Modifying Curricula to Prepare
Students for Careers in the
21st Century Industrial Landscape
From the First Day to the Last
Justin Opatkiewicz
Lecturer of Chemical Engineering
U.C. San Diego
Department of NanoEngineering
Outline
•
Sparking passion early: freshmen engineering
•
Student Collaboration: project-based education
•
Integration of the Curriculum
•
Senior Design: Directly from Industry
2
STEM Outreach After High
School
•
Significant effort in STEM education and outreach in
pre-college years
•
But how do we show off our specific fields so students
truly understand what they’re getting into?
•
1 unit seminar courses are almost universal to introduce
students to the curriculum and research
•
But how much do students appreciate these seminars?
How many even remember them a quarter later?
3
More Than Just Seminars:
Experience Engineering (E4) Initiative
•
Makes students engineers from day one: improving retention and diversity
•
Students can experience successful and failed experiments (failure is part of the process)
•
Students can recognize where all their future classes fit into the grand scheme of things
Dean Albert P. Pisano
UCSD, Jacobs School
4
Extension to All Engineering Fields
Bio Engineering:
Electrophysiology for Brain-Machine-Body Interface
Mechanical & Aeronautical Engineering:
Electric Motor Propellor Plane
Computer Science & Engineering:
Assemble & Program a Simple Robot
NanoEngineering:
Nanoparticle Color Displays
Dean Albert P. Pisano
UCSD, Jacobs School
5
Electrical & Computer Engineering:
Experience ECE: Manipulating Sound
Structural Engineering:
Structural Performance Projects
Successful Implementation: W15
BioEngineering 1
Electrophysiology Project:
Use BioRadio to monitor and analyze ECG and EEG under various activities
Shu Chien & Peter Chen
BioEngineering
UCSD
6
Successful Implementation: W15
BioEngineering 1
Ebola Project:
Devise a procedure to lower body temperature for treating Ebola
Shu Chien & Peter Chen
BioEngineering
UCSD
7
Successful Implementation: W15
BioEngineering 1
3D Bone Printing Project:
Print 3D bone fracture models for visualization and evaluation
Shu Chien & Peter Chen
BioEngineering
UCSD
8
BioEngineering 1: Student Presentations
Shu Chien & Peter Chen
BioEngineering
UCSD
9
Beyond the First Year Emphasizing Collaboration
•
There have been many studies on the benefits of
collaborative learning, like the flipped classroom
BYU CTL
UTexas CTL
10
Early Exposure to the Industrial
Experience: Collaborative Group Work
•
Incorporation of group projects can serve as an
addendum or an alternative to flipping the classroom
=
Peters Consultants
Penn State COE
11
Consolidating the Course in a
Single Project
•
Give each course its own senior-level design project
UCSD Mechanical Engineering
-Ocean Wave Energy Converter
UCSD BioEngineering
-Bioreactor
12
Problem:
Discrete or Accumulated Learning?
•
How do students see the curriculum vs. our expectations
Chemical Engineering Curriculum:
•
Material/Energy
Balances
•
Thermodynamics
•
Chemical Reaction
Engineering
•
Fluid Mechanics
•
Heat Transfer
•
•
Mass Transfer
Separations
13
•
Process Dynamics
& Control
•
Unit Operations
•
Design
Problem:
Discrete or Accumulated Learning?
•
From the student perspective, each of these classes are
still taken in isolation from each other
Separations
Thermodynamics
Mass Transfer
Chemical
Reaction
Engineering
Fluid Mechanics
Controls
Material/Energy
Balances
Unit Operations
Senior Design
Heat Transfer
14
Problem:
Discrete or Accumulated Learning?
Heat Transfer
Thermodynamics
Material/Energy
Balances
Separations
Fluid Mechanics
Chemical
Reaction
Engineering
Controls
Unit Operations
Mass Transfer
15
Use that
course project
to integrate
the entire
curriculum
Senior
Design
Integrated Curriculum
Se
The Impact of Vertical Integration
Session T2G of Design T
The Impact of Vertical
Integration
of Design
Teams Program
on the
Chemical
Engineering
on the Chemical Engineering Program
Sandra Spickard-Prettyman1, Helen Qammar2, Francis Broadway3, H Micheal Cheung4 and Edward
Sandra Spickard-Prettyman1, Helen Qammar2, Francis Broadway3, H Micheal Cheung4 and Edward Evans∗
Abstract - For the last five years, the Department of
course. These teams come together with a men
These teams come together with a mentor to work on
Abstract - For the last five years, the Department of
an open-ended design problem over a five - sev
Chemical Engineering at Thecourse.
University
of Akron has
an open-ended design problem over a five - seven week period
Chemical Engineering at The University of Akron has
duringto the
Fall an
semester. Teams are asked t
a Design
Vertically
Integrated
Team
during the
Fall Design
semester. Project
Teams are asked
complete
implemented a Verticallyimplemented
Integrated Team
Project
engineering
project
(VITDP)
involving
our
department’s
entire
undergraduate
engineering project based on economic, environmental, and based on economic, envir
(VITDP) involving our department’s entire undergraduate
considerations.
student population.
Teams,
consisting
of
freshman
safety considerations.
student population.
Teams,safety
consisting
of freshman
through seniors, work through
together with
an
industrial
or
seniors, work together with an industrial or
In 2002, for example, the problem statement was,
faculty mentor to solve an open-ended design problem
In 2002, for example, the problem statemen
faculty mentor to solve an open-ended
design problem
“Your team is to provide background technical and
over a five-seven week period during the Fall semester.
team is to provide background
over a five-seven
period during
theinformation
Fall semester.
economic
to
support “Your
an upcoming
Each project is designed
to requireweek
positive
economic
information to
support a
Each
project
is
designed
to
require
positive
management decision on whether to exit the methyl
interdependency between the team members, thus creating
methacrylate
(MMA)
market,
refurbish
an
existing
MMA
an instructional framework
where
students
learn
through
management decision on whether to ex
interdependency between the team members, thus creating
attempt to expandmethacrylate
the company’s(MMA) market, refurbish an
teaming rather than group
All freshmen
learn what whereproduction
anwork.
instructional
framework
studentsfacility,
learn or
through
MMA market presence with a larger MMA plant utilizing
chemical engineering is about, sophomores enhance their
production facility, or attempt to expand
teaming rather than group work. All
freshmen
learn what
newer
technology.”
learning in process economics, juniors and seniors
MMA market presence with a larger MMA
chemical
engineering
is
about,
sophomores
enhance
their
improve their proficiency with process simulation, and
newer
learning
in
process
economics,
juniors
and
seniors
Examples of other projects include design
modificationstechnology.”
seniors make major improvements in their ability to lead
to
enhance
the
safety
of
a
polymerization
process
and a
or guide other people. When
the
design
project
introduces
improve their proficiency with process simulation, and
process
design
for
chicken
pox
vaccine
production.
Teams
are other projects include design
a concept or topic that has
not
been
fully
integrated
into
Examples of
seniors make major improvements in their ability to lead
given some background information as well as suggestions on
the curriculum, all students, including those who prefer to
to enhance the safety of a polymerization
or guide other people. When the
design project introduces
how to locate other particularly helpful technical, regulatory,
work alone, effectively increase their knowledge of that
process design for chicken pox vaccine product
a
concept
or
topic
that
has
not
been
fully
integrated
into
and/or economic data.
topic. The vertically integrated team structure provides a
given some
background information as well as
the
curriculum,
all
students,
including
those
who
prefer
to
The problem statement must be written
to encourage
way to learn information in context, which has a
students
to
learn
important
engineering
and
other
professional
particularly strong effect
on
women
in
the
program.
how to locate other particularly helpful techni
work alone, effectively increase their knowledge of that
requiredprovides
deliverables
therefore
allow thedata.
Overall, the VITDP has atopic.
positive
impact
on the chemical
economic
The
vertically
integratedskills.
team The
structure
a mustand/or
teams to stay on track and include tasks that the less
engineering program.
The problem statement must be written
way to learn information in
context, which has a
experienced members of the team can reasonably contribute to
students
to learn
particularly
strong
effect
on
women
in
the
program.
within the time allotted. If crafted carefully, the project
andimportant engineering and oth
Index Terms - teamwork, vertical integration, engineering
skills.
Thea required
deliverables must there
Overall, the VITDP has a positive
impact onwill
theemphasize
chemical
its deliverables
the process
of using
team
design.
format to meet project goals and allow teams
each level
student
to ofstay
on track and include tasks
engineering program.
of Akron,they
Ohio
the opportunityUniversity
to learn something
perceive as valuable
experienced
members of the team can reasonabl
OVERVIEW OF OUR APPROACH
[6,7]. The deliverables from the 2002 project were, a review
within
theto time
allotted. If crafted carefully, t
Index Terms - teamwork, vertical
engineering
16 of theintegration,
patent literature,
an estimate of the
credit(s)
be used
In the chemical engineering
implementation of vertically
its
deliverables
will emphasize the process of
design.
in the economic analysis, a market forecast for MMA demand,
integrated team design project (VITDP), all undergraduates
Integrated Curriculum
Session T2G
The Impact of Vertical Integration of Design Teams
on the Chemical Engineering Program
Sandra Spickard-Prettyman1, Helen Qammar2, Francis Broadway3, H Micheal Cheung4 and Edward Evans∗
course. These teams come together with a mentor to work on
Abstract - For the last five years, the Department of
Team
an open-ended design problem over a five - seven week period
Chemical Engineering at The University of Akron
has Project
during the Fall semester. Teams are asked to complete an
implemented a Vertically Integrated Team Design Project
project based on economic, environmental, and
(VITDP) involving our department’s entire undergraduate
Every engineering
fall
safety considerations.
student population.
Teams, consisting of freshman
through seniors, work together with an industrial or
5-7 week span
In 2002, for example, the problem statement was,
faculty mentor to solve an open-ended design problem
“Your team is to provide background technical and
over a five-seven week period during the Fall semester.
economic information to
support an upcoming
Each project is designed to require positive
management decision on whether to exit the methyl Seniors
Freshmeninterdependency between the team members, thus creating
methacrylate (MMA) market, refurbish an existing MMA
an instructional framework where students learn through
production facility, or attempt to expand the company’s
teaming rather than group work. All freshmen learn what
Make major
Learn what is involved
MMA market presence with a larger MMA plant utilizing
chemical in
engineering is about, sophomores enhance their
newer
technology.”
learning in process economics, juniors and seniors
improvements in their
chemical engineering
improve their proficiency with process simulation, and
ability to lead/mentor
Examples of other projects include design modifications
seniors make major improvements in their ability to lead
Juniors/Seniors
to enhance
the safety of a polymerization process and a
or guide other people. When Sophomores
the design project introduces
process design for chicken pox vaccine production. Teams are
a concept or topic that has not been fully integrated into
given
some background
information in
as well as suggestions on
the curriculum, all students,
including
those
who
prefer
to
Develop proficiency in
Develop
proficiency
how to locate other particularly helpful technical, regulatory,
work alone, effectively increase their knowledge of that
process
fluids/mass/heat
transfer,
and/or
economic data.
topic. The verticallythermo,
integrated reactors,
team structure
provides a
The problem statement must be written to encourage
way to learn information in context, which has a
economics
and
process simulation
students to learn important engineering and other professional
particularly strong effect on women in the program.
skills. The required deliverables must therefore allow the
Overall, the VITDP has a positive impact on the chemical
teams to stay on track and include tasks that the less
engineering program.
experienced members of the team can reasonably contribute to
within the time allotted. If crafted carefully, the project and
Index Terms - teamwork, vertical integration, engineering
its deliverables will emphasize the process of using a team
design.
format to meet project goals and allow each level of student
the opportunity to learn something they perceive as valuable
OVERVIEW OF OUR APPROACH
[6,7]. The deliverables from the 2002 project were, a review
17 of the patent literature, an estimate of the credit(s) to be used
In the chemical engineering implementation of vertically
in the economic analysis, a market forecast for MMA demand,
integrated team design project (VITDP), all undergraduates
Integrated Curriculum
Session 2213
Session 2213
The Vertical Integration of Design in Chemical Engineering
The Vertical
Integration of Design in Chemical Engineering
Ronald J. Gatehouse, George J. Selembo Jr., and John R. McWhirter
The Pennsylvania State University
Ronald J. Gatehouse, George J. Selembo Jr., and John R. McWhirter
The Pennsylvania State University
Abstract
The purpose of this project is to better prepare chemical engineering students for their senior
design course and for industry by exposing them to more design-oriented problems much earlier
Abstract in their undergraduate careers. The feature that distinguishes engineering from the purely
theoretical sciences is that of synthesis. Any meaningful synthesis requires two basic
components,
one that is
arises
from theprepare
order of our
scientific engineering
knowledge and another
thatfor
arises
The purpose
of this project
to better
chemical
students
their senior
from the spontaneous thought of the individual performing the synthesis. Until now, the
design course
and for industry by exposing them to more design-oriented problems much earlier
undergraduate chemical engineering curriculum at Penn State University has focused almost
in their undergraduate
careers.
feature
distinguishes
engineering
fromchemical
the purely
entirely on the former;
this The
project
requiresthat
students
to recognize the
latter. Two entire
plants
divided into several
design projects synthesis
to be used inrequires
the core two basic
theoretical process
sciences
is have
thatbeen
of synthesis.
Any meaningful
undergraduate chemical engineering courses, and each design project requires that the students
components,
one that arises from the order of our scientific knowledge and another that arises
use concepts learned in a given chemical engineering course (e.g. heat transfer, mass transfer,
from the spontaneous
thought
thespecified
individual
performing
Until
now, the
kinetics, etc.) to
arrive at of
a fully
design.
The studentsthe
will synthesis.
follow the same
or similar
chemical
process plants
throughoutcurriculum
their undergraduate
careers
so that,
by the end,has
theyfocused
will
undergraduate
chemical
engineering
at Penn
State
University
almost
understand
many
of
the
details
of
designing
the
plant
without
losing
focus
of
the
ultimate
goal
of
entirely on the former; this project requires students to recognize the latter. Two entire chemical
the process. Most importantly, however, at some point in the project they will have to make
process plants
been
divided into
design
projects
be the
used
in theandcore
somehave
of their
own decisions.
Thereseveral
will be more
than one
way to to
attack
problem,
the
undergraduate
chemical
courses,
and each
design
project
requires
that the students
students
will haveengineering
to make appropriate
assumptions,
research
several
alternatives,
use common
sense
and
think
both
logically
and
physically
in
order
to
arrive
at
a
practical
solution.
If
use concepts learned in a given chemical engineering course (e.g. heat transfer,this
mass transfer,
project accomplishes its goal, the chemical engineering curriculum at Penn State University will
kinetics, etc.)
arrive
a fully
design.
The students
will
follow
same
taketo
a step
awayatfrom
being specified
a mere extension
of theoretical
science and
a step
towardthe
being
an or similar
chemical process
plants throughout
undergraduate
careers
so that, by the end, they will
actual preparation
for a career in their
thoughtful
problem-solving
and design.
understand many of the details of designing the plant without losing focus of the ultimate goal of
Introduction
the process.1 Most
importantly, however, at some point in the project they will have to make
some of their
There
willthebe
morethe
than
one way
to attack
the atproblem,
and the
Likeown
manydecisions.
of its counterparts
across
country,
Chemical
Engineering
program
Penn
State
University
provides
undergraduate
students
solid background
the theoretical use common
18 with aresearch
students will
have
to make
appropriate
assumptions,
severalin alternatives,
aspects
of
the
chemical
engineering
discipline.
Students
learn
fundamentals
in
a seriessolution.
of six
sense and think both logically and physically in order to arrive at a practical
If this
Integrated Curriculum
Session 2213
The Vertical Integration of Design in Chemical Engineering
Ronald J. Gatehouse, George J. Selembo Jr., and John R. McWhirter
The Pennsylvania State University
Chem E 301: Material Balances Perform balances around major
pieces of equipment
Stack gas
Abstract
Cooling
Tower
Steam
Natural Gas (CH 4)
Incinerator
WHB
Acetic Acid
Product
Air
Chemical Process Chosen E 302: Fluids/Heat Flow The purpose of this project is to better prepare chemical engineering studentsChem
for their
senior
Perform analysis of process heat
Every course in curriculum has
design course and for industry by exposing them to more design-oriented problems much earlier
exchangers
project related to specific process
Air
Solvent
Recovery
Column
Blowdown
Boiler
Feed
Water
Liquid
Extraction
Column
in their undergraduate careers. The feature that distinguishes engineering from the purely
theoretical sciences is that of synthesis. Any meaningful synthesis requires two basic
components, one that arises from the order of our scientific knowledge and another
arises
Chem E that
303/304:
Thermo, Phase
from the
spontaneous
the Equilibria +Chemical
Sample Process:
Acrylic
Acid thought of the individual performing the synthesis. Until now,
undergraduate chemical engineering curriculum at Penn State University has Energy
focusedbalances
almost& equilibrium
around
major equipment
entirely on the former; this project requires students to recognize the latter. analysis
Two entire
chemical
process plants have been divided into several design projects to be used in the core
Chem
413/414:
Mass Transfer,
undergraduate chemical engineering courses, and each design project requires
that Ethe
students
Figure 1. Acrylic Acid Production Plant
Kinetics,
Industrial Chemistry use concepts learned in a given chemical
engineering course (e.g. heat transfer,
mass transfer,
Perform
of separators and
kinetics, etc.) to arrive at a fully specified design. The students will follow the
sameanalysis
or similar
reactors
yields for this reaction
are 75-85%.
The principal by-products
of the reaction
process, by the end, they will
chemical process plantsTypical
throughout
their
undergraduate
sogeneral
that,
Ultimately,
a project
in each
class - allcareers
under
the
CO and HAc, are produced according to the following reactions.
understand many of the details oftheme
designing
the plant
without losing focus
of the ultimate goal of
of “acrylic
acid production”
C H + 2.5 O → C H O + CO + H O
(4)
+ 4.5
O → 3 point
CO + 3 Hin
O the project they
(5) will have to make
C H at
the process. Most importantly, however,
some
some of their own decisions.
There
more
one
tocatalyst.
attack
In the new plant,
these twowill
reactorsbe
will be
replaced than
by a single
reactorway
with a new
All the problem, and the
the unit operations downstream from the reactor will hereafter be collectively referred to as the
19 into aresearch
students will have to make
appropriate
assumptions,
several
alternatives, use common
separations
section, and that section
is further divided
gas absorber system,
an
extraction/solvent recovery system and an acrylic acid recovery system.
sense and think both logically and physically in order to arrive at a practical solution. If this
Steam
Acrylic
Acid
Recovery
Distillation
System
Gas
Absorber
Propylene
Catalytic
Shell-andTube Acrylic
Acid Reactor
Quench
Tower
Cooler
Quench
Tower
Acrylic Acid
Product
Raffinate
Stripper
2
3
6
2
3
6
2
2
4
2
2
2
2
2
Integrated Curriculum
Alternate Proposal:
Give the SAME project in EVERY course
•
In the introductory class, make the simplest assumptions and analyze the
general system - each component is still just a black box
•
With each subsequent course, gradually modify each component of the
process until everything is modeled accurately
•
Effectively, connects the dots and serves as a 2-3 year design project
20
Integrated Curriculum Case Study:
Methanol Synthesis
Large Scale Methanol Production from Natural Gas
Haldor Topsoe
By Kim Aasberg-Petersen, Charlotte Stub Nielsen, Ib Dybkjær and Jens Perregaard
21
Integrated Curriculum Case Study:
Methanol Synthesis
CENG 100: Introduction to Material and Energy
Balances
Year 2, Quarter 1
•
Reforming
Simplified
Block Flow Diagram provided & analyzed
•
Overall mass/mole/energy balances performed
Natural gas is traditionally reformed to yield CO and CO2 via reforming and water-gas
shift reactions:
Reforming: CnH2n+2 + nH2O !" nCO + (2n+1)H2
•
All
systems modeled ideally
Water-Gas Shift: CO + H2O !" CO2 + H2
22
These reactions are usually conducted over a nickel-based
catalyst under approximately
20 atm pressure with a steam to carbon feed ratio of approximately three. Howver,
Integrated Curriculum Case Study:
Methanol Synthesis
CENG 102: Chemical Engineering Thermodynamics
Year 2, Quarter 2
•
Reforming
Compressor/pump
work evaluated
•
Correct models for equilibrium in reactors & separators - modify
Reforming: CnH2n+2 + nH2O !" nCO + (2n+1)H2
resulting
process material balances
Natural gas is traditionally reformed to yield CO and CO2 via reforming and water-gas
shift reactions:
Water-Gas Shift: CO + H2O !" CO2 + H2
23
These reactions are usually conducted over a nickel-based
catalyst under approximately
20 atm pressure with a steam to carbon feed ratio of approximately three. Howver,
Scheme
Integrated Curriculum Case Study:
Methanol Synthesis
CENG 113: Chemical Reaction Engineering
Year 2, Quarter 3
Combustion
Purge
Pre-heat
Figure 3: Membrane Separation Scheme
Reformer Recycle
Reforming
Reactor (Shell)
Natural
Gas Feed
Nitrogen-Rich Purge
Retentate
Air Feed
To Methanol
Reactor
Natural
Gas Feed
Air Feed
Combustion
Reactor
Membrane
Separation Unit
Pre-heat
Reformer Recycle
Reforming
Reactor
vs.
•
Develop kinetic models for reactors for sizing and catalyst loading
•
Optimize recycle structure, interstage cooling, conversion
24
To Methanol
Reactor
from other sources.
The synthesis gas produced by one-step reforming will typically contain a surplus of hydrogen of about
40%. This hydrogen is carried unreacted through the synthesis section only to be purged and used as
reformer fuel.
Integrated Curriculum Case Study:
Methanol Synthesis
The addition of CO2 permits optimization of the synthesis gas composition for methanol production.
CO2 constitutes a less expensive feedstock, and CO2 emission to the environment is reduced. The
application of CO2 reforming results in a very energy efficient plant. The energy consumption is 5–10%
less than that of a conventional plant [5]. A 3,030 MTPD methanol plant based on CO2 reforming was
started up in Iran in 2004.
CENG 101A-C: Fluid Mechanics, Heat/Mass
Transfer
The two-step reforming process features a combination of fired tubular reforming (primary reforming)
followed by oxygen-fired adiabatic reforming (secondary reforming). A process flow diagram for a plant
based on two-step reforming is shown in Figure 1.
By combining the two reforming technologies, it is possible to adjust the synthesis gas to obtain the
most suitable composition (M close to 2).
Year 3
Steam
Oxygen
Steam
Prereformer
Secondary
Reformer
Steam
Hydro- Sulphur Saturator
genator Removal
Natural Gas
Methanol
Reactor
Makeup
Compressor
Steam
Reformer
Condensate
Light Ends to Fuel
Product Methanol
Raw Methanol
Raw Methanol
Storage
Water
•
Model heat exchangers, pressure drop through piping/reactors,
condensers,
purifiers,
and
mass
transfer
units
Figure 1: Methanol
production by
two-step
reforming.
Simplified process
flow diagram
25
from other sources.
The synthesis gas produced by one-step reforming will typically contain a surplus of hydrogen of about
40%. This hydrogen is carried unreacted through the synthesis section only to be purged and used as
reformer fuel.
Integrated Curriculum Case Study:
Methanol Synthesis
The addition of CO2 permits optimization of the synthesis gas composition for methanol production.
CO2 constitutes a less expensive feedstock, and CO2 emission to the environment is reduced. The
application of CO2 reforming results in a very energy efficient plant. The energy consumption is 5–10%
less than that of a conventional plant [5]. A 3,030 MTPD methanol plant based on CO2 reforming was
started up in Iran in 2004.
CENG 122: Separations
The two-step reforming process features a combination of fired tubular reforming (primary reforming)
followed by oxygen-fired adiabatic reforming (secondary reforming). A process flow diagram for a plant
based on two-step reforming is shown in Figure 1.
Year 4
By combining the two reforming technologies, it is possible to adjust the synthesis gas to obtain the
most suitable composition (M close to 2).
Oxygen
Steam
Steam
Prereformer
Secondary
Reformer
Steam
Hydro- Sulphur Saturator
genator Removal
Natural Gas
Methanol
Reactor
Makeup
Compressor
Steam
Reformer
Condensate
Light Ends to Fuel
Product Methanol
Raw Methanol
Raw Methanol
Storage
Water
•
Replace “simple” flash separation units & compare with accurately
Figure 1: Methanol production by two-step reforming. Simplified process flow diagram
modeled
extraction/absorption/stripping/distillation columns
26
Integrated Curriculum Case Study:
Methanol Synthesis
rmer BFD and P&ID
Methane
Fin(t)
I(t)·Fin(t)
CENG 120:F(t)Process Dynamics & Control
Reformer
Exhaust
Steam
YearP&ID
4
MeOH
α(t)
TC
PC
FC
ṄP(t)
TT
PT
FT
and
TC
PC
FC
TT
PT
FT
Fin(t)
Reformer
I(t)·Fin(t)
F(t)
Fin(t)
Q(t)
Q(t)
•
MeOH
Using modeled dynamic process, design and tune controllers for
reactors, distillation columns, storage tank levels
27
L(t)
Integrated Curriculum Case Study:
Methanol Synthesis
CENG 124A/B: Chemical Plant and Process Design
Year 4
Discounted Cash Flow i = 8%
Money (million $)
40
20
0
-20
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
-40
-60
-80
-100
Time (year)
•
Simulate the entire process, comparing to previous analyses, and
full economic analysis
28
Integrated Curriculum Case Study:
Methanol Synthesis
•
Students learn the value of each individual course/topic as applied
to this one, specific design project
Reforming
Natural gas is traditionally reformed to yield CO and CO2 via reforming and water-gas
shift reactions:
Reforming: CnH2n+2 + nH2O !" nCO + (2n+1)H2
Water-Gas Shift: CO + H2O !" CO2 + H2
These reactions are usually conducted over a nickel-based catalyst under approximately
20 atm pressure with a steam to carbon feed ratio of approximately three. Howver,
traditional reforming is endothermic, and requires a large heat input. Modern plants often
utilize an autothermal reformer or follow the traditional reformer with a secondary
reformer. Both approaches involve the addition
29 of oxygen to the reformer feed, and the
heat for the reforming reaction is supplied by the combustion of methane:
Finishing Up the Curriculum:
Senior Capstone Design Course
•
Most engineering programs end their curriculum with a hands-on
or simulation-based senior design course
U.C. San Diego
Jacobs School of Engineering
High Precision Nano Transfer Printer
San Francisco State University
School of Engineering
Earthquake Engineering Research Institute
30
Senior Capstone Design Course:
Industrial Sponsorship
•
To give students one last opportunity for industrial experience
before graduation, incorporate REAL projects as proposed/
sponsored by industrial affiliates
UCSD
Combustion Chamber Inspection Tool
Sponsor: Solar Turbines
UCSD
Remotely Operated Vehicle
Sponsor: SPAWAR
UCSD
Noninvasive Intracranial Pressure Monitor
Sponsor: UCSD School of Medicine
31
Senior Capstone Design Course:
Industrial Sponsorship
•
To give students one last opportunity for industrial experience
before graduation, incorporate REAL projects as proposed/
sponsored by industrial affiliates
e-
e
ee
-
H+
H+
H+
e- e-
e-
eeeeee-
Cathode Electrode
eee-
CO2
Biofilm
Anode Electrode
Wastewater
e-
Water
e-
H+
H+
+
+
+
H+ H H+ H H+ H+ H
Air/oxygen
Figure 2: Schematic of microbial fuel cell with oxidation of wastewater carbon compounds at the
anode and reduction of oxygen at the cathode .
Penn State
Figure 2 –Biomass
Biomass
Fluidized
Catalytic
Cracking
Fluidized
Catalytic
Cracking
to Fuels (BFCC)
http://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1010&context=clean_energy Sponsor: LP Amina
ass Fluidized Catalytic Cracking (BFCC) is relatively new concept being developed
handful of start-up companies in recent years. As shown in Figure 2, BFCC operates
ch the same way as FCC. The biomass must first be dried and size reduced to a fine
er after which it is contacted with catalyst in a riser reactor, or fluidized bed. As in
the catalyst must be separated and regenerated. During regeneration it is expected
fairly large portion of non-volatile “fixed carbon” from the biomass in addition to
32
mulation of coke must be removed from the catalyst.
UCSD
Robust Cathode/Anode for Microbial Fuel Cells
in Waste Water Treatment
Sponsor: J. Craig Venter Institute
Conclusions
•
Exposure to engineering principles from DAY ONE
•
Tie courses together with group-oriented projects
•
Integrate the entire curriculum to foster greater learning of and
appreciation for the subject materials of ALL courses
•
Incorporate industry-sponsored projects in senior capstone design
courses to give students improved preparation for their careers
UCSD
Structural and Materials Engineering Building
33