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Chapter 1
Section 2 (Chapters 6-9)
Chapter 17
Chapter 18
Section 5 (Chapters 20-23)
For programs in which engineering economics is not a prerequisite to the design course, Chapters 2 through 5 should also be included. If students have previously covered engineering economics, Chapter 19 (Optimization) could be substituted. For the second term of a two-term sequence, we recommend Chapters 10 through 14 (and Chapter 19 if not included in the first design course) plus design projects. If time permits, we strongly recommend Chapter 15 (Regulating Process Conditions) and Chapter 16 (Process Troubleshooting), as these tend to solidify as well as to extend the concepts of Chapters 10 through 14. Section 3 (Chapters 10-16) addresses the analysis of existing processes and mirrors the type of work that an entry-level process engineer will encounter in the first few years of employment at a chemical process facility.
The chapters, however, can be covered in many different sequences, depending on the background of the students entering the design course. At West Virginia University, for example, we cover Chapters 1, 10-16, 2-5, 19, 21, and 20 (in that order) because the students have covered the material of Chapters 6-9, 17, 18, much of 19, 22, and 23 in prerequisite courses. The second semester is devoted almost entirely to a large-group design project. In addition, during the two-semester sequence, we give our students a sequence of individual design projects. Some examples of these projects are given in Appendix C. Additional projects are available from the authors. Projects C.1, C.3, and C.5 cover the analysis of existing processes and should not be assigned without some coverage of Section 3. The other projects (C.2, C.4, and C.6) are open-ended design projects for new processes. These can be given as individual or small-group projects (3-4 students).
We have found that the most effective way both to enhance and to examine student progress is through oral presentations in addition to the submission of written reports. During these oral presentations, individual students or a student group defend their results to a faculty panel.
As design is at its essence a creative, dynamic, challenging, and iterative activity, we welcome feedback on and encourage experimentation with this design textbook. We hope that students and faculty will find the excitement in teaching and learning engineering design that has sustained us over the years.
Finally, we would like to thank those people who have been instrumental to the successful completion of this book. First, thanks are given to all the undergraduate chemical engineering students at West Virginia University over the years, particularly during the period 1987-1997. Their feedback and criticism have been a constant source of ideas and stimulation. Second, we would like to thank those people who have read, criticized, and used parts of this text in the course of its preparation. In particular, we would like to recognize Dr. Mark Stadtherr of the University of Notre Dame and Dr. Susan Montgomery of the University of Michigan for their helpful criticism and support. Finally, on a personal note we (RT, RCB, and WBW) would like to thank our long suffering wives (Becky, Judy, and Patricia) for their continued support, love, and patience throughout this prolonged endeavor.
Integrate design principles throughout the engineering process for continuous improvement.
Good engineering design is a creative, dynamic, and iterative process. It demands an understanding of the big picture, the minute details, and the skills to balance them. Analysis, Synthesis, and Design of Chemical Processes presents a holistic approach to process design, walking through each step from initial process cost estimation to final process optimization.
The emphasis on solving open-ended problems gives students a taste of real-life engineering in place of artificial classroom exercises. By stressing macro-level analysis, Analysis, Synthesis, and Design of Chemical Processes concentrates on the elements that are common to all engineering projects, rather than specific nuts and bolts issues that change from one application to another.
Major topics include:
* Capital cost estimation and profitability analysis
* Structure and technical analysis of a process flow diagram
* Preliminary equipment design and performance evaluation
* Synthesis and optimization of a chemical process
* Environmental concerns, health and safety, and ethics
* Written and oral communications and report documentation
Analysis, Synthesis, and Design of Chemical Processes grows out of thirty years of experience in engineering design at West Virginia University. The authors include suggestions for using it in both single-semester and year-long courses. Four case studies and six design projects offer practical applications. Extensive reference materials include design heuristics, flow diagrams, and cost equations.
CAPCOST, a Windows-based program for estimating the fixed capital cost of a process, is included with the text. By entering capacity, operating pressure, and materials of construction data for all major process equipment, the total installed cost of a chemical process can be estimated.
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