Special Projects
This section shows some of the projects I have completed during my college career. Each section contains details about a specific project, and the values and skills I learned from it. These projects not only demonstrate my competency, but they also satisfy some of the outcomes stipulated by ABET. Some of these include:
Note: Links to these documents can be found below each section.
- An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice (Plant Evaluation)
- An ability to communicate effectively (See All)
- An ability to identify, formulate, and solve engineering problems (Plant Evaluation)
- An ability to function on multi-disciplinary teams (See All)
Note: Links to these documents can be found below each section.
Process Integration, Simulation & Economics - Plant Evaluation
This was the final project of the class and required us to use all the material learned during the semester:
We were required to work in teams and play different roles such as: team leader, process engineer, and consultant. Our group chose to examine a DL-Methionine Process Plant. In order to optimize the plant, a heat integration analysis was performed to identify minimum utility targets and exchangeable heat loads. A new network was synthesized using stream matching, heat exchanger sizing and retrofitting (using ASPEN Plus). In addition, an economic analysis was performed to present estimated utility savings (resulting from stream matching), the cost of the project, and the return on investment of the project. The team was able to reduce the heating and cooling utilities from 25.8 MMBTU/hr to 0.77 MMBBTU/hr, and from 37.93 MMBTU/hr to 12.47 MMBTU/hr, respectively. These reductions represent $1.04 MM/yr in savings. A professional design report (see below) was created to present our findings and recommendations. In this report, the methodology, findings, and analysis, are explained in more depth. From this project, I learned how to optimize a plant and increase savings by using integration techniques (such as recycle, mass and heat integration) and software, such as ASPEN Plus, to simulate units. I also learned how to use ICARUS to obtain rough estimates for projects.
- Principles of process economics: evaluation of fixed and operating cost, depreciation and profitability analysis
- Systematic process-integration tools for the synthesis, development, and screening of potential process flowsheets.
We were required to work in teams and play different roles such as: team leader, process engineer, and consultant. Our group chose to examine a DL-Methionine Process Plant. In order to optimize the plant, a heat integration analysis was performed to identify minimum utility targets and exchangeable heat loads. A new network was synthesized using stream matching, heat exchanger sizing and retrofitting (using ASPEN Plus). In addition, an economic analysis was performed to present estimated utility savings (resulting from stream matching), the cost of the project, and the return on investment of the project. The team was able to reduce the heating and cooling utilities from 25.8 MMBTU/hr to 0.77 MMBBTU/hr, and from 37.93 MMBTU/hr to 12.47 MMBTU/hr, respectively. These reductions represent $1.04 MM/yr in savings. A professional design report (see below) was created to present our findings and recommendations. In this report, the methodology, findings, and analysis, are explained in more depth. From this project, I learned how to optimize a plant and increase savings by using integration techniques (such as recycle, mass and heat integration) and software, such as ASPEN Plus, to simulate units. I also learned how to use ICARUS to obtain rough estimates for projects.
econ_final_report.docx | |
File Size: | 2415 kb |
File Type: | docx |
Foundations of Engineering II - Energy Project
I took this class on the Spring semester of my freshman year. It was my second engineering course, and the first time that I was assigned a project that required me to analyze and compare data. We were separated into groups of four and were given around two to three weeks to complete this project. The professor gave us a set of actual data that included the energy usage of some of the major buildings on campus. The data included the electrical and HVAC energy used on the months of January and September for a given year. Our job was to determine which type of energy was used the most, which month required the most energy used, and which building consumed the most energy. As a team, we made a spreadsheet (see below) to separate the data by months, time (day and night), building, and type of energy consumed. From this, we created tables and pie charts to obtain the following information:
Based on this data, the team was able to conclude the following: the glass building used the most energy, energy usage increased during the month of September, and HVAC energy was used the most. For more detail consult our final report (see below). From this project, I learned how to organize, compare and analyze large sets of data to arrive to a meaningful conclusion. Also, I learned how to effectively communicate ideas and summarize data through graphics.
- Average Energy Used (Total, Electrical, & HVAC)
- Energy Used: Monthly, daily, hourly and by the minute
- Energy Consumption: Day vs. Night
Based on this data, the team was able to conclude the following: the glass building used the most energy, energy usage increased during the month of September, and HVAC energy was used the most. For more detail consult our final report (see below). From this project, I learned how to organize, compare and analyze large sets of data to arrive to a meaningful conclusion. Also, I learned how to effectively communicate ideas and summarize data through graphics.
energy_project_data.xlsx | |
File Size: | 2435 kb |
File Type: | xlsx |
energy_project_report_-_112.docx | |
File Size: | 295 kb |
File Type: | docx |
Technical Writing For Chemical Engineers - MythBusters Report
During my Technical Writing class, we were given a scenario in which the producers of the popular television series "MythBusters" were looking for new ideas for the new season. As a member of the Science and Engineering Team, I was asked to work in a team of five to write a report presenting a new idea for a show along with the methods involved to bust or confirm the myth. My group chose to suggest the episode "Drunk Off Fuel." In this episode, the MythBusters would determine if it is possible to run the engine of a regular car with drinking alcohol, such as beer or vodka, as fuel. One of the requirements was to introduce several methods of how to test the myth, and choose the best one. This gave me a real life experience on how to brainstorm for different ideas, and how to choose the best one. But most importantly, I learned how to communicate to the reader my reasoning behind these decision. In the real world, this report (see below) would be read by different types of people: producers, managers, technicians, etc. Therefore, the report needed to be written in such a way that each of these readers could skim through the report and obtain the information needed. In order to meet theses needs, our final report included the following sections: an executive summary, an introduction, suggested methods, results, and final recommendation. These sections show my ability to present and summarize the same type of information in different contexts. This project not only allowed me to develop stronger communication and writing skills, but I also learned how to write for different audiences.
mb_report-_group_6.pdf | |
File Size: | 465 kb |
File Type: |