CHALLENGES IN ENGINEERING COURSES

→ Lack of real-life industry data → Reliance on textbook problems → Need for innovative teaching methods → Student’s readiness to enter the industry → Technology of commercial simulators

→ Theory meets practice → Replication of complex real world aspects → Hands-on teaching method → Industry focused skills development → Enhance student’s technical knowledge

WHY TEACH WITH SIMULATIONS

PSC tasks emulate the modern demands and challenges relevant to engineering professionals. Students apply knowledge gained in the classroom in a real-work environment. PSC benefits:

TEACHERS → Real industry data simulation training → Practical student/class assessment tool → Motivating and challenging teaching tool → Active teaching method → Increased learning outcome for students

STUDENTS → Critical and problem solving skills test → Understanding of the essence of the

simulated phenomenon → Technical software knowledge → Industry relevant skills acquisition

www.chemstations.euFree 00800 0 CHEMCAD

focused on process simulation Fotolia Images: @ Countrypixel

PROCESS SIMULATION CUP 2017Anna Wolna, Jan C. Schöneberger, Armin Fricke Chemstations Europe GmbH, Lindencorso, Unter den Linden 21, Berlin, Germany | info@chemstations.eu

UNIQUE AND MOTIVATING LEARNING EXPERIENCE FOR CHEMICAL ENGINEERING STUDENTS

BACKGROUNDWaste from agricultural process contains a considerable amount of chemical bound energy in form of celluloses and other complex hydrocarbon molecules

→ Agricultural waste is much less contaminated than urban or industrial waste → Hydrocarbons from agricultural waste can be transformed to Methane Carbon Dioxide and

Water by bacteria in a fermentation process

Gas coming from the fermenter does not fulfil the requirements for natural gas as its heating value is too low while its contamination with Hydrogen Sulfide (H2S) and Ammonia (NH3) is too high

→ In order to feed it to the natural gas net and thus store it as renewable energy source the components CO2 H2S and NH3 must be removed or reduced

→ Alternatively the gas can be used directly in BlockType Thermal Power Stations (CHP plants) to produce heat and electricity

Flowsheet

TASKOptimize the Controller Settings for a Bio-Gas to Power Process using Block-Type Thermal Power Stations

SCENARIO 1During periods of high activity the bio gas pro-duction is increased by 30%

GOALS → Minimize the amount of gas send to the flares → Minimize the amount of gas emitted via the

safety valve

SCENARIO 2One of the 800 kW engines suddenly shuts downThe bio gas production remains at 100%

GOAL → Minimize the amount of gas emitted via the

safety valve

INITIAL SOLUTION

→ Uniquely designed real-life case study to stimulate the learning of process optimization → Practical student/class assessment tool → Motivating and challenging teaching method → Student competition with an international reach → Opportunity to advance critical thinking, technical and active learning skills of the students → Complimentary online tutorials and videos to enhance CHEMCAD learning experience → Certificate of participation for every student → Amazon voucher for top-3 Overall Winners and all Monthly Winners → CHEMCAD license for the participating University

BENEFITS

10 COUNTRIES 70 UNIVERSITIES 500 SUBMISSIONS

INITIAL SOLUTION

Feed

Rat

e in

Std

m3 /h

Valv

e 16

Pos

.P3

in b

arP1

in b

ar

400

350

300

100

80

60

40

20

1,24

1,22

1,2

1,18

1,45

1,4

1,350 10 20 30 40 50 60

0 10 20 30 40 50 60

0 10 20 30 40 50 60

0 10 20 30 40 50 60

Time in Minutes

Flow

to C

HP

1 in

Std

m3 /h

Valv

e 16

Pos

.P3

in b

arP1

in b

ar

150

100

0

100

90

80

70

1,4

1,3

1,2

1,5

1,4

1,350 2 4 6 8 10

0 2 4 6 8 10

0 2 4 6 8 10

0 2 4 6 8 10

Time in Minutes

50

1,45

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