Some latest employment surveys show that chemical engineers are working in more and more diverse industries manufacturing specialty and commodity products; they need to understand property-structure relationships using chemistry, biology, and physics. Therefore, modular teaching with open ended design projects can provide a means of responding to diverse and fast changing course contents and learning/teaching objectives. This study presents the experience on modular teaching integrated with the Aspen Plus simulator and discusses open ended plant design projects in the Department of Chemical Engineering at University of Nebraska Lincoln. The projects discussed is the conversion of available carbon dioxide and hydrogen into methanol or/and ammonia. The hydrogen comes from electrolysis of water using the electricity produced by wind power, while the carbon dioxide comes from power plants as well as ethanol plants. The feasibility of the plants at some assumed production capacities with the available technologies are discussed using the discounted cash flow diagrams of the plants. The economic data used, assumed capacities, and the cost of electrolytic hydrogen have all compounded effects on the feasibility of the plants.