2) Design Sequence

Transcription

2) Design Sequence

LECTURE 2 - DESIGN SEQUENCE
ASEE ChE SUMMER SCHOOL W5 - PROCESS DESIGN
ASEE ChE SUMMER SCHOOL
Workshop 5 - Process Design
LECTURE 02:
THE TECHNION DESIGN SEQUENCE
Daniel R. Lewin
Dept of Chemical Engineering
Technion, Haifa, Israel
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PROCESS DESIGN - (c) Daniel R. Lewin
2 - Design Sequence
Interactive Nature of Design
Process design involves:
systematic decomposition of the overall design problem
into sub-systems
synthesis of feasible alternative solutions for each
process subsystem
testing of and selection between alternative
subsystems
integration of subsystems
fine-tuning (optimization) of overall design
Instruction in the higher-level cognitive skills of
engineering synthesis and evaluation mandatory
Efficient instruction in the use of process simulators
is mandatory
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2 - Design Sequence
Daniel R. Lewin, Technion
Status Before the Upgrade
Parallel “academic” and
“practical” engineering streams
with no clear interaction
Industrial affiliate reinforced
this impression by repeating
coverage of several topics that
had already been taught in
previous core courses
Complexity of the design
project limited by what can be
handled in a single semester
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2 - Design Sequence
Redesigning the Design Sequence
Positioned “just-intime” in parallel
with Separations
(& reactor) courses
Positioned to seed
the best designs
for detailed engn’g
Focuses on largescale, integrated
process design.
Lots of room for
management and
leadership skills.
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2 - Design Sequence
Building Competence in Simulation
Following Bellman (1957), design sequence to ensure seniors
attain competence “just in time”:
Typical senior activities involve:
• Large scale flowsheet simulation
• Optimization
Implies that juniors should have mastered advance
flowsheet simulation topics, e.g.
• simulation (convergence) of multicomponent separation
systems
• simulation of multiphase heat transfer equipment
Implies that sophomores should have mastered basic
flowsheet simulation topics, e.g.
• simulation (convergence) of recycle systems
• appropriate selection of property prediction methods
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2 - Design Sequence
Technion Experience (to 2003)
Until the 2003-4 academic year, the “just –in-time”
approach to training in simulator use was implemented:
Basic instruction in 2nd semester (M-&-E balances):
• “economics-slanted” project
Units-ops instruction in 4th semester:
• Heat transfer equipment design (evaporator)
• Appropriate selection of property prediction methods
Multi-stage separation design in 6th semester:
Advanced simualtion in 8th semester:
• Large scale flowsheet simulation (heat integration)
• Optimization
See Workshop 12.pdf for details
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2 - Design Sequence
Technion Experience (from 2003)
In the 2003-4 academic year, all of these activities were
combined into one course, given in the 6th semester:
1. Getting started in HYSYS.Plant
2. Material and energy balances (with recycle)
3. (Selecting) property prediction methods
4. Heat exchangers
5. HDA Process (Step 1 – reactor section)
6 and 7. Modeling reactors (PFR and CSTR)
8. Separators – flash to distillation
9 and 10. HDA Process (Step 2 – Separator section)
11. Optimization
12 and 13. HDA Process (Step 3 – Engineering)
See Simulation Laboratory - 054330.pdf for details
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2 - Design Sequence
054330 Course Objectives
To provide students with the knowledge and experience
to use a process simulator effectively for the analysis
and synthesis of process flowsheets. Topics covered:
1. Solving material and energy balances for recycle
processes.
2. Selection the appropriate thermodynamic package.
3. Modelling heat exchangers using UNISIM.
4. Modelling PFRs and CSTRs using UNISIM.
5. Modelling separation devices using UNISIM: from flash to
distillation.
Students are expected to progress through the course
material at their own pace, and need to pass a
computerized quiz to continue onto the next lesson.
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2 - Design Sequence
May 2003 – Version 2.0 Released
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2 - Design Sequence
May 2003 – Version 2.0 Released
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2 - Design Sequence
Conventional Approach
Teaching the use of any
software by demonstration is
not effective:
The pace is too slow for
“expert” students
The pace can never be slow
enough for “beginners”
This calls for a self-paced
approach.
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2 - Design Sequence
Working with the Multimedia
Multimedia instruction means
that students:
progress at their own pace
ask smarter questions
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2 - Design Sequence
a)
Carry out a detailed simulation of a chemical process
using HYSYS and interpret the results.
b) Formulate and solve a small-scale process
optimization problem using HYSYS.
c) Synthesize a train of separation units.
d) Synthesize of a network of heat exchangers for a
chemical process, either for maximum energy
recovery or using the minimum number of
exchangers.
e) Suggest reasonable process control configurations
using qualitative methods.
f) Evaluate process alternatives at various levels: single
units, complete plants, to the conglomerate level.
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2 - Design Sequence
Materials Covered in 054402
Lecture Sequence:
The Design Process (Introduction)
Process Creation
Constrained Optimization
Separation Train Synthesis (2 weeks)
HEN Synthesis (3 weeks)
Interaction of Design and Control (2 weeks)
Piping and Instrumentation Diagrams
HAZOP and HAZAN (2 weeks)
Product Manufacturing
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2 - Design Sequence
EPL’s Base-case Design
a)
Produces a low-concentration Biphenyl purge that needs to be
treated at a cost of $2MM/year.
b) Produces LG under specification – no credit!
c) Has only minor heat-integration, requiring a large, expensive
furnace
This design has a VP of -$6MM/year!
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2 - Design Sequence
Typical Optimized Design
Heat integrated, MER designs
Heat integration allows
for small furnace
Well-designed columns for precise
matching of composition specs
Purification of Biphenyl for profit
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2 - Design Sequence
Students enrolled in this course participate in the
development of a process package, as an
"employee" in an imaginary company, assigned to a
section group.
The course simulates the main tasks of such an
engineer; participants are given the opportunity to
demonstrate management and leadership skills.
The end result of the course is a complete
process package, developed by team-work
between the student-engineers of each company.
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2 - Design Sequence
Key Issues
To get the work done on time, the students are
grouped into “companies” of between 20-21 members
by course staff (to balance skilled labor)
Internal organization into design teams by process
section, the division of labor between the designteams, and the selection of team leaders are all
decisions made by the students themselves.
Administration issues:
Timetable. The course lectures (10 lectures of
between 2-3 hours each) were presented twice a week
instead of the accepted once a week, leaving most of
the semester free for group work/progress meetings.
Assessment. 30% for individual proficiency exam, 60%
for group project, 10% individual effort. This was
subsequently revised (increasing individual %age).
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2 - Design Sequence
Team Work
Tips: (a) Try to get organized in balanced section
groups.
(b) Try to balance the workload between groups.
(c) Remember that the company as a whole need
to deliver. One very strong group and three
weak groups will not work!
(d) Each engineering section leader will be
responsible for ensuring organized work in
his/her section and for the coordination with
the other three groups. He/she should not
“have the world in his hand.”
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2 - Design Sequence
Materials Covered in 054410
To enable students to fulfill the requirements of the
projects, several topics were covered in more detail:
Pressure vessel design
Pipe sizing for one- and two-phase fluids
Pump design
Heat exchanger mechanical design
Furnace mechanical design and safe operation
Reboiler and thermosyphon circuit design
Distillation column sizing
Compressor design
Process layout
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2 - Design Sequence
Optimal Ordering of Lecture Material
This year (2007), we have taught this sequence in
the following (optimal) order:
Pressure vessel design
Heat exchanger mechanical design
Furnace mechanical design and safe operation
Reboiler and thermosyphon circuit design
Distillation column sizing
Pipe sizing for one- and two-phase fluids
Pump design
Compressor design
Process layout
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2 - Design Sequence
Deliverables – Page 1
20th March 2005.
Each company will deliver a single document, signed
by all members of the engineering teams, that
provides:
(a) A company logo;
(b) The name of the group leader of each of the four
engineering groups;
(c) A PFD of the complete system, including a
preliminary plant-wide control system.
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2 - Design Sequence
3rd April 2005.
Each company will deliver a single document, signed
by all members of the engineering teams, that
provides:
(a) The names of students comprising each
engineering group;
(b) A detailed account of the division of labor
between the section groups (i.e., which equipment
items are the responsibility of each group);
(c) A separate PFD for each section.
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2 - Design Sequence
7th June 2005.
Each company will deliver a five-volume process
package, each signed by all members of the
engineering teams, and supported by a presentation:
(a) Volume 1 - Process Description, Material and
Energy Balances, Control System Design and
Process Profitability Analysis.
(b) Volumes 2-5 – Designs of Reactor Section,
Stabilization Section, Product Column Section,
Biphenyl Column Section, each including detailed
PFD, P&ID and equipment design.
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2 - Design Sequence
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2 - Design Sequence
Feedback from Students
Students in all Technion lecture-based courses are
asked to grade lecturers on a scale between 1(poor) –
5(excellent) on a number of categories such as:
o Preparedness
o Course organization
o Clarity of presentation
o The degree to which students questions and
concerns are addressed
Technion-wide average: 4.0
Scores for 054402 Design and Analysis: 4.28 & 4.62.
The score for 054410 Plant Design was 4.66,
compared to a score of 3.23, which was the last grade
obtained by the previous lecturer of the same course,
but in the original format.
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2 - Design Sequence
Feedback from Students (Cont’d)
In addition, we ran our own poll with a questionnaire of
15 questions. 70% of the students gave scores of 4 or
above. Noteworthy were the positive responses for:
(a) Introduction of design project in the 6th semester
(b) Effectiveness of the sequence in teaching
students to make good design decisions
(c) Level of support provided to students
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2 - Design Sequence
Summary
We believe the new sequence imparts the necessary
skills & experience in large-scale process design to
our students
A process package on this scale can only be
completed:
if students arrive at the detailed design stage
with an optimized, heat-integrated process
design
which itself can only be attained if proficiency
in the usage of process simulation is ensured in
advance.
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2 - Design Sequence
Summary (Cont’d)
New design sequence is a clear improvement
over the previous version:
More efficient transmission of materials to
the students
Focus and responsibility has shifted to the
students – it is their responsibility to learn
the materials in time and to perform
adequately
Students are and feel better prepared to
take on large-scale design and development
projects
Promotes teamwork and leadership skills
among the students
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2 - Design Sequence
Acknowledgements
☺ CoCo-instructors – Eyal Dassau, Alon Goldis and
Eran Nahari
☺ Funding – Committee for Planning and Budgeting
of the Israeli Council for Higher Education
☺ Simulations Lab support staff - Josh Golbert,
Roman Sheinman, Alex Tesler, Eran Nahari and
Eytan Filiba
☺ Senior consultants in Plant Design course - Profs.
Ephraim Kehat, Ram Lavie, David Hasson and Rafi
Semiat
☺ Pizzas and beer on Presentation Day, as well as
enthusiastic support – Prof. Ishi Talmon
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2 - Design Sequence
Coffee Break
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2 - Design Sequence

2) Design Sequence

Transcription

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