Apendice C Turton
Páginas: 67 (16714 palabras)
Publicado: 3 de marzo de 2013
5404AppC.qxd_jd
8/13/2002
3:42 PM
Page C-1
A P P E N D I X
C
Design Projects
In this appendix, six design projects are presented. The projects are grouped in pairs with each pair of projects focused on a given process. The first project in each pair (Projects 1, 3, and 5) deals with an existing facility in which a problem has arisen or in which a change of operating conditionsis desired. These types of problems are typically encountered in real operating plants, and would be the type of project a young engineer might encounter in his or her first year or two in the plant. These problems are often not completely defined and not all information is available. In addition, a solution to the problem is required in a fairly short period of time. This situation is not unheardof in the workplace and forces the engineer to make assumptions and analyze situations in which not all the operating variables are known. In analyzing these problems, the information in Section 4, Chapters 14–20, will be very useful. It is not recommended that these problems be given to students without some coverage of the material given in Section 4 of the text. The second project in each pair(Projects 2, 4, and 6) is more like the typical “design” project that is covered in the senior capstone design course. Here, the student (or group of students) should be familiar with the information given in Sections 1, 2, and 3 and the guidelines for written reports given in Chapter 26. In the authors’ collective experience, the most worthwhile learning experience for the student is obtainedduring an oral presentation in which the student (or group of students) presents the results to a group of faculty and then defends his or her solutions in a 30–40 minute question and answer period. If this method C-1
5404AppC.qxd_jd
8/13/2002
3:42 PM
Page C-2
C-2
Appendices of examination is chosen, the information in Chapter 26 on oral presentations will also be of use. A noteis made to any experienced engineer who may come upon these projects. It is recognized that some of the information given in the flow diagrams reflects poor (and sometimes extremely poor) engineering judgment. In fact, parts of some of the flow diagrams are almost caricatures of how the plant should be designed and operated. This is done intentionally, with the hope that the student will be able tofind these gross errors and recommend improvements. The bottom line is that if, by doing these projects, the student can find errors and make improvements, then the transition from student to practicing engineer will have started, and we will have fulfilled our objective in writing this text. Additional design projects for a variety of processes, suitable for sophomore through senior classes, canbe found at our Web site: http://www2.cemr.wvu.edu/ ~wwwche/publications/projects/index.html. Finally, background information for this appendix was obtained from the following sources. 1. Kirk-Othmer Encyclopedia of Chemical Technology, 3rd ed. (New York: Wiley, 1978). 2. McKetta, J. J., and W. A. Cunningham, eds., Encyclopedia of Chemical Processing and Design, (New York: Marcel Dekker, 1976).3. Rase, H. F., Chemical Reactor Design for Process Plants, vol. 2 (New York: Wiley, 1977).
5404AppC.qxd_jd
8/13/2002
3:42 PM
Page C-3
P R O J E C T
1
Increasing the Production of 3-Chloro-1-Propene (Allyl Chloride) in Unit 600
BACKGROUND
You are currently employed by the TBWS Corp. at their Beaumont, TX plant, and you have been assigned to the allyl chloride facility. Aserious situation has developed at the plant, and you have been assigned to assist with troubleshooting the problems that have arisen. Recently, your sister plant in Alabama was shut down by the EPA (Environmental Protection Agency) for violations concerning sulfur dioxide emissions from a furnace in their allyl chloride facility. Fortunately, the Beaumont facility had switched to natural gas as a...
8/13/2002
3:42 PM
Page C-1
A P P E N D I X
C
Design Projects
In this appendix, six design projects are presented. The projects are grouped in pairs with each pair of projects focused on a given process. The first project in each pair (Projects 1, 3, and 5) deals with an existing facility in which a problem has arisen or in which a change of operating conditionsis desired. These types of problems are typically encountered in real operating plants, and would be the type of project a young engineer might encounter in his or her first year or two in the plant. These problems are often not completely defined and not all information is available. In addition, a solution to the problem is required in a fairly short period of time. This situation is not unheardof in the workplace and forces the engineer to make assumptions and analyze situations in which not all the operating variables are known. In analyzing these problems, the information in Section 4, Chapters 14–20, will be very useful. It is not recommended that these problems be given to students without some coverage of the material given in Section 4 of the text. The second project in each pair(Projects 2, 4, and 6) is more like the typical “design” project that is covered in the senior capstone design course. Here, the student (or group of students) should be familiar with the information given in Sections 1, 2, and 3 and the guidelines for written reports given in Chapter 26. In the authors’ collective experience, the most worthwhile learning experience for the student is obtainedduring an oral presentation in which the student (or group of students) presents the results to a group of faculty and then defends his or her solutions in a 30–40 minute question and answer period. If this method C-1
5404AppC.qxd_jd
8/13/2002
3:42 PM
Page C-2
C-2
Appendices of examination is chosen, the information in Chapter 26 on oral presentations will also be of use. A noteis made to any experienced engineer who may come upon these projects. It is recognized that some of the information given in the flow diagrams reflects poor (and sometimes extremely poor) engineering judgment. In fact, parts of some of the flow diagrams are almost caricatures of how the plant should be designed and operated. This is done intentionally, with the hope that the student will be able tofind these gross errors and recommend improvements. The bottom line is that if, by doing these projects, the student can find errors and make improvements, then the transition from student to practicing engineer will have started, and we will have fulfilled our objective in writing this text. Additional design projects for a variety of processes, suitable for sophomore through senior classes, canbe found at our Web site: http://www2.cemr.wvu.edu/ ~wwwche/publications/projects/index.html. Finally, background information for this appendix was obtained from the following sources. 1. Kirk-Othmer Encyclopedia of Chemical Technology, 3rd ed. (New York: Wiley, 1978). 2. McKetta, J. J., and W. A. Cunningham, eds., Encyclopedia of Chemical Processing and Design, (New York: Marcel Dekker, 1976).3. Rase, H. F., Chemical Reactor Design for Process Plants, vol. 2 (New York: Wiley, 1977).
5404AppC.qxd_jd
8/13/2002
3:42 PM
Page C-3
P R O J E C T
1
Increasing the Production of 3-Chloro-1-Propene (Allyl Chloride) in Unit 600
BACKGROUND
You are currently employed by the TBWS Corp. at their Beaumont, TX plant, and you have been assigned to the allyl chloride facility. Aserious situation has developed at the plant, and you have been assigned to assist with troubleshooting the problems that have arisen. Recently, your sister plant in Alabama was shut down by the EPA (Environmental Protection Agency) for violations concerning sulfur dioxide emissions from a furnace in their allyl chloride facility. Fortunately, the Beaumont facility had switched to natural gas as a...
Leer documento completo
Regístrate para leer el documento completo.