Shaeiwitz, J. A., & Turton, R. (2015, June), Are Your Students Getting the Most out of the Process Simulator?  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23572

\bibitem{asee_peer_23572}
  Shaeiwitz, J. A., \& Turton, R. (2015, June), \emph{Are Your Students Getting the Most out of the Process Simulator?}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23572

Joseph A. Shaeiwitz and Richard Turton P.E..  "Are Your Students Getting the Most out of the Process Simulator?".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23572 Internet.  23 Apr, 2024

\bibitem{asee_peer_23572}
  Joseph A. Shaeiwitz and Richard Turton P.E..
  "Are Your Students Getting the Most out of the Process Simulator?".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23572 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_23572
author = "Joseph A. Shaeiwitz and Richard Turton P.E."
title = "Are Your Students Getting the Most out of the Process Simulator?"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23572}
number = {10.18260/p.23572}
}

TY  - CPAPER
AB  -     Process simulators allow students to perform in-depth analyses of chemical process designs, includingeconomic optimization, due to the ability to run multiple case studies rapidly. However, students oftenuse them carelessly and treat the results superficially.    One example of careless use of a process simulator is when a zoned analysis is needed for a heatexchanger. Many chemical processes have a liquid feed that must be vaporized and superheated beforeentering a reactor, requiring a multi-zone heat exchanger. The typical simulator interface for a heatexchanger requires one input for a heat transfer coefficient, which does not correctly model a multi-zoneheat exchanger. Each zone must be treated as a separate heat exchanger. Another example occurs whenstudents are taught about heat integration and include it in a design. A heat exchanger that, for example,uses a reactor effluent stream to help preheat the reactor feed might have a close temperature approach. Itis very common to see a 1-2 exchanger used without regard for the low, or even impossible, log-mean-temperature-difference correction factor.    Another commonly observed situation is a reactor with heat exchange that is way oversized, becausethe concentration profiles were not examined, and the product composition has either leveled out or begunto decrease due to side reactions. Experience shows that it is one thing for students to answer questionsabout selectivity in a reaction engineering class, but it is different when they have to recognize poorselectivity in the context of a simulation.    Examples of these and other similar situations will be presented, along with suggested methods forteaching students to simulate their processes correctly. It is hoped that the audience will participate andsuggest other examples of the careless use of process simulators.
AU  - Joseph A. Shaeiwitz
AU  - Richard Turton P.E.
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Are Your Students Getting the Most out of the Process Simulator?
UR  - https://peer.asee.org/23572
DO  - 10.18260/p.23572
ER  -