To become an editor for this CardDeck, please comment directly on this card.If you want to add your cards to this deck, please also leave a comment directly on this card. ** Often non-chemical engineers working on design projects need to learn how to create process flowsheets and piping and instrumentation diagrams without ever having learned how to do so. At some universities, chemical engineering students get to senior plant design without having put together a flowsheet, let alone a P&ID, of significant complexity. This card is meant to both introduce faculty and students on how to construct flowsheets and P&ID's, but also compile resources related to them.At Florida Tech, we split up our Introduction to Chemical Engineering sequence into two credits in the first semester (CHE1101f2019.doc for syllabus) and one credit in the second semester. This card focuses on the first semester course.The process flowsheeting instruction consists of a series of lecture content and homework problems as follows, mostly taken from Chapter 4 of the 3rd edition of Richard Felder and Ronald Rousseau's textbook (ref. 1) as excerpted in felderflowsheetproblems.tif and che1101hwf18.doc. Students are told NOT to do any mass balance calculations, as that is covered in our sophomore sequence. All files referred to in the Description section are in the Introduction to Chemical Process Engineering 1 folder below. The files questionsandissueskeenbrennerv4.ppt and brennerquestionsandissues.wmv contain a presentation from the 2017 KEEN National Conference on the entire process engineering course. The EML content in the course is summarized on slides 5-7, including a EM-rich exercise described on a separate card called a questions and issues sheet:https://engineeringunleashed.com/cards/card.aspx?CardGuid=4a1a8002-b6f9-4cb1-9d52-61410f4d7217HW 3: the figure on page 1 and Problem 4.37 on page 2 of felderflowsheetproblems.tif (This problem is geared to introduce students to PowerPoint. The first two HW's do not involve process flowsheets.)HW 4: Problem 4.29a on page 4 of felderflowsheetproblems.tif (a benzene-toluene-xylene separation sequence) meant to get students to learn how to translate a chemical engineering word problem into a process flowsheet.HW 5: Reaction of ethanol to acetaldehyde and hydrogen (in CHE1101f2019.doc). This problem statement does not result purely in either salable products or waste streams that are safe to dispose, so students are challenged in class to add to the problem enough to remedy that situation. HW 6: Problem 4.29 of felderflowsheetproblems.tif is a much longer drug purification problem that introduces additional unit operations such as filters and extractors.HW 7: Problem 4.52 of felderflowsheetproblems.tif involves the conversion of calcium fluorite ore to HF, but leaves out many steps. If students solve the problem as written, then exiting the reactor are two liquids, one vapor, and four solids. I encourage students to consider prepurifying the ore to eliminate a series reaction that consumes the valuable HF product. By doing so, there are only two solids instead of four.Students then have a take home exam that combines these skills An example of the take home exam (cipro2.zip) is for the synthesis of ciprofloxacin, a broad spectrum antibiotic, mass produced in response to the anthrax scare of 2001.Students then choose topics for their end of semester freshman chemical engineering (ChE) design projects from one of 20+ categories within chemical engineering and related areas, as listed in topicselectionf15.xls. The number and letter combinations (ex. 1B) tell students to look at the second project described on p. 1 of projects2015.pdf compiled by clipping the two pages of ChE plants discussed in each week's issue of Chemical and Engineering News The file topicselectionsf15v1.doc contains the wide variety of projects selected. Slides 8-10 of the aforementioned questionsandissueskeenbrennerv4.ppt presentation file describe how the instructor manages the projects, and slides 14-18 contain a student group example of the EML-rich content for the projects prior to the flowsheets. Students work with the instructor to dig through the relevant journal and/or patent literature. The instructor uses a patent written by Sessa et al. (ref. 4) for Florida Syngas, but the primary inventor was co-author Albin Czernichowski, so a Google patent search with his name is performed. Dr. Czernichowski (rightmost person in the photo in slide 1 of floridasyngas.pptx; ref. 5) invented plasma arc technology in Cold War Poland at age 19 in 1959, but didn’t make money on it until 2007-2008 with Florida Syngas because he wanted to protect his intellectual property from Communists. The instructor's job with Florida Syngas was to develop flowsheets for and build a prototype of the animal waste to syngas process on slide 6 and the orange peel and/or glycerol waste for Tropicana on slide 7. Slide 6 is typical of what students are able to do after the freshman course, and slide 7 is typical of an end product from a senior plant design. Slides 2 through 5 of floridasyngas.pptx are illustrative of where EML can be put into a chemical process engineering design project. The key technology for Florida Syngas was Dr. Czernichowski's plasma arc reactor technology shown in Slide 2. The GlidArc plasma arc reactor technology was the embodiment of Mr. Fusion from the “Back to the Future” 1 and 2 movies (ref. 3). GlidArc could process the banana peel and the alcohol, but didn’t have the environmental complications of gasifying the metal can, providing Florida Syngas a competitive advantage. Moreover, like Mr. Fusion, the GlidArc technology could process almost any hydrocarbon source as shown on slide 3. Converting such hydrocarbons to biofuel was a breakeven business, but Florida Syngas made 20% profits when converting some wastes, particularly municipal solid waste, to chemicals because the capital cost of the "plant" was so small. The entire "plant" would be built and sent to the customers' sites on U-Haul trucks. The biggest pain points for biomass to chemicals plants are a) the seasonal nature of the feedstock supply (as compared to oil refineries lasting many decades), b) the typically 8-10% of glycerol "waste" at most biorefineries, and c) the supply chain advantages for oil refineries (Every product has an established market.). By converting the glycerol or other biomass waste into valuable chemicals such as urea (slides 3-5), we could create value for our customers while also assuaging any environmental guilt that they might have. In their end-of-semester project presentations, students are expected to discuss an introduction and motivation for their process or product, define the business case, summarize the key questions and issues surrounding its development, construct a process flowsheet, and address any safety and environmental issues associated with the product and/or process. These are summarized in slides 14-18 of questionsandissuesheetv4.ppt and in TALK.ppt..The remaining files in the Introduction to Chemical Process Engineering 1 folder below.are primarily rubrics, but there can be adjustment to group grades based on peer evaluations using the Comprehensive Assessment of Team Member Effectiveness (CATME) rubric (BARSform.doc and Objectives and Assessment of CHE 1101 Group Project.doc based on ref. 2).Pages 8-16 of week14thebasicsofmaking.pdf summarizes much of the remaining freshman process design content that is presented in our junior/senior/grad student multidisciplinary Basics of Making course. Page 8 focuses on conceptual design of process flowsheets, Pages 9-14 include lecture content on mass flow controllers, thermocouples, pressure transducers, valves, relief valves, and rupture disks, before considering safety and other constraints. Page 15 is a piping and instrumentation diagram of my hydrogen research lab setup. The instructor asks students in class to move hydrogen from storage bed 1 to storage bed 2 while both measuring and controlling temperature, pressure, and mass flow rate. The solution to this maze problem is on page 16. Before introducing the instrumentation in lecture to the freshmen, we have a modified scavenger hunt in my lab. Unlike the traditional scavenger hunt, however, students do not take the equipment, and moreover, when a student asks a question whose answer would benefit the entire class, the instructor will temporarily halt the hunt to describe what the piece of equipment is and how it works.Florida Tech is considering starting a new maker minor program. If that happens, then this will be a required course for students outside the chemical engineering major. As a result of our participation at Bucknell's BFAB for Faculty workshop, we added CAD drawing to this class in 2019.The last entries on this card contain more advanced flowsheeting topics by other KEEN partners.
CategoriesEngineering Unleashed Resources
DisciplinesAll Engineering Disciplines
InstitutionsFlorida Institute of Technology