Teacher(s)
Language
English
> Frenchfriendly
> Frenchfriendly
Main themes
The different types of chemical reactors and their modeling are addressed
Learning outcomes
At the end of this learning unit, the student is able to :  
1 
Contribution of the course to the program objectives Referring to the LOs of the KIMA diploma, the following LOs are aimed at:
a. Scientific / Engineering (Reference is made to the chapters and sections of the text book that is used  see below.) Chapter 7: The Modeling of Chemical Reactors After successfully completing this course, the student will be able to :
After successfully completing this course, the student will be able to :
After successfully completing this course, the student will be able to :
After successfully completing this course, the student will be able to :
PART ONE INTRODUCTION After successfully completing this course, the student will be able to :
After successfully completing this course, the student will be able to :
After successfully completing this course, the student will be able to :
After successfully completing this course, the student will be able to :
reactors, plug flow reactors, and series of completely stirred tanks. * Second order bimolecular reaction in isothermal completely mixed reactors and in a succession of isothermal plug flow and completely mixed reactors: completely macromixed versus completely macro and micromixed.
After successfully completing this course, the student will be able to :
After successfully completing this course, the student will be able to :
* Plate columns * Empty columns * Stirred vessel reactors * Miscellaneous reactors.
* Gas and liquid phase in plug flow * Gas phase in plug flow. Liquid phase completely mixed. b. Other / Transversal After successfully completing this course, the student will be able to :

Content
 The modeling of chemical reactors;
 The batch and semibatch reactors;
 The plug flow reactor;
 The perfectly mixed flow reactor;
 Complex flow patterns;
 Fixed bed catalytic reactors;
 Fluidized bed and transport reactors;
 Multiphase flow reactors.
Teaching methods
The physical concepts and theory are explained in the theoretical sessions. The students are encouraged to ask questions. At the beginning of each theoretical course, the course is placed into context and an overview of what will be studied is given. At the end of each theoretical session, the content is summarized and placed into context again. A session with exercises follows each theoretical session to practice the theory. The exercises focus where possible on practical problems.
One miniproject "3D simulation of a coldshot type cooling in a fixed bed ammonia synthesis reactor" aims at familiarizing the students with CFD (Computational Fluid Dynamics) type simulation models and different important aspects, such as the modeling of turbulence, boundary conditions, the required grid independency of the results, the interpretation of the results, etc.. In groups of 23, the students have to propose their own design of a cold shot cooling system and to evaluate its performance in terms of cooling and temperature uniformity. Besides the development of technical skills, the project aims at teaching the students to work in group and how to report a technical study in a scientific and clear way.
One miniproject "Methane steam reforming: reactor simulation and sensitivity study" allows the students to apply a reactor model with detailed reaction kinetics and accounting for intraparticle diffusion limitations to design a commercial steam reformer. Furthermore, the sensitivity of the reactor performance to a number of variables is studied. Apart from developing the technical skills of the students, the miniproject also aims at teaching the students how to work in group (of 23) and how to report a typical technical study in a scientific and concise way, both in writing and orally in front of an audience.
Lab sessions on fixed bed and fluidized bed reactors are foreseen. They aim at familiarizing the students with these two of the most important reactor technologies and at carrying out measurements of the hydrodynamic behavior and confronting the experimental data with theoretical correlations.
In preparation of the exam, a questionanswer and discussion session on the content of the course is foreseen.
One miniproject "3D simulation of a coldshot type cooling in a fixed bed ammonia synthesis reactor" aims at familiarizing the students with CFD (Computational Fluid Dynamics) type simulation models and different important aspects, such as the modeling of turbulence, boundary conditions, the required grid independency of the results, the interpretation of the results, etc.. In groups of 23, the students have to propose their own design of a cold shot cooling system and to evaluate its performance in terms of cooling and temperature uniformity. Besides the development of technical skills, the project aims at teaching the students to work in group and how to report a technical study in a scientific and clear way.
One miniproject "Methane steam reforming: reactor simulation and sensitivity study" allows the students to apply a reactor model with detailed reaction kinetics and accounting for intraparticle diffusion limitations to design a commercial steam reformer. Furthermore, the sensitivity of the reactor performance to a number of variables is studied. Apart from developing the technical skills of the students, the miniproject also aims at teaching the students how to work in group (of 23) and how to report a typical technical study in a scientific and concise way, both in writing and orally in front of an audience.
Lab sessions on fixed bed and fluidized bed reactors are foreseen. They aim at familiarizing the students with these two of the most important reactor technologies and at carrying out measurements of the hydrodynamic behavior and confronting the experimental data with theoretical correlations.
In preparation of the exam, a questionanswer and discussion session on the content of the course is foreseen.
Evaluation methods
The students are evaluated individually. The demands will be specified explicitly in advance of the exam.
The exam consists of a theoretical part and an exercise. The latter is open book (only the text book used for the course can be used) and counts for 20% of the marks.
The theoretical exam is with a written preparation and oral defense/discussion. The exercise is written.
Evaluation of the miniproject
One miniproject on the simulation of a methane steam reforming reactor, including a parametric sensitivity study, is evaluated. It counts for 10% of the marks.
The exam consists of a theoretical part and an exercise. The latter is open book (only the text book used for the course can be used) and counts for 20% of the marks.
The theoretical exam is with a written preparation and oral defense/discussion. The exercise is written.
Evaluation of the miniproject
One miniproject on the simulation of a methane steam reforming reactor, including a parametric sensitivity study, is evaluated. It counts for 10% of the marks.
Other information
Particular attention is paid to the units of the different variables and terms appearing in the mathematical equations in the course.
It is highly reommended to have background in :
It is highly reommended to have background in :
 Mathematics (Analysis),
 Chemistry (basis),
 Transport phenomena,
 Reaction kinetics
Online resources
Bibliography
Livre: "Chemical Reactor Analysis and Design" par G.F. Froment, K.B. Bischoff, and J. De Wilde, 3ème edition. Wiley, 2010.
Le livre peut être acheté via la librairie LibrisAgora à LouvainlaNeuve ou directement via le web. Quelques exemplaires du livre sont disponibles dans la bibliothèque BSE.
Le livre peut être acheté via la librairie LibrisAgora à LouvainlaNeuve ou directement via le web. Quelques exemplaires du livre sont disponibles dans la bibliothèque BSE.
Teaching materials
 Chemical Reactor Analysis and Design, 3th edition, Gilbert F. Froment, Kennth B. Bischoff, Juray De Wilde, Wiley, 2010.
 Chemical Reactor Analysis and Design, 3th edition, Gilbert F. Froment, Kennth B. Bischoff, Juray De Wilde, Wiley, 2010.
Faculty or entity