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Session ID: OG-03

Developing Membrane Modules, an OTS, and a Student Contest Problem with SimCentral


Richard Turton, Brent Bishop, and Fernando Lima, West Virginia

University, Morgantown, WV 26506

[email protected]

Nov 12, 2019

MembranesOTSStudent Problem


Development of a Membrane Module for SimCentral

• WVU (Prof. Fernando Lima) has expertise in membrane separators and reactive systems

• Purpose to develop an integrated unit operation capable of simulating reactive and non-reactive, non-isothermal membrane separations in either co- or counter-current operation.

• Unit op should be seamlessly integrated within SimCentral

• As many different membrane materials should be included as possible

• Examples of commercial membrane units provided as examples




Model Structure

Submodel

Port

MemElem[1]

MemElem[N-1]

MemElem[2]

MemElem[N]

TubeIn

ShellIn TubeOut

ShellOut




Model Structure

Submodel

Port

TubeState

Tube In

Tube Out

Z, H

Zr, Hr

ShellState

Shell Out

Shell In

Z, H

Zr, Hr

PermStateT

FluxT, Pt, Tt

Flux ModelZt, Pt, Tt Zs, Ps, Ts

Tube Rxn

Tube Rate

Z, P, T

PermStateS

FluxS, Ps, Ts

“MemElem” Sub-model

Membrane Reactor MemElem StructureMembrane Separator MemElem Structure




Dynamic simulation of a non-isothermal, polymer membrane reactor

𝐻2𝑂 + 𝐶𝑂 ↔ 𝐻2 + 𝐶𝑂2




Membrane separator interacting with other models




Non-isothermal operation with heats of reaction, Joule-Thomson

effects, and heat duty included

Bidirectional permeation combined with countercurrent operation




Dynamic performance studies of a membrane reactor




• Membrane Permeation submodels being developed• Palladium• Perovskites• Zeolites• Polybenzimidazole polymer-based• “DefPerm”

• Applications• Hydrogen separation: water-gas shift, benzene production• Air separation• Controlled oxygen feed: oxidative coupling of methane



OTS for Undergraduate Education

Purpose is to illustrate how an operating plant works and responds to different stimuli

Why is this important in the undergraduate curriculum?

Why is it not covered in Senior Capstone (Process Design) course?




Representation in SS simulator

Representation in process flow diagram




Representation in dynamic simulator (P&ID)



Motivation for Building an OTS for

Undergraduate Education




Features of the OTS• Full dynamic operation of the plant

• Response to changes in feed rate and external inputs (cwtemperature)

• Basic regulatory control layer• Product quality control• Emergency control systems• Basic shut down scenarios

• Development of educational modules to explain different aspects of control and safety systems:• Shut-down start –up of fired heater• Pump cavitation• PSV on reactor vessel • Compressor trip on styrene overhead line and emergency

response to column overheating




Education Modules are being developed that focus on common scenarios seen in the process (we are working with AVEVA folks to verify that scenarios are realistic and reasonable). The modules comprise of

1. Process Description with P&IDIdentifies the part of the process that is of interest and gives a brief description of the equipment being considered.

2. Description of ProblemIntroduces the scenario to be discussed

3. Suggested notes for instructorsGives background notes to instructors on what goals should be set for student learning and will include hints on how to achieve these goals

4. Solution in form of videoA detailed video (2-7 minutes long) that will take the student through the logic used in the plant to mitigate or resolve the scenario.

5. Others




Ethylbenzene 2.3 atm

Superheated Steam

40.9 atm

Max Allowable Pressure: 2.1 atmFRC

Check valve shuts to prevent backflow 1.7 atm

Field operator accidentally opens the bypass valve

Relief valve opens to prevent a rupture in

the reactor

2.3 atm



Student Contest Problem

• Started in 2018-19 – this is the 2nd year

• US only in first year – expanded to US and Europe this year

• Announced at AIChE annual meeting in November

• Teams of up to 4 students

• Problem must be solved using SimCentral

• “Classic” design problem – design of a base case, economic

optimization, and an additional “special project”

• Cash prizes and possible internship for the winner



Future Work

• Membrane

• Continue the development of example permeation

models

• Create example flowsheets demonstrating the many

ways the module can be utilized

• OTS

• Add more scenarios that explore start up, shut down,

and interactions with field operators

• Develop scenarios that task students with

troubleshooting and diagnosing operational issues

• Create video-based learning modules to assist in

learning

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© 2019 aveva group plc and its subsidiaries. all rights ... na 2019 day 1... · representation in...

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