Process Design Engineering
Temika
In chemical engineering, process design is the choice and sequencing of units for desired physical and/or chemical transformation of materials. Process design is central to chemical engineering, and it can be considered to be the summit of that field, bringing together all of the field's components.
Process design can be the design of new facilities or it can be the modification or expansion of existing facilities. The design starts at a conceptual level and ultimately ends in the form of fabrication and construction plans.
Process design documents serve to define the design and they ensure that the design components fit together. They are useful in communicating ideas and plans to other engineers involved with the design, to external regulatory agencies, to equipment vendors and to construction contractors.
Process designers typically write operating manuals on how to start-up, operate and shut-down the process. They often also develop accident plans and projections of process operation on the environment.
There are several considerations that need to be made when designing any chemical process unit. Design conceptualization and considerations can begin once product purities, yields, and throughput rates are all defined.
Designers usually do not start from scratch, especially for complex projects. Often the engineers have pilot plant data available or data from full-scale operating facilities. Other sources of information include proprietary design criteria provided by process licensors, published scientific data, laboratory experiments, and suppliers of feedstocks and utilities.
Design starts with process synthesis - the choice of technology and combinations of industrial units to achieve goals. More detailed design proceeds as other engineers and stakeholders sign off on each stage: conceptual to detailed design.
Simulation software is often used by design engineers. Simulations can identify weaknesses in designs and allow engineers to choose better alternatives. However, engineers still rely on heuristics, intuition, and experience when designing a process. Human creativity is an element in complex designs.
Delivery: Course is delivered by instructors with real-life implementation experience. Learn from those who have actual hands-on expertise with ITSM process design and engineering. For five days, our learners are immersed in material that is presented in a fun, practical manner using exercises, sample exams and real-world service management examples.
Professional Education Hours: Individuals attending this class will earn 18 professional education hours (e.g., PDUs, CPEs, CEUs) upon completion of this course. These professional education hours can be submitted to associations such as the Project Management Institute and ISACA, if applicable.
Instructors: As with all ITSM Academy training, our instructors have successful track records as IT professionals and bring that acumen into the classroom. Utilizing the highest quality content, our trainers blend their real-life experiences into lively classroom discussion.
Let's Go Green: Materials for this course are provided as downloadable soft copy files that can be viewed on a variety of devices. Attendees may print a hard copy of the files in whatever format best meets their needs, and can use the files under the ITSM Academy Terms of Use as indicated on the material.
Exam & Certification: Learners will be equipped to earn their Certified Process Design Engineer (CPDE) accreditation by achieving a passing score (65%) on a 60 minute exam, consisting of 40 multiple choice questions. Any learner not successful on their first attempt is eligible for one (1) free resit.
CPDE is an intensive educational experience. We recommend 12 hours of personal study, and we strongly encourage learners to devote 6 of those hours to pre-class preparations, this translates to roughly 1 to 2 hours of homework each night of class. Upon registration, learners will be provided the pre-course reading assignments via our Learner Portal
While the design process is iterative it follows a predetermined set of steps, some of these may need to be repeated before moving to the next one. This will vary depending on the project itself, but allows lessons to be learnt from failures and improvements to be made.
The process allows for applied science, mathematics and engineering sciences to be used to achieve a high level of optimisation to meet the requirements of an objective. The steps include problem solving processes such as, for example, determining your objectives and constraints, prototyping, testing and evaluation.
The steps of the engineering process are not always followed in sequence, but it is common for engineers to define the problem and brainstorm ideas before creating a prototype test that is then modified and improved until the solution meets the needs of the engineers project. This is called iteration and is a common method of working.
What is the problem that needs to be solved? Who is the design product for, and why is it important to find a solution? What are the limitations and requirements? Engineers need to ask these types of critical questions regardless of what is being created.
Good designers brainstorm possible solutions before opting to start a design, building a list of as many solutions as possible. It is best to avoid judging the designs and instead just let the ideas flow.
Use the experience of others to explore possibilities. By researching past projects you can avoid the problems faced by others. You should speak to people from various backgrounds, including users or customers. You may find some solutions that you had not considered.
Having listed potential solutions and determined the needs of the project alongside your research, the next step is to establish any factors that may constrain your work. This can be done by revisiting the requirements and bringing together your findings and ideas from previous steps.
Having chosen your approach, the next step is to refine and improve the solution to create a design proposal. This stage can be ongoing through the length of your project and even after a product has been delivered to customers.
Use your design proposal to make a prototype that will allow you to test how the final product will perform. Prototypes are often made from different materials than the final version and are generally finished to a lesser standard.
The final stage is to communicate your results. This can be in the form of a report, presentation, display board, or a combination of methods. Thorough documentation allows your finished product to be manufactured to the required quality standards.
TWI can help you with a range of engineering activities, including product and process development, technology acquisition, manufacturing and production, design, prototyping and other technical support.
Engineers ask critical questions about what they want to create, whether it be a skyscraper, amusement park ride, bicycle or smartphone. These questions include: What is the problem to solve? What do we want to design? Who is it for? What do we want to accomplish? What are the project requirements? What are the limitations? What is our goal?
This includes talking to people from many different backgrounds and specialties to assist with researching what products or solutions already exist, or what technologies might be adaptable to your needs.
You work with a team to brainstorm ideas and develop as many solutions as possible. This is the time to encourage wild ideas and defer judgment! Build on the ideas of others! Stay focused on topic, and have one conversation at a time! Remember: good design is all about teamwork! Help students understand the brainstorming guidelines by using the TE handout and two sizes of classroom posters.
Building a prototype makes your ideas real! These early versions of the design solution help your team verify whether the design meets the original challenge objectives. Push yourself for creativity, imagination and excellence in design.
Students investigate what causes them to become sick during the school year. They use the engineering design process to test the classroom lab spaces for bacteria. After their tests, they develop ideas to control the spread of germs within the classroom.
In this maker challenge, students use the engineering design process to design a covering for a portable wheelchair ramp for their school. The design must be easy to use, and allows people to move up the ramp easily and go down slowly.
Students employ the engineering design process to create a device that uses water-absorbing crystals for use during a flood or storm surge. They use (or build) a toy house, follow the engineering design process to build their device, and subject the house to tests that mimic a heavy flood or rising ...
Students use the engineering design process to design a bridge out of silkworm cocoons that can hold at least 50 grams. Students can use other materials to supplement the silk bridge, but have a $10 budget.
Build a model race car out of lifesaver candies, popsicle sticks, straws, and other fun materials! Have students learn about independent, dependent, and control variables, and find out who can make the fastest car given their new knowledge.
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