Is Process Simulation Effectively Utilized In Chemical Engineering Courses

Abstract

Process simulators are being used extensively in senior level chemical engineering design courses, and are becoming more prevalent in lower level courses. This paper explores the impact of chemical engineering programs starting to integrate process simulators throughout the curriculum. We will assess the features of process simulators that are easy to use and are effective in communicating chemical process principles. In addition, we will examine aspects of simulators that are difficult for students to comprehend, use and result in a poor utilization of educational resources. What are the possibilities for courses that traditionally do not use process simulators because standard models have not been incorporated in process simulation? Another aspect that will be discussed will be that many graduates will work for companies that do not currently use process simulators. In many cases these companies include future growth opportunities for chemical engineers including pharmaceuticals, bioprocessing and membrane applications. If a large percentage of students that are trained in process simulators do not use them, then is integrating process simulation an effective use of educational time at the undergraduate level? What issues are brought about when students become dependent on process simulation results and are not able to perform hand calculations for an industry without process simulation? Background Process simulators are becoming a basic tool in chemical engineering programs. In Senior level design the semester design project typically involves the use of either a commercial simulator or an academic simulator such as ASPENPLUS, ChemCAD, ChemShare, FLOWTRAN, HYSYS, and PROVISION (PRO/II). Many of the design textbooks are including simulation exercises specifically prepared for a particular simulator. For example the text by Seider, Seader and Lewin (1999) 1 has examples of ASPEN Plus and HYSYS. In addition optimization problems in GAMS 2 are given as well as dynamic simulation exercises in DYNAPLUS 3 and HYSYS. Professor Lewin is preparing a new version of the courseware, contained in the Seider, Seader and Lewin text, on a CD-ROM giving tutorials on the use of HYSYS throughout the curriculum. 4