1. Recognition
The most apparent difference between chemists and chemical engineers to me is recognition. The public at large understand what a chemist does (because they studied chemistry in school), but there is a lack of recognition of what chemical engineering is.
Perhaps the highest form of recognition for both chemists and chemical engineers would be winning a Nobel Prize. The Nobel Prize in Chemistry has been awarded to 166 laureates since 1901 but I can only think of six of these winners who can be classified as chemical engineers; Koichi Tanaka, Jon B. Fenn, Kurt Wuthrich, Linus Carl Pauling, William Francis Giauque and Robert H. Grubbs.
As a group we chemical engineers need to get better at being envoys of our work.
2. History
Chemistry and the study of it is an old profession. Records exist of the ancient civilisations amassing practical knowledge of chemistry involved in metallurgy, pottery and dyeing. The study of chemistry as a science began in the 1600s, with chemists like Robert Boyle working towards the formulation of Boyle’s Law.
Chemical engineering emerged in its own right the late 1800s with George E Davis coining the term ‘chemical engineering’. Increasing understanding of the importance of chemical engineering after World War I led to IChemE being established in 1922.
3. Numbers
There are more chemists than there are chemical engineers, perhaps explaining why chemistry is more readily recognised. For example; there were ~29,800 applications to study chemistry in 2014 the UK, compared with ~19,900 to study chemical engineering.
However there is good news for chemical engineering. In the last year, chemical engineering in the UK has seen an increase of 18.6 per cent in the number of people applying to study it, compared with an increase of 9.4 per cent for chemistry. Obviously not all these students will go on to work as chemists or chemical engineers, but increasing numbers of students are a good sign for both fields.
4. Area of study
Chemistry investigates the background of the science encompassing aspects of; organic, inorganic, analytical, physical and bio-chemistry. Chemical engineering is more multidisciplinary in its approach and includes all of the previous topics, as well as aspects of physics and maths such as; heat transfer, fluid dynamics, equipment design etc. Here is a good YouTube video I found explaining this in a bit more detail:
.
5. Focus
Chemists tend to focus on developing novel materials and processes, analysing substances, measuring the physical properties of substances and testing theories.
Chemical engineering focuses on turning these new ideas and discoveries into useful products that are attainable. Most work falls into the design, manufacture and operation of plants and machinery; and the development of new materials or substances. Chemical engineers focus on making products for profit and on a scale that is accessible to the many.
6. Salary
Chemical engineers generally get paid more than chemists. The starting salary of a chemical engineer is £29,500 (AUD $69,000); the starting salary of an analytical chemist is £22,000. This does not change with career progression; senior analytical chemists could earn over £50,000 but chartered chemical engineers can earn £70,000+.
7. Careers
Both chemistry and chemical engineering are good subjects to study and the skills learnt can be applied to a variety of different jobs and roles. For chemists typical jobs within the field of chemistry include; analytical chemist, clinical biochemist, forensic scientist, pharmacologist, research scientist or toxicologist. The skills learnt in studying chemistry can also be applied to being an accountant, environmental consultant, patent law, teacher, or science writer. Chemists can even go on to become chemical engineers (like me!).
Chemical engineers can fill a wide range of roles in a variety of disciplines including; chemical engineer in the water industry, bioproduct engineer, food processing engineer or process engineer in the energy industry.
8. Place of work
Chemists tend to work in laboratories performing analysis or research and development, but can also be found in offices, classrooms and in the field. Chemical engineers tend to work at the plant end of research, but also work in laboratories, the field and the boardroom.
9. Scale
Chemists work with relatively small amounts of materials in glassware or on a laboratory bench; e.g. developing new drugs. Whereas chemical engineers work on industrial scale reactions with factory size equipment; e.g. scaling up drug production.
Chemists are more likely to develop novel products; and then chemical engineers are likely to take these products and make them more efficient so they are widely available and cheap.
10. Diversity
The bodies of chemistry and chemical engineering have both worked hard to promote diversity within the fields and both have seen success. This year 42 per cent of applicants to study chemistry were female, a good sign for gender equality.
In chemical engineering one in four students applying for chemical engineering is female, the highest amount in all the engineering professions. We chemical engineers need to do even more work to achieve a better gender balance.
It is important to remember that chemists and chemical engineers have to work together to achieve successful outcomes. This collaboration is the backbone of our work!
It would be great to hear from those of you who regularly work with chemists (or other scientists!) and how this affects your work.
Chemical engineering is a branch of engineering that applies physical sciences (physics and chemistry) and life sciences (microbiology and biochemistry) together with applied mathematics and economics to produce, transform, transport, and properly use chemicals, materials and energy. Essentially, chemical engineers design large-scale processes that convert chemicals, raw materials, living cells, microorganisms and energy into useful forms and products.
Is there a simple definition of chemical engineering?
Chemical engineering is the study and practice of transforming substances at large scales for the tangible improvement of the human condition. Such transformations are executed to produce other useful substances or energy, and lie at the heart of vast segments of the chemical, petroleum, pharmaceutical and electronic industries.
Chemical engineering differs from chemistry mainly in the focus on large scales. The definition of "large" is a bit arbitrary, of course, but is set mainly by the scale of useful commercial production. Typically, this scale ranges from barrels to tank cars, whereas the chemist tends to be concerned about sizes ranging from vials to beakers.
Is chemical engineering an old discipline?
Chemical engineering has been practiced in rudimentary form since at least the great Roman road-building projects that began about 300 B.C. The cement used for pavement was based on the contemporary Hellenistic formula employing lime, a calcined (heated) form of calcium carbonate. However, academic programs in the U.S. formally called "chemical engineering" — or something similar — originated only near the start of the 20th Century.
What do practicing chemical engineers typically do?
For many years, most chemical engineers took jobs in the oil or petrochemical industry. Job functions typically involved the development or operation of processes to convert oil-based feedstocks into energy or other useful chemical products ranging from fibers for clothing to lubricants to fertilizers. In recent decades, however, job descriptions have become far more diverse. Chemical engineers often develop or operate processes to create products ranging from integrated circuits to disease-fighting drugs to fuel cells. Some recent graduates use a chemical engineering bachelor's degree as a launching pad for careers as physicians or patent attorneys.
Jobs well done
Equipment used to make thin films of semiconducting materials for microelectronics applications. The methodology is called 'chemical vapor deposition,' and heating is accomplished by banks of lamps. Chemical engineers help to design and operate such equipment. Photo courtesy of Applied Materials Inc.
Have you ever washed a load of your laundry with Tide detergent? Or enjoyed a slice of DiGiorno pizza? If so, you have experienced the University of Illinois' Chemical and Biomolecular Engineering program firsthand. These products and those listed below were developed by our graduates.
What will you create?
- The world's smallest fuel cell
- Foaming insulation
- Tide®
- DiGiorno® pizza
- Wrigley® 5 gum
- Pantene® shampoo
- Cottonelle® tissue
- Kleenex®
- Cascade®
- Lays Stax®
- Smirnoff Ice®
- Budweiser®
- Liquid Clorox 2®
- Cheerios®
- Chocolate Altoids®
How do chemical engineers think?
The unique focus perspective of this discipline can be represented by an extension ladder, shown in the figure. The two uprights of this very useful tool represent the two primary physical foundations upon which all of chemical engineering rests: chemistry and transport. Here, "chemistry" refers to the rates and extents of transformation among substances;"transport" refers to the movement of mass, energy or momentum.
The rungs of the ladder represent the mathematical balance equations that connect chemistry and transport. The balance equations can be time-dependent or steady-state. Whatever their nature, however, these balance equations are rarely written in their own right; they are almost always written to optimize or control some variable within them. The rungs, therefore, also represent the use of balance equations for the optimization and control of useful commercial processes.
Chemical engineering embraces an enormous range of size scales in a fully integrated way — ranging from atoms to oil tankers. The figure represents this notion by three extension segments, representing length scales corresponding to the microscopic, the bench scale (or "unit operation" in the lingo of the discipline) and the factory. At the molecular level, the balance equations might incorporate variables like temperature or pressure. At the unit operation level, the key variables might be flow rate or controller gain. At the factory level, the variables might be operating cost or overall production rate.
An extension ladder can represent important aspects of how chemical engineers think.
The ladder idea provides more than a simple picture of the conceptual structure of chemical engineering, however. The idea also illustrates an important point about the use of this structure. Consider how a house painter uses a ladder. The skilled painter moves continually up and down the rungs as circumstances dictate. When carrying materials and brushes to the third floor, the painter may climb rapidly, covering a great deal of territory. When scraping the stubborn shavings from an old window, however, the painter may need to stay on one particular rung for a long time. Good painting requires a constellation of climbing skills integrated judiciously: knowing when to climb, when to descend, when to overlap ladder segments, how to lean, how to reach. Although these skills can be described and listed, they cannot be used algorithmically. Judicious ladder use requires judgment and experience (i.e., "ladder wisdom").
In a similar way, when we want to transform chemical substances, the "ladder" of chemistry/transport, balances, and optimization offers a versatile tool. The skilled chemical engineer moves continually over the span of length scales from atomic to factory-level as circumstances dictate. When designing or optimizing an overall process flow, the chemical engineer may move rapidly up and down the span of length scales. When troubleshooting a particular unit operation, however, the chemical engineer may need to stay at that level for a long time with just a few balance equations. Good chemical engineering requires a constellation of intellectual skills integrated judiciously: knowing what kind of balance equation to write, what control volume to use, what terms to neglect, when to overlap tools from different length scales, what mathematics to use. Although these skills can be described and listed, they cannot be employed algorithmically. Judicious chemical engineering requires judgment and experience (i.e., "chemical engineering wisdom"). Thus, chemical engineering has been aptly called the "liberal arts of engineering."
The ability to think quantitatively and integratively about chemistry and transport over many length scales, with wise judgment born of experience, underpins the true value-added contribution of chemical engineering. This ability probably forms part of the reason chemical engineers continue to enjoy high entry-level salaries.
What is biomolecular engineering?
The face of chemical engineering is changing, and we seek to mold that change for the common good. The department is building new efforts in areas of crucial societal need such as energy and sustainability, bioprocessing and nanotechnology.
One particularly fast-growing and important area is biotechnology. Biomolecular engineering can be considered to be a subset of chemical engineering. Biomolecular engineering narrows the focus primarily to the bottom (molecular) length scale of the ladder, and to applications drawn specifically from biological and health-oriented fields. By contrast, bioengineering — a distinct discipline — currently focuses primarily on the non-molecular aspects of the nexus between biology and engineering. Example applications include human and animal imaging, the development of medical devices, and the mechanical — as opposed to chemical — aspects of human tissue engineering.
Skills Needed for: "Chemical Engineer"
1) Science -- Using scientific rules and methods to solve problems.
2) Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
3) Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
4) Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
5) Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
6) Troubleshooting -- Determining causes of operating errors and deciding what to do about it.
7) Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
8) Technology Design -- Generating or adapting equipment and technology to serve user needs.
9) Mathematics -- Using mathematics to solve problems.
10) Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
11) Speaking -- Talking to others to convey information effectively.
12) Equipment Selection -- Determining the kind of tools and equipment needed to do a job.
13) Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one.
14) Operations Analysis -- Analyzing needs and product requirements to create a design.
15) Monitoring -- Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
16) Systems Analysis -- Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
17) Time Management -- Managing one's own time and the time of others.
18) Persuasion -- Persuading others to change their minds or behavior.
19) Coordination -- Adjusting actions in relation to others' actions.
20) Quality Control Analysis -- Conducting tests and inspections of products, services, or processes to evaluate quality or performance.
21) Systems Evaluation -- Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system.
22) Operation and Control -- Controlling operations of equipment or systems.
23) Operation Monitoring -- Watching gauges, dials, or other indicators to make sure a machine is working properly.
24) Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
25) Instructing -- Teaching others how to do something.
26) Installation -- Installing equipment, machines, wiring, or programs to meet specifications.
27) Social Perceptiveness -- Being aware of others' reactions and understanding why they react as they do.
Knowledge, Experience, Education Required for: "Chemical Engineer"
1) Engineering and Technology -- Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
2) Chemistry -- Knowledge of the chemical composition, structure, and properties of substances and of the chemical processes and transformations that they undergo. This includes uses of chemicals and their interactions, danger signs, production techniques, and disposal methods.
3) Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
4) Physics -- Knowledge and prediction of physical principles, laws, their interrelationships, and applications to understanding fluid, material, and atmospheric dynamics, and mechanical, electrical, atomic and sub- atomic structures and processes.
5) Production and Processing -- Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods.
6) English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
7) Design -- Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
8) Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
9) Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
10) Mechanical -- Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
Abilities Needed for: "Chemical Engineer"
1) Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
2) Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
3) Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
4) Category Flexibility -- The ability to generate or use different sets of rules for combining or grouping things in different ways.
5) Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
6) Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
7) Near Vision -- The ability to see details at close range (within a few feet of the observer).
8) Speech Clarity -- The ability to speak clearly so others can understand you.
9) Written Comprehension -- The ability to read and understand information and ideas presented in writing.
10) Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
11) Speech Recognition -- The ability to identify and understand the speech of another person.
12) Originality -- The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
13) Selective Attention -- The ability to concentrate on a task over a period of time without being distracted.
14) Number Facility -- The ability to add, subtract, multiply, or divide quickly and correctly.
15) Perceptual Speed -- The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object.
16) Written Expression -- The ability to communicate information and ideas in writing so others will understand.
17) Mathematical Reasoning -- The ability to choose the right mathematical methods or formulas to solve a problem.
18) Fluency of Ideas -- The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
Job Activities for: "Chemical Engineer"
1) Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
2) Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
3) Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
4) Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
5) Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
6) Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
6) Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
7) Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
8) Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
9) Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
10) Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
11) Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
12) Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
13) Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
14) Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
15) Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
16) Provide Consultation and Advice to Others -- Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics.
17) Interpreting the Meaning of Information for Others -- Translating or explaining what information means and how it can be used.
18) Estimating the Quantifiable Characteristics of Products, Events, or Information -- Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity.
19) Judging the Qualities of Things, Services, or People -- Assessing the value, importance, or quality of things or people.
20) Developing Objectives and Strategies -- Establishing long-range objectives and specifying the strategies and actions to achieve them.
21) Inspecting Equipment, Structures, or Material -- Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
22) Developing and Building Teams -- Encouraging and building mutual trust, respect, and cooperation among team members.
23) Training and Teaching Others -- Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
1) Develop safety procedures to be employed by workers operating equipment or working in close proximity to on-going chemical reactions.
2) Determine most effective arrangement of operations, such as mixing, crushing, heat transfer, distillation, and drying.
3) Prepare estimate of production costs and production progress reports for management.
4) Direct activities of workers who operate or who are engaged in constructing and improving absorption, evaporation, or electromagnetic equipment.
5) Perform laboratory studies of steps in manufacture of new product and test proposed process in small scale operation (pilot plant).
6) Develop processes to separate components of liquids or gases or generate electrical currents, using controlled chemical processes.
7) Conduct research to develop new and improved chemical manufacturing processes.
8) Design measurement and control systems for chemical plants based on data collected in laboratory experiments and in pilot plant operations.
9) Design and plan layout of equipment.
10) Perform tests throughout stages of production to determine degree of control over variables, including temperature, density, specific gravity, and pressure.
