This paper deals with the development of new process simulation modules and related teaching materials that is incorporated in the classes. The process simulation package ‘CHEMCAD’ is used to develop these modules. The main benefit of using a process simulator in encouraging the systems approach is, its powerful interactive aspect that allows students to identify and alter in real-time, physical properties such as pressure and temperature, chemical properties, and other relevant process parameters of a system are being studied. Afterward, the students can examine the resulting changes not only on the particular unit operations but more importantly, on the overall system behavior as well as the operating economics. Similarly, by using a process simulator, the students can imitate controlled 'misbehavior' of the system and in doing so, be able to study, realize, and understand the effects and impacts of the various process parameters on each and every component of the system.

The new modules and teaching material proved to actively engage students' participation and have been included horizontally through time so that the principles of each set modules stresses on are easily mastered from week to week. The modules were developed in such a way that they proceed from simple to complex applications. The section has been integrated vertically so that they can strengthen the subject matter learned by the students in the lecture component of the capstone design course. Vertical integration has been achieved by developing modules that are directly related to the topics the students are currently taking in a particular week. The aim of this paper is to look at the process in detail and to develop a simplified CHEMCAD simulation and create scenarios, which will be used as teaching tools. The chosen chemical process is the manufacture of vinyl chloride monomers. Literature reviews were done first to fully understand the process. A base case design was generated and a generic block diagram with the mass and energy balance for the process was done. They were then implemented into CHEMCAD Software. Finally, it is converted to teaching tools in the form of tutorial/assignments, written in accordance to subject teaching goals. The processes were successfully implemented into CHEMCAD software and converted into teaching tools that illustrate process or structure analysis.