventory & production control steady-state plantwide control the snowball effect guidelines for plantwide control structure design Professional ethics and social responsibility

5-6

7 8-13

14-16

17

18-19

20

Laboratory Projects (specify amount of time allowed for each): This course does not include laboratory experiments. Design Project (specify amount of time allowed for each): The course includes three projects where the students work in teams. (a) Business Challenge Game. The students work in teams for two weeks to make the technical and business decisions needed to transform an unprofitable business unit into a profitable one. (Time expected, 20 hours). (b) Design Project. This design project involves completing the first quarter's project by inventing and designing a separation system and developing the economic potential through the end of Level 4. . A Hysys simulation of the optimal base-case design (with all recycle loops closed) is required. Students work in teams of 2, and submit a written report. (Time expected to complete project, 30-50 hours). (c) Final Design Project. For the final design project, students are expected to make all the decisions necessary to invent and design a process flowsheet using all the methods taught in the course. This includes all the Levels of Douglas's Hierarchical Design Procedure (including heat exchanger network synthesis using pinch analysis, and steady-state plant-wide control); conceptual design tools such as DISTIL for the design of azeotropic distillation systems, and Hysys for steady-state simulation. A Hysys simulation of the optimal base-case design is required. Students work in teams of 2, and submit a written report and also give an oral presentation. (Time expected to complete project, 60-100 hours). The Relation between the Course Objectives and the ChE Program Outcomes Course Relevant Course activity Objectives to which ChE Program Outcomes PO3, Lectures, recitations and 1 PO5, PO6 design projects. 2 3 4 5 6 PO3, PO5 PO3, PO5 PO3 PO3, PO5 PO3, PO5, PO6 Lectures, recitations and design projects. Lectures, recitations and design projects. Recitations and design projects Lectures, recitations and design projects. Business Challenge Game. Material to be collected to verify course objective or program outcome

(1) Design projects (2) Question 7 on the attached student selfevaluation survey. (1) Design projects (2) Questions 1 & 2 on the attached student self-evaluation survey. (1) Design projects (2) Questions 3 & 4 on the attached student self-evaluation survey. (1) Design projects (2) Question 6 on the attached student selfevaluation survey. (1) Design projects (2) Question 5 on the attached student selfevaluation survey. (1) Results of Business Challenge Game (2) Questions 7 & 8 on the attached student self-evaluation survey.

Chemical Engineering Department Outcomes: Upon graduation, graduates of the ChE program at UCSB are expected to have: PO1. [Fundamentals] the fundamental knowledge of mathematics, computing, science, and engineering needed to practice chemical engineering and the ability to apply this knowledge to identify, formulate, and solve chemical engineering problems. PO2. [Laboratory] the ability to design and conduct experiments and to analyze and interpret data. PO3. [Design] the ability to design a system, component, or process to meet desired specifications. Ability to use modern engineering tools necessary for chemical engineering practice. PO4. [Advanced Training] beyond the basic fundamentals in at least one area of chemical engineering as preparation for a continuing process of lifelong learning. PO5. [Teamwork/Communication] the ability to function productively in multidisciplinary teams working towards common goals; the ability to communicate effectively through written reports and oral presentations. PO6. [Engineering & Society] the broad education necessary to understand the impact of engineering solutions in a global/societal context; a knowledge of contemporary issues; an understanding of professional and ethical responsibility; a recognition of the need for and the ability to engage in lifelong learning.