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Where a, b, and c are constants that vary according to materials of construction, pressure rating
and type of exchanger. The cost of hot and cold utilities are a multiple the Q
h,min
and Q
c,min
values
respectively. The area is estimated using the N vertical intervals that are assigned for all the brake points
of the hot and cold composite curves [9]. These is done by dividing the diagram of the composite curves
into enthalpy intervals at slope changes of either curve, considering only the over lapping between hot and
cold composite curves.
= = (
(
A
=
N
j
N
k k
j k
j lm
j
h
Q
T
A
1 1
,
,
1
Where:
N
j
= total number of process streams in interval j,
h
k
= heat transfer coefficients of the k stream,
j lm
T
,
A = logarithmic mean temperature difference for the j, and
j k
Q
,
= the duty contribution of stream k to each vertical interval j.
Using the Supertargeting algorithm an optimal minimum approach temperature, was found to be 35 C,
see Fig. 2
4
Figure 2. Variation of TAC with Tmin.
The performance of the simulated process was demonstrated to be capable to take into account the
predicted MER without provoking quality diminish of products. By applying the pinch analysis to the
process streams the HEN is synthesized and integrated in the simulated process flowsheet (see Fig. 3).
Results show that the major savings comes in the reduction of cooling duties and eliminated completely
the need of heating utilities.
Figure 1. Flowsheet of acrylonitrile process with integrated HEN.
Advantages to students of the strategy by using a simulator to enhance learning of energy
integration by pinch technology are numerous and include the following: help them develop an
understanding of concepts and procedures of pinch technology while working with a real process, gain
experience of using a simulator through numerical experimentation with the process model in a computer,
learn collaboratively while developing their projects in teams, give them the opportunity to stress their
verbal communication ability and the skill to get along with others.
1,120,000
1,125,000
1,130,000
1,135,000
1,140,000
1,145,000
1,150,000
1,155,000
0 10 20 30 40 50
T
A
C
(
$
)
tmin (C)
5
Conclusion
The educational approach described in this paper applies the project-based learning instructional technique
in a process design course at the National Polytechnic Institute of Mexico. Team working in a project
provides students the opportunity to stress their verbal communication ability and the ability to get along
with others. This paper demonstrates how helpful can be the use of a commercial simulator for efficiently
performing design tasks of chemical process. The acrylonitrile production process was used as a case
study where energy integration was applied using the Pinch technology. Most courses in our institution
follow the teacher-led approach of teaching, a passive style of learning. However, students demonstrated
that they were able to take a more pro-active role in their learning when they work on teams on real
projects, gaining valuable insight into engineering design.
References
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362.
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