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Workshop 12: Instruction Sequence Materials for Participants – Module Instruction Sequence and Problem Statements by Core Course Workshop 12 “Simulators for Design Across the Curriculum” ASEE Summer School, Colorado, August 2002 Workshop Leaders: Daniel R. Lewin (DRL), Dept. of Chemical Engineering, Technion. Warren D. Seider (WDS), Dept. of Chemical Engineering, Penn. Workshop Objective: During the senior year design project, teams of students carry out an integrated process design, determining its technical, environmental, safety, and economic feasibility. Due to the problem scale, this inevitably involves the use of a process simulator to formulate and solve the material and energy balances, with phase and chemical equilibria and chemical kinetics, for cost estimation and economic evaluation. The availability of a reliable process model allows the design team to assess rapidly the economic potential for alternative designs, as well as to derive operating conditions using optimization methods that incorporate economics. To ensure that students are prepared to meet the challenges of the design project, they should be prepared for the competent and critical use of the process simulators. This is best achieved by a gradual exposure to aspects of their use through various exercises in the core courses. This workshop, which is intended for chemical engineering faculty, shows one way to achieve this objective. Contents: This document is an assembly of: (1) suggested instruction sequences, using the multimedia CD-ROM (Using Process Simulators in Chemical Engineering: A Multimedia Guide for the Core Curriculum), henceforth referred to as the multimedia, and (2) problem statements and solutions for class exercises and projects using process simulators to support many of the chemical engineering core courses. Materials are included for courses on: Material and Energy Balances, Thermodynamics, Heat Transfer, Separation Principles, and Reactor Design. ASPEN PLUS, HYSYS.Plant, BATCH PLUS, and IPE files used for the solutions of the exercises are also available on this CD. In addition, each participant of Workshop 12 will receive a CD Containing Version 1.2 of Using Process Simulators in Chemical Engineering: A Multimedia Guide for the Core Curriculum. – 1 – Materials for Participants – Module Instruction Sequence and Problem Statements by Core Course Chemical Engineering Principles and Material and Energy Balances HYSYS.Plant The materials supporting a course in material and energy balances assume that that at least four hours of computer laboratory time is allocated to the exercises. A self-paced approach using the multimedia allows the students to bring themselves “up-to-speed” on the use of a process simulator to develop and solve material and energy balances of process flowsheets involving simple models of unit operations and recycles. The following sequence of modules is recommended: Session 1: Under Principles of Process Flowsheet Simulation, access Getting Started in HYSYS (overview). Its main menu consists of four sections (1. Define the Fluid Package, 2. Set Up the Simulation, 3. Convergence of Simulation, and 4. Advanced Techniques). Students should review all three modules in the first section on the fluid package, and the first three modules in the second section on setting up the simulation. Session 2: At this point, the student should be ready to construct and solve a relatively simple example. The first tutorial supporting a course in M&E balances, Ammonia/Water Separation, is appropriate. The student should follow the multimedia while at the same time develop his/her version of the simulation using HYSYS.Plant. – 2 – Materials for Participants – Module Instruction Sequence and Problem Statements by Core Course Session 3: Begin by reviewing material learned so far – review the module “Do It Yourself (the fifth module under Getting Started in HYSYS - 2. Set Up the Simulation). Next briefly review the section Getting Started in HYSYS - 3. Convergence of Simulation, paying particular attention to the section on Recycle Implementation. Session 4: At this point, the student should try to set up and solve a flowsheet involving material recycle. The second tutorial supporting a course in M&E balances, Ethylchloride Manufacture, is appropriate. The student should follow the multimedia while at the same time develop his/her version of the simulation using HYSYS.Plant. Session 5: If additional time is available, the student can complete the review of materials supporting initial use of HYSYS.Plant, i.e., the remaining items in Getting Started in HYSYS - 3. Convergence of Simulation, and Getting Started in HYSYS - 4. Advanced Techniques. The most important features that should be covered are the materials that support for the use of the Spreadsheet and Databook, to assist in sensitivity analysis. If time is available, the student should also cover the use of Set and Adjust (in Part 3) and the Optimizer (in Part 4). A project should be assigned to groups of up to three students, to reinforce their acquired capabilities. A typical project definition is provided. – 3 – Materials for Participants – Module Instruction Sequence and Problem Statements by Core Course Chemical Engineering Principles and Material and Energy Balances ASPEN PLUS The materials supporting a course in material and energy balances assume that that at least four hours of computer laboratory time is allocated to the exercises. A self-paced approach using the multimedia allows the students to bring themselves “up-to-speed” on the use of a process simulator to develop and solve material and energy balances of process flowsheets involving simple models of unit operations and recycles. The following sequence of modules is recommended. Note that this sequence has not been class-tested using ASPEN PLUS. However, a similar sequence using HYSYS.Plant, on the previous two pages, has been class-tested successfully: Session 1: Under Principles of Process Flowsheet Simulation, access Getting Started in ASPEN PLUS (overview). Its main menu consists of five sections (1. Brief Introduction, 2. Setting Up, 3. Convergence, 4. Sensitivity Analysis, and 5. Sample Problem). Students should review modules 1-3 and 5. Session 2: At this point, the student should be ready to construct and solve a relatively simple example. The first tutorial supporting a course in M&E balances, Ammonia/Water Separation, is appropriate. The student should follow the multimedia while at the same time develop his/her version of the simulation using ASPEN PLUS. – 4 – Materials for Participants – Module Instruction Sequence and Problem Statements by Core Course Session 3: Briefly review the section ASPEN -Getting Started - 3. Convergence, paying particular attention to the section on Recycle. Session 4: At this point, the student should try to set up and solve a flowsheet involving material recycle. The second tutorial supporting a course in M&E balances, Ethylchloride Manufacture, is appropriate. The student should follow the multimedia while at the same time develop his/her version of the simulation. Session 5: If additional time is available, the student can complete the review of materials supporting initial use of ASPEN PLUS, i.e., the remaining items in ASPEN - Getting Started - 3. Convergence (especially, Control Blocks), and ASPEN - Getting Started - 4. Sensitivity Analysis. A project should be assigned to groups of up to three students, to reinforce their acquired capabilities. A typical project definition is provided. Three homework problems are suggested: (Exercise A.1) (Exercise A.2) (Exercise A.3) BATCH PLUS BATCH PLUS, an Aspen Tech product, carries out material and energy balances for batch plants and prepares operating schedules (Gantt charts). In the second edition of SSL, we have added material on the synthesis of a process to manufacture tissue plasminogen activator (tPA). Then, a simulation of the tPA process is carried out using BATCH PLUS. For a course on chemical engineering principles and material and energy balances at the sophomore level, this material could be presented with the exercise provided below. The file TPA SYNTHESIS.PDF provide the text that covers the synthesis and simulation steps. – 5 – Materials for Participants – Module Instruction Sequence and Problem Statements by Core Course Material and Energy Balances – Example Project Methanol is manufactured in a “synthesis loop,” in which a mixture of carbon dioxide and hydrogen is reacted to form the methonal product at high pressure: → CO + 3 H CH OH + H O 2 2 ← 3 2 S-6 Adiabatic Converter Heater Feed 500C S-1 S-2 S-3 S-5 0 Ps 400 C Purge Cooler T S-4 s Separator Product The synthesis gas fed to the process, illustrated above, is largely composed of hydrogen and carbon dioxide, but with traces of inert gases as in Table 1. Additional specifications for the process are: SRK property predictions should be employed Pressure drops is all units can be neglected Converter feed temperature is set to 400 oC The converter can be approximated as a conversion reactor, operating adiabatically. The reactor conversion depends of the operating pressure, according to Table 2. The reactor effluent is cooled to a temperature of TS using a cooler, and fed to a flash unit, modeled by a separator. Table 1. Process feed stream specification. Composition ( mol %) Hydrogen 74.85 Carbon dioxide 24.95 CH4 0.1 Argon 0.1 Flow rate (kgmol/hr) 1000 Temperature (oC) 50 Pressure (MPa) PS Table 2. Conversion as a function of pressure PS [MPa] CO2 conversion [%] PS [MPa] CO2 conversion [%] 5.0 28.0 20.0 35.5 7.5 29.5 22.5 37.0 10.0 31.0 25.0 38.5 12.5 32.5 30.0 40.0 15.0 34.0 – 6 – Materials for Participants – Module Instruction Sequence and Problem Statements by Core Course Your tasks: 1. Solve the material and energy balances for the flowsheet for a purge flow rate of 600 kg/h, and values for PS and TS by group, according to Table 3. Ensure an accuracy of 3 significant figures. Table 3. Operating specifications by student group. Group No.
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