FINAL PROCESS CONTROL PPT

8/7/2019 FINAL PROCESS CONTROL PPT

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RENOVATING THEUNDERGRADUATE PROCESS

CONTROL COURSE

Presented to:

Dr.-Naveed Ramzan

Presented by:

Nazia Shahid (2007-CH-124)

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OUTLINES:

INTRODUCTION

DRIVERS FOR CHANGE IN CHEMICAL ENGINEERING EDUCATION

DESIRABLE ATTRIBUTES OF GRADUATES

CHEMICAL ENGINEERING EDUCATION

KNOWLEDGE AND SKILLS FOR THE PROCESS DYNAMICS ANDCONTROL COURSE

CONTENT OF THE PROCESS CONTROL COURSE

BATCH VERSUS CONTINUOUS PROCESSING EMPHASIS

LEVELS OF OPERATION

USE OF SIMULATION AND LABORATORY EXERCISES

THE SIMULATION EXPERIENCE

REMOTE LABORATORY EXPERIMENTS

PROBLEM-BASED LEARNING AND THE CASE STUDY APPROACH


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INTRODUCTION:

Discipline of chemical engineering is changing

e.g. biochemical.

More chemical engineering faculty are involved

in research on biology oriented topics.

Chemical companies are morphing into life

science companies

Percentage of chemical engineering graduates isincreasing in Biochemical, Biomedical,

Biotechnology fields.

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DRIVERS FOR CHANGE IN CHEMICAL

ENGINEERING EDUCATIONGraduates now work across a range of

industries including biotechnology,

pharmaceutical, electronics, advancedmaterials, and environmental.

In response to this changing pattern,

chemical engineering education programs

have added new requirements or electives.4


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CONT

There are two modes of chemical engineering practice :

a) Maintaining the existing group of major products through

improvement of existing processes

b) Creating new value chains through development and

manufacture of new products

Process Control, and more broadly Systems Engineering, are

key elements in the renovation of the chemical engineering

curriculum

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CHEMICAL ENGINEERING

EDUCATIONChemical engineering education should enablegraduates to:

1.Make estimates and assumptions, face opened problems, deal with

noisy data and uncertainty, and envision possible solutions.

2.Enhance their problem-solving skills; use computational tools;perform economic analysis; and plan, execute, and interpretexperiments.

3. Integrate knowledge and information to aid in solution of chemicalengineering problems.

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CONTENT OF THE PROCESS

CONTROL COURSE

The proposed criteria state that graduates

must have:

Thorough grounding in the basic sciences appropriate to

the objectives of the program.

Sufficient knowledge to enable graduates to design,

analyze, and control processes, as appropriate to the

objectives of the program.

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BATCH VERSUS CONTINUOUS

PROCESSING EMPHASIS

Batch processing is widely used tomanufacture an extremely broad range

of processes and products e.g.

Specialty chemicals

Electronic materials Ceramics, polymers

Food and agricultural materials

Biochemical and pharmaceuticals

Coatings

Composites

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LEVELS OF OPERATION:

Batch control systems operate at various levels:

Batch sequencing and logic control

Control during the batch

Run-to-run control

Batch production management scheduling

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SIMULATION & LABORATORY EXERCISES FOR

LEARNING OF PROCESS CONTROL CONCEPTS The simulation experience

Laboratory courses and process control

Remote laboratory experiments

Problem-based learning and the case studyapproach

Innovative lecture-based approaches forteaching process control

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THE SIMULATION EXPERIENCE

Engineer who knows how to

effectively use modeling software

has a significant advantage.

Faculty from the systems areabelieve the entire chemical

engineering curriculum can be

revised to make it more model

based

The design experience should focus

more on operations than on design

of equipment.12


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LABORATORY COURSES AND

PROCESS CONTROLIn the area of process control, the laboratory can be used to:

Illustrate dynamic responses

Deal with sensor dynamics

Allow students to perform controller tuning with an actual control

system connected to a process

Process control laboratory experiments demonstrate to students thatprocesses will not behave as expected unless they are controlled.

It also clearly points out the dimension of time, which is almost non-existent in other chemical engineering courses that assume steadystate operation.

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Physical experiments:

With the physical portion of the lab, students get a feel

for the equipment and how it operates.

Virtual experiments:

With the virtual portion, the students become familiarwith the computer interfaces that are similar to industrial

control rooms, and learn to manipulate the equipment via

those controls instead of manually turning valves and

knobs.

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REMOTE LABORATORY

EXPERIMENTS

Use a computer connected to the Internet to allow

students to operate equipment in a remotely located

physical laboratory.

Teacher and students at another institution can have

access to laboratory facilities without incurring the full

cost of developing such resources.

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PROBLEM BASED LEARNING AND

CASE STUDY APPROACH

CASE STUDY:

A detailed analysis of a personor group from a social orpsychological or medical point

of view.

The student is expected to useprocess fundamentals andqualitative analysis to diagnosethe problem and proposecorrective action, both from anoperations point of view butalso by considering a designchange.


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CASE STUDIES

Chemical processes and materials processing

Desalination of seawater

crystallization in drug manufacture; continuous

pulp digester Biotechnological systems

Continuous and/or batch fermentors; yeast

energy metabolism

Biomedical systems


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FINAL PROCESS CONTROL PPT

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