CH3080 Chemical Engineering Design Overview

Overview of Chemical
Engineering Design
© 2012 G.P. Towler / UOP. For educational use in conjunction with

Towler & Sinnott Chemical Engineering Design only. Do not copy
Chemical Engineering Design
Course Objectives
• Provide a real-world perspective on process

design
• Introduce design and selection of equipment
• Give insight into practical constraints that govern

design decisions
• Help you translate knowledge into practice &

start solving real problems

Why Did You Study Chemical
Engineering?

Why Are ChE’s Paid So Well
To Work in So Many Different Industries?
• They can start from a vaguely defined problem
statement such as a customer need or a set of
experimental results
• From the problem statement they develop an

understanding of the important underlying physical
science relevant to the problem
• Using this understanding they can develop a plan of

action and set of detailed specifications, which if followed
will lead to a predicted financial outcome

Why Are ChE’s Paid So Well
To Work in So Many Different Industries?
• They can start from a vaguely
defined problem statement such as a
customer need or a set of
experimental results
• From the problem statement they

develop an understanding of the All the other ChE
important underlying physical science classes you took
relevant to the problem
• Using this understanding they can

develop a plan of action and set of The design course
detailed specifications, which if addresses these
followed will lead to a predicted
financial outcome

The Design Process
Problem statement
XYZ Co.
Plan
Financial
outcome
Implementation

Design Work Process
Determine Set Design
Customer Needs Specifications
Build Performance
Models
Generate Design
R&D if Needed
Concepts
Predict Fitness
For Service
Evaluate Economics
& Select Design
Customer
Approval
Detailed Design & Procurement
Begin Operation
Equipment Selection & Construction
Common to all design problems in all industries

Why do we care about financial
outcome?

Financial Outcome
If you had $10 million, how would you rather invest it?
1. In a FDIC insured savings account at 2% p.a.
2. In equities (average annual return 9% over 25 years, average
return since 2000 ~ 0%)
3. In a project using proven technology with 12% annual return
in an established market
4. In a project with new technology with 90% probability of
technical success, and 20% annual return in an established
market
5. In a project with unproven new technology in a new market
that is forecast to grow 200% per year but hasn’t taken off
yet
6. In a high-stakes poker game in Las Vegas

Financial Outcome
If you had $10 million, how would you rather invest it?
1. In a FDIC insured savings account at 2% p.a.
2. In equities (average return 9% over 25 years)
3. In a project using proven technology with 12%
annual return in an established market
4. In a project with new technology with 90%
probability of technical success, and 20% annual
return in an established market
5. In a project with unproven new technology in a
new market that is forecast to grow 200% per year
but hasn’t taken off yet
6. In a high-stakes poker game in Las Vegas
Increased
Risk
What would you like to know before you
hand over the $10 million?
• What return on investment will I get?
• When do I have to pay up?
• When will it start paying out?
• What’s the probability of success?
• How does it compare with the alternatives?
• Does the return justify the risk?
Design projects are usually carried out

to address these kind of questions

Key Things You (hopefully) Learn or
unlearn 
• What does stuff cost?
• How do chemical plants work?
• How are processes and equipment designed?

(And why that way?)
• How does it all fit together?
• What were all those other ChE classes for?

Is Design Easy or Difficult?
Design is Easy! Design is Hard!
• Simple math • Needs experience and practice
• Good software • Lots of rules and constraints
• Many “right” answers • Requires creativity
• Everyone thinks they can do it • Iterative process with lots of re-

(though few do it well) work
• Difficult to learn from books

and lectures

Either way, design is how chemical engineers
create new products and processes
always challenging
often frustrating
usually very satisfying
Some ChEs do this their whole career!


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Overview of Chemical

© 2012 G.P. Towler / UOP. For educational use in conjunction with

• Provide a real-world perspective on process

• Introduce design and selection of equipment

• Give insight into practical constraints that govern

• Help you translate knowledge into practice &

© 2012 G.P. Towler / UOP. For educational use in conjunction with

© 2012 G.P. Towler / UOP. For educational use in conjunction with

• From the problem statement they develop an

• Using this understanding they can develop a plan of

© 2012 G.P. Towler / UOP. For educational use in conjunction with

• From the problem statement they

• Using this understanding they can

© 2012 G.P. Towler / UOP. For educational use in conjunction with

© 2012 G.P. Towler / UOP. For educational use in conjunction with

Common to all design problems in all industries

© 2012 G.P. Towler / UOP. For educational use in conjunction with

© 2012 G.P. Towler / UOP. For educational use in conjunction with

• What return on investment will I get?

• When do I have to pay up?

• When will it start paying out?

• What’s the probability of success?

• How does it compare with the alternatives?

• Does the return justify the risk?

Design projects are usually carried out

© 2012 G.P. Towler / UOP. For educational use in conjunction with

• How do chemical plants work?

• How are processes and equipment designed?

• How does it all fit together?

• What were all those other ChE classes for?

© 2012 G.P. Towler / UOP. For educational use in conjunction with

• Simple math • Needs experience and practice

• Good software • Lots of rules and constraints

• Many “right” answers • Requires creativity

• Everyone thinks they can do it • Iterative process with lots of re-

• Difficult to learn from books

© 2012 G.P. Towler / UOP. For educational use in conjunction with

Some ChEs do this their whole career!

© 2012 G.P. Towler / UOP. For educational use in conjunction with

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