Process intensification education contributes to sustainable development goals. Part 2

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Delft University of Technology

Process intensification education contributes to sustainable development goals. Part 2

Fernandez Rivas, David; Boffito, Daria C.; Faria-Albanese, Jimmy; Glassey, Jarka; Afraz, Nona; Akse,

Henk; Boodhoo, Kamelia V.K.; Bos, Rene; Cantin, Judith; (Emily) Chiang, Yi Wai

DOI

10.1016/j.ece.2020.05.001

Publication date

2020

Document Version

Final published version

Published in

Education for Chemical Engineers

Citation (APA)

Fernandez Rivas, D., Boffito, D. C., Faria-Albanese, J., Glassey, J., Afraz, N., Akse, H., Boodhoo, K. V. K.,

Bos, R., Cantin, J., (Emily) Chiang, Y. W., Commenge, J. M., Dubois, J. L., Galli, F., de Mussy, J. P. G.,

Harmsen, J., Kalra, S., Keil, F. J., Morales-Menendez, R., Navarro-Brull, F. J., ... Weber, R. S. (2020).

Process intensification education contributes to sustainable development goals. Part 2. Education for

Chemical Engineers, 32, 15-24. https://doi.org/10.1016/j.ece.2020.05.001

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EducationforChemicalEngineers32(2020)15–24

ContentslistsavailableatScienceDirect

Education

for

Chemical

Engineers

j o ur na l h o me p a g e :w w w . e l s e v i e r . c o m / l o c a te / e c e

Process

intensiﬁcation

education

contributes

to

sustainable

development

goals.

Part

2

David

Fernandez

Rivas

a,∗

_,

_Daria

_C.

_Bofﬁto

b

_,

_Jimmy

_{Faria-Albanese}

c

_,

_Jarka

_Glassey

d

_,

Judith

Cantin

e

_,

_Nona

_Afraz

f

_,

_Henk

_Akse

g

_,

_Kamelia

_V.K.

_Boodhoo

d

_,

_Rene

_Bos

h

_,

Yi

Wai

Chiang

i

_,

_Jean-Marc

_Commenge

j

_,

_Jean-Luc

_Dubois

k

_,

_Federico

_Galli

b

_,

_Jan

_Harmsen

l

_,

Siddharth

Kalra

m

_,

_Fred

_Keil

n

_,

_Ruben

_{Morales-Menendez}

o

_,

_Francisco

_J.

_{Navarro-Brull}

p

_,

Timothy

Noël

q

_,

_Kim

_Ogden

r

_,

_Gregory

_S.

_Patience

s

_,

_David

_Reay

d

_,

_Rafael

_M.

_Santos

i

_,

Ashley

Smith-Schoettker

t

_,

_Andrzej

_I.

_Stankiewicz

m

_,

_Henk

_van

_den

_Berg

u

_,

Tom

van

Gerven

v

_,

_Jeroen

_van

_Gestel

w

_,

_R.S.

_Weber

x

a_Mesoscale_Chemical_Systems_Group,_MESA+_Institute_and_Faculty_of_Science_and_Technology,_University_of_Twente,_Enschede,_7522NB,_the_Netherlands b_Canada_Research_Chair_in_Intensiﬁed_{Mechano-Chemical}_Processes_for_Sustainable_Biomass_Conversion,_{Polytechnique}_Montréal,_Chemical_Engineering Department,C.P.6079,succ.Centre-ville,Montréal,QC,H3C3A7,Canada

c_Faculty_of_Science_and_Technology,_Catalytic_Processes_and_Materials_Group_MESA+_Institute_for_{Nanotechnology,}_University_of_Twente_Enschede,₇₅₂₂_NB, theNetherlands

d_School_of_Engineering,_Merz_Court,_Newcastle_University,_NE1_7RU,_United_Kingdom

e_Bureau_d’appui_et_{d’innovation}_{pédagogique,}_{Polytechnique}_Montréal,_CP._6079,_succ._{Centre-ville,}_Montréal,_QC,_H3C_3A7,_Canada

f_{Otto-von-Guericke}_University_Magdeburg,_IAUT_(Institute_for_Apparatus_and_{Environmental}_Technology),_{Universitätsplatz}_2,_39106,_Magdeburg,_Germany g_Chairman_PIN-NL,_Process_{Intensiﬁcation}_Network,_the_Netherlands

h_Laboratory_for_Chemical_Technology,_Ghent_University,_{Technologiepark}_125,_9052,_Gent,_Belgium i_School_of_Engineering,_University_of_Guelph,₅₀_Stone_Road_East_Guelph,_Ontario,_N1G_2W1,_Canada j_Laboratoire_Réactions_et_Génie_des_Procédés,_Université_de_Lorraine,_CNRS,_LRGP,_F-54000,_Nancy,_France k_ARKEMA,_Corporate_R&D,₄₂₀_Rue_d’Estienne_d’Orves,_92705,_Colombes,_France

l_Harmsen_Consultancy_BV,_Hoofdweg_Zuid_18,₂₉₁₂_ED_Nieuwerkerk_aan_den_IJssel,_the_Netherlands

m_Process_&_Energy_Department,_Delft_University_of_Technology,_{Leeghwaterstraat}_39,₂₆₂₈_CB,_Delft,_The_Netherlands

n_Hamburg_University_of_Technology,_Department_of_Chemical_Reaction_Engineering,_Eissendorfer_Strasse_38,_21073,_Hamburg,_Germany o_Tecnológico_de_Monterrey,_Mexico

p_Institut_Universitari_{d’Electroquímicai}_Departament_de_Química_Física,_Universitat_d’Alacant,_Apartat_99,_E-03080,_Alicante,_Spain

q_Department_of_Chemical_Engineering_and_Chemistry,_Micro_Flow_Chemistry_and_Synthetic_Methodology,_Eindhoven_University_of_Technology,_Den_Dolech 2,5612AZ,Eindhoven,theNetherlands

r_The_University_of_Arizona,_Department_of_Chemical_&_{Environmental}_Engineering,₁₁₃₃_E._James_E._Rogers_Way,_Tucson,_AZ,_85721,_United_States s_Canada_Research_Chair,_High_Temperature,_High_Pressure_{Heterogeneous}_Catalysis_{Polytechnique}_Montréal,_Chemical_Engineering_Department,_C.P._6079, succ.Centre-ville,Montréal,QC,H3C3A7,Canada

t_RAPID_{Manufacturing}_Institute,_New_York,_NY,_United_States

u_Sustainable_Process_Technology_Group,_Faculty_of_Science_and_Technology,_University_of_Twente,_Enschede,_7522NB,_the_Netherlands v_Process_Engineering_for_Sustainable_Systems_(ProcESS),_Dept._Of_Chemical_Engineering,_KU_Leuven,_3001,_Leuven,_Belgium w_Chemical_Engineering_Department,_Utrecht_University_of_Applied_Science,_Utrecht,_the_Netherlands

x_Physical_and_{Computational}_Sciences_Directorate,_Paciﬁc_Northwest_National_Laboratory,_Richland,_WA,_USA

a

r

t

i

c

l

e

i

n

f

o

Articlehistory:

Received11February2020

Receivedinrevisedform20April2020 Accepted4May2020

Availableonline23May2020 Keywords:

Industrychallenge Processdesign

a

b

s

t

r

a

c

t

AchievingtheUnitedNationssustainabledevelopmentgoalsrequiresindustryandsocietytodevelop toolsandprocessesthatworkatallscales,enablinggoodsdelivery,services,andtechnologytolarge conglomeratesandremoteregions.ProcessIntensiﬁcation(PI)isatechnologicaladvancethatpromises todelivermeanstoreachthesegoals,buthighereducationhasyettototallyembracetheprogram.Here, wepresentpracticalexamplesonhowtobetterteachtheprinciplesofPIinthecontextoftheBloom’s taxonomyandsummarisethecurrentindustrialuseandthefuturedemandsforPI,asacontinuationof thetopicsdiscussedinPart1.Intheappendices,weprovidedetailsontheexistingPIcoursesaround theworld,aswellasteachingactivitiesthatareshowcasedduringthesecoursestoaidstudents’lifelong

∗ Correspondingauthor.

E-mailaddress:d.fernandezrivas@utwente.nl(D.FernandezRivas).

https://doi.org/10.1016/j.ece.2020.05.001

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Pedagogy ProcessIntensiﬁcation Entrepreneurship Sustainability Chemicalengineering Educationchallenge

learning.TheincreasingnumberofsuccessfulcommercialcasesofPIhighlighttheimportanceofPI educationforbothstudentsinacademiaandindustrialstaff.

1. Introduction

Thecurrentworldeconomic orderdemands professionalsto becreative and innovative, nomatter theirﬁeld of work.This is particularly important in chemical and process engineering disciplinesthatsigniﬁcantly contributetoaddressing thegrand challengesfacedbysocietyonclimatechange,energytransition, andfreshwatermanagementasstatedintheUN-SDG(Sustainable

DevelopmentGoals,2019;AusfelderandHannaEwa,2018;Boulay

etal.,2018;CEFICandDECHEMA,2017;Storketal.,2018;Klemeˇs

andJiˇríJaromír,2020),andalsotheonesrelatedtothe

technolog-icalneedofcreatingcircularityoforganic,carbonandinorganic resources.Thisisalsoconnectedwithwatersourcemanagement, includingitsqualityandfootprinttowarrantanoverallsustainable process/productparadigm,wherebylifecyclesassessmentplaysa

keyrole(Boulayetal.,2018).Togetherwiththesechallenges,the

chemicalindustryconstantlyseekstoincreaseenergysavings,an objectiveofthechemicalindustrysincethe70swhilereducing theirgreenhousegasemissions.

Process Intensification (PI) is a relatively new toolset for addressingthesegoalsthatisgainingmomentuminindustryand academiccircles.WeprovideanupdateddefinitionofwhatPIin thecontextofeducationforchemicalengineersinPart1(Rivas etal.,2020),andissummarisedas1)anapproach“byfunction”,a departurefromtheconventionalprocessdesignbyunitoperations, and2)anapproachthatfocusesnotonlyontheprocessitself,but alsoonwhathappens“outsideorasaconsequenceoftheprocess”. TherecentInternationalConferenceonProcessIntensification (IPIC2, Leuven 2019 (EFCE, 2018)) included an academic seg-ment, an industrial segment, as well as several workshops on selectedtopics:continuousmanufacturing,multifunctional pro-cesses,alternative energy sources, and 3D printing. During the LorentzCentreWorkshopheldinJune2019,introducedinPart1

(Rivasetal.,2020),therelevanceofPIfortheeducationofthe

pro-fessionalsoftomorrowwasdiscussed.Thispaperexpandsonthe toolsavailabletomeetthisscope.

Traditionalchemical engineering courses arebased on unit-operationorientedtopics,suchaschemicalreactionengineering, massandheattransfer,polymerprocessing,particletechnology,

etc(Stankiewiczand Yan,2019).PIeducationrequires students

tomasterthosefundamentalconceptsaswellasmaterial-speciﬁc functions(e.g.surfacearea,permeability,responsivenessto induc-tion heating and microwave heating, and catalysis) to solve complexchemicalconversionand/orseparationprocesses. Intro-ducingtheseconceptsinthestudyofprocessesandapplicationof thePIprincipleswillrequireconsequentialchangesinthecurrent teachingmethodsandcontent.Forthisreason,wemustupdate the20-yearoldtoolboxapproachtoPIandincludematerialdesign and engineering, i.e. concepts and representative examples on howtoconceive and integratematerialsinto existingand new designstocontributetotheindustrialandecologicalchallenges oftoday.

Thisarticle details current provisions and proposals of how tointroducePIintochemicalengineeringeducationandtraining. Italsospeciﬁesconcreteresourcesandmaterialsappropriatefor academicsettings(BSc,MSc,andPhD)andprofessionalsworking intheindustrytoeffectivelycreatelong-termlearningofthePI principles.

2. Currenteducationalprogramsonprocessintensiﬁcation

Thenumberofeducationalprogramsinchemicalscienceand engineeringprograms offeringPIcourses hasgrownin thelast decade, as evidenced by a database of the PI courses offered atseveraluniversitiesand instituteswehavecompiled.Eachof thesecourseshasempiricalexperienceonadvantagesand chal-lengesassociatedwiththetypeofdeliverytheychose.Thejournal EducationforChemicalEngineershasagreedtoupdatethis informa-tion(Supplementarymaterial–Appendix1)regularlytoinclude changes and additions to the database. Furthermore, we have includedsomeofthebooksused.Whilethisnumberofchemical engineeringprogramsactiveinPIissigniﬁcant,onecouldstopto wonder:ifthisisenough?

DiscussionsduringanexpertpanelworkshoponPIeducation

(Rivasetal.,2020)recognizedthattheintroductionofnewcourses

inexistingcurriculaisoneoptiontoteachPIatatertiarylevel. How-ever,thismaybedifﬁcultinthealreadyfullcurriculathatareoften structuredtofulﬁl professionalaccreditationrequirements(e.g.

IChemE,2019(InstitutionofChemicalEngineers(IChemE),2019;

ABET,2017).AmorerealisticapproachistointroducePIelements

(ifnotthewholeframework)acrossseveralcourses.Forthis strat-egytosucceed,studentsmusthavebasicengineeringknowledge ﬁrst(Part1,Figure3).Forthisreason,thesetheoreticalcoursescan beleveragedtointroducestudentstoPIandsustainabilityconcepts incombinationwithproject-basededucation,inwhichstudents usethelecturer-studentcontacttimetopracticesolvingproblems. ThepreceptsofBloom’sTaxonomy,whichdescribeandorder thedifferentcognitiveskills,offerastructuredwayofteachingPI. IfPIisadeparturefromtheconventionalprocessdesignbyunit operation,withafocusnotonlyontheprocessitself,butalsoon environmentalandsustainabilityissues,thenwhatarethe condi-tionsthatweshouldputintoplaceforthestudentstomastervery high-levelcompetencies(Rivasetal.,2020)?When“complex prob-lemsrequiresophisticatedproblem-solvingskillsandinnovative, complicatedsolutions”(Maddenetal.,2013),educatorsmustbe creativedesignersoflearningexperiencesthatmoveawayfrom traditionallearning(Henriksenetal.,2019).

Bloom’sTaxonomy(Bloom,1956)haslongbeenrecognisedby theinternationalcommunityofpedagogicalexpertsasaneffective framework that is applicableacrossdifferenteducational disci-plinesforconceivingandguidinglearningoutcomes.Revisedin 2001,itconceptualizesandclassiﬁescognitiveprocessesthatthe brainperformsandordersthosehierarchicallyfromthemost intro-ductory and accessible (remember) to the most advanced and integrative(create).Thethreecognitiveprocessesatthebottom oftheFig.1(righttriangle),remember,understandandapplyare the“lowerorder cognitiveskills”or LOCS,whileanalyse, evalu-ateandcreateare“higherordercognitiveskills”orHOCS(Resnick,

1987);(Thompson,2008)),(Appendix2inSupplementary

mate-rial for more details). These cognitive skills are linked to the Chemical-Engineeringtoolbox,inwhichtransferableskills comple-mentfundamentalknowledgeinchemicalengineeringacademic program.Onlyasmallselectionoftransferableskillsisshownhere: otherslikecriticalmindset,(interdisciplinary)collaboration, com-munication,andinformation literacyarelistedamongthe“21st CenturySkills”andreceivemuchattentioninthedevelopmentof newcourses.

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D.FernandezRivasetal./EducationforChemicalEngineers32(2020)15–24 17

Fig.1.CombiningthechemicalengineeringtoolboxwiththecognitiveprocesstaxonomyforthedevelopmentofeffectiveteachinginPI.Arguably,thisconceptisvalidalso foraglobalprogram,PIaddssynthesis(integration)tothetoplevel.

Thecognitiveprocesstaxonomyelucidateswhyitisvirtually impossibleforstudentstobecreativeiftheyspendmostofthe classtimelisteningtoanexpert.Hearinganexpertthinkingout loudduring thecreativeprocess is one essentialstep, but it is insufﬁcienttoenablestudentstodoitthemselves.Ifthemain cog-nitiveactivityofstudentsistryingto“understand”,thereislittle roomforthemtorapidlyapply,analyse,andevaluateinfrontof acompetenteducator.Theeducatorinturn,mustdiagnoseany weaknessesandthecognitiveprocessinwhichtheyarestuck.Here, theconceptof“failfast”philosophyisparticularlyimportantforan enjoyableandeffectiveteaching-learningprocess(Khannaetal., 2016).BycombiningBloom’sTaxonomywiththe“Chemical Engi-neeringToolbox”requiredinPI,onecanﬁndattheintersection clearguidelinestobuildaneffectiveeducationalprogram onPI (Fig.1).Thisposesanadditionalchallengetotheeducators,asoften theyhavenotclimbedthe“PIladder”.WeadvocatethatPIshould beincorporatedinthesingletechnicaltoolbox.

Learning PI and being able to transfer the knowledge into realsituations encouragesstudentstoworkincircumstancesas closeaspossibletothework-ﬂoor.Thisrequiresactivelearning approaches,likeproject-basedlearning,problem-basedlearning, team-basedlearningandcasestudies,wherethestudentsare cog-nitivelyengagedandmorelikelytosupporthigherordercognitive skills(Freemanetal.,2014).Ifthetaskinspiresreachingthehigher levelsofthecognitiveprocesses,itwillallowdivergentthinking andinterdisciplinarityneededforthefutureofindustry(Connor

etal.,2017).Table1presentstypicalPIlearningactivitiesandthe

cognitiveprocessstudentspotentiallyreachthroughthese.

3. ChallengesofteachinganddeployingPIwithinhigher education

Preparingstudentstojointhecreativeandopen-minded work-forcerequiresflexibilityintheuniversityenvironmentandlearning conditions (material, flexible schedules, academic tasks, etc.). WhiletheobjectiveistousePIcoursesastheplaygroundfor chem-icalengineeringstudentstofree-uptheircreativityandingenuity tocreate,study,andvalidateintensifiedprocesses,inpracticethe crowdedacademicagendalimitsthetime ofstudentsand

edu-cators.Instructingstudentsusingmoreinteractivestrategieswill increasethestudents’engagement.Thenextsectionfocusseson threechallengestoincorporatePIintoexistingcourses:(1) ﬁnd-ing the righteducational modules in the chemical engineering curriculum tointroduceand deepenedPItechnologies;(2) lim-itedavailability ofcase studiesfor education;and,(3) theneed topreparestudentswithessential-skillstocommunicateeffective techno-economicanalysesofPIwhenworkinginindustry.

3.1. AdequateintegrationofPIinestablishedchemical engineeringcurriculum

Duringtheworkshop,therewasaquestionthatallparticipants weregrappling with:where doesa PIcoursefit in thealready crowdedacademiccurricula?ThoughthemajorityagreedthatPIis moreappropriateatagraduatelevel,itwasdeemedimportantto findwaystoinspirestudentsevenattheundergraduatelevel, espe-ciallyregardingtheunderlyingphysicsofnon-traditionalforces, withoutdetailedPIanalysesatahigherorderofcognitiveskills (HOCS,Fig.1).However,thisapproachfacesagreaterchallenge nowadaysatalllevels.Thisisrelatedtothemultidisciplinary pro-grammesthatarethenorminmanytechnicaluniversitiesandtend tosaturatethestudentswithinformation.DoesPIaddtothis con-fusion withallitsnoveltyand definitions?We believethat the benefitsofbringingatleastthebasicprinciplesandcomprehensive approachofPIoutweighanyriskofcomplicatingexisting curric-ula,aslongasPIcanbeseamlesslyincorporated,eitherinongoing courses,orinanewcourse.

Aneasier-to-answerquestionthatsurfacedwaswhetheraPI courseshouldbemandatory:unanimously,andnotsurprisingly, theanswerwasyes.Thisanswerwasaccompaniedbypractical suggestionsofprogressiveimplementationwithintheoverall cur-ricula,suchasmentioningPItobothundergraduateandgraduate studentsanddemonstratingexamplesofPIinthecontextof chem-icalreactionengineering and unitoperations,as wellasdesign projectsforthestudentstopracticeandimplementPIprinciples. Itisalsousefultobringpracticalexamplesthatconcernnature. Forinstance,whenmentioningmicro-reactors,apopularexample, PIcontraststraditionalmicrochannelsandhumanbloodvessels:a

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Table1

ExamplesoflearningactivitiesinPIandtherequiredfundamentaldisciplinesandtransferableskills.Appendix3providesspeciﬁcimplementationexamplesofeachof theselearningactivitieswheretheinvolvementofdifferentconceptsinchemicalengineeringareillustrated.FurtherdetailsontheexamplesprovidedinAppendix3canbe obtainedfromcitedreferencesorbycontactingtheco-authorsofthiswork.

CognitiveProcess PIlearningactivity Chemicalengineeringtoolbox

Create(Lucas,2001)1 _A_group_of_three_to_ﬁve_students_(from_more_than_one_discipline,_if

possible)analysearealproblemsituation,co-createanoriginal strategyemergingfromthecombinationofmultidisciplinary frameworks.Theyplanhowtheywouldputitintoplace.

Largergroupsthan5studentsmightprovedifﬁculttohandle,andthe chanceof“free-riders”increases.

Fundamentalknowledge:

Safety,Sustainability,ProcessDesign,UnitOperations,Transport Phenomena,Thermodynamics,ChemicalKinetics,Chemistry,Physics, Mathematics

Transferableskills:

Teamwork,Innovation,criticalmindsetandinformationmanagement, creativity

SeeAppendix3.2,3.3,3.4,3.5,3.6,3.7inSupplementarymaterial Evaluate Agroupofstudentsanalysearealsituationwithintheirowndiscipline

andshareitwiththeirpeerssoeveryoneunderstands.Together,they evaluateallthepossiblestrategiestosolvetheproblemandidentify whatwouldbethebestoption.Then,studentsshouldbeableto substantiatetheirselectiontothelecturer.StudentscompareaPI processorapparatustoaconventionalone,listingadvantagesand disadvantages

Fundamentalknowledge:

Safety,Sustainability,UnitOperations,TransportPhenomena, Thermodynamics,ChemicalKinetics,Chemistry,Physics,Mathematics Transferableskills:

Teamwork,Innovation,criticalmindsetandinformationmanagement. SeeAppendix3.1,3.2,3.3,3.4,3.6,3.7,3.8and3.9inSupplementary material

Analyse Studentsdeconstructarealsituationintoitscomponentsandconnect thecorrespondingcomponentsofarelevantconcepttoascertainits underlyinglogicandpredictwhatwouldhappenifwechangeoneor moreparameterstotherealsituation.Theyexplainunexpectedresults thathappenedinanexperiment.StudentsdescribeaPIprocess,break itdownintoitscomponentsandindicatewhichphysicalphenomena playarole.

Fundamentalknowledge:Safety,UnitOperations,Transport Phenomena,Thermodynamics,ChemicalKinetics,Chemistry,Physics, Mathematics

Transferableskills:

Teamwork,innovation,criticalmindsetandinformationmanagement. SeeAppendix3.1,3.2,3.3,3.4,3.5,3.6,3.7,3.8and3.9in

Supplementarymaterial Apply Studentscansolveabstractproblemsusingformulasprovidedor

learnedbyheart.Theyareabletoreproduceagivenexperimentinthe lab.Studentsapplye.g.mass-transfertheoryinaPIcontext,calculate therequiredsizeofanapparatus

Fundamentalknowledge:TransportPhenomena,Thermodynamics, ChemicalKinetics,Chemistry,Physics,Mathematics

Transferableskills: Teamwork,criticalmindset

SeeAppendix3.0and3.1,3.2,3.3,3.4,3.5,3.6,3.7inSupplementary material

Understand Studentsexplainintheirownwordstheinﬂuenceofvelocity, temperatureandconcentrationinachemicalprocess.Theycanﬁnd examplesofthepresenceofthesephenomenainotherapplications. Theycanalsorecognizewhy(e.g.)astaticmixerisanexampleofPI equipment.

Fundamentalknowledge:TransportPhenomena,Thermodynamics, ChemicalKinetics,Chemistry,Physics,Mathematics

Transferableskills:Teamworkifinteam

SeeAppendix3.0,3.1,3.2,3.3,3.4,3.5,3.6,3.7,3.8inSupplementary material

Remember Studentsmemorizeformulas,materialcharacteristics,stepsofa process,conceptsattributes,etc.(oranyothertypeofrotelearning). ThestudentsareabletoreproducethedeﬁnitionofProcess Intensiﬁcationwhenasked

Fundamentalknowledge:Thermodynamics,Chemistry,Physics, Mathematics

Transferableskills: Teamworkifinteam

SeeAppendix3.0,3.1,3.2,3.3,3.4,3.5,3.6,3.7,3.8inSupplementary material

1 _According_to_Lucas₍₂₀₀₁₎_,_«_[c]reative_people_question_the_assumptions_they_are_given._They_see_the_world_differently,_are_happy_to_experiment,_to_take_risks_and_to_make mistakes.Theymakeuniqueconnectionsoftenunseenbyothers.»(p.138)(Lucas,2001).

circularmicrochannelof400␮minamicroreactordeliversa spe-ciﬁcareaofca.15000m2_/m3_._Nature,_however,_beats_engineering:

ourcapillaryveinsareca.10␮mindiameter,havespeciﬁcareasof ca.400000m2_/m3_and_(most_of_the_time)_do_not_clog₍_Van_Gerven

andStankiewicz,2009)!

ParticipantsintheLorentzworkshopalsodiscussedwhatare theminimumresourcesrequiredtohaveabasic,undergraduate PImodulewithinacourse.First,acostlesssolutionwouldbeto introducetheterm“processintensiﬁcation”anditsmeaningin dif-ferentmandatorycourses(asithappensnowwithheatandmass transfer,unit-operations,safetyetc.).Somebasicrequirementsfor groupproject-basedactivities,include:

• Basic infrastructure for students to meet regularly with the instructorandteachingassistants,andseparatelyasgroups. • Accesstostructuredcourseslides,successstories–some

exam-pleswhereitworks,couldbeinstructionalvideos.

• Accesstoliterature(traditionalorelectronic)includingjournals thatpublishbothPItheoryandapplications.Differentspeciﬁc journalsareavailableonPIandreportonboththetheoryand theapplicationofPIindifferentﬁelds.Tobeevenmoreeffective, anonlinedatabasereportingcompaniesapplyingPIprocesses shouldbeavailabletostudentswhowanttoanalyseand under-standrealexamples.Anothervaluabletoolcouldbeacollection ofpatentsonPItechnologies,andfailedPIapplications.Inthis

waystudentswillappreciatethedriverstoapplyPI,aswellas thefactorsthathavepermittedandimpededthedeploymentof thetechnology.

• Meanstocompileinformation,storageandpreparationof docu-ments,reports,etc.

• InthecaseofProblemBasedLearningandChallengeBased Learn-ing(section4.1)thatrequiremodellingactivities,whicharekey inaPIcourse,thecorrespondingtools,e.g.AspenPlus,COMSOL, etc.alongwithateachingassistantdedicatedtotheseactivities. Instructive,learningobjectivescanalsobereachedwithsimpler toolssuchasMicrosoftExcelandMATLABtosolvedifferential equationsforﬂow,heatandmasstransfer,reactionkinetics,etc. ThesetoolsenabledesignorinvestigationofoneormoreofthePI domains(structure,synergy,energyandtime)atoneormoreof thePIscales(plant,process,particleandmolecular)(Santosand

VanGerven,2011).

• AccesstoRAPID’sandCOSMIC’swebinarsonboththetheoryand modelling(e.g.COSMIC’stutorialonultrasoundandmicrowaves irradiation).Thesewebinarscouldbetakenasanassignment(a reportbyastudentorgroupofstudentscanfollow).

• Brainstorming/creativeactivities.

• Laboratories:ultrasoundhornorbathtoexaminesonication pro-cesses,(Haqueetal.,2017),thermogravimetricanalyser(TGA), ideallywithdifferentialscanningcalorimetry(TGA-DSC) capa-bility,andevenmoreideallyhyphenatedtoamassspectrometer

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(TGA-MSorTGA-DSC-MS),toinvestigatehigh-temperature reac-tionsinreal-time(Santosetal.,2012);tubularandstirred-tank reactorsforbatch-to-continuousandmixed-to-plugﬂowprocess transitions(Zhangetal.,2019b);in-situanalysers(e.g.particle size,infrared)fortrackinginreal-timeunsteady reaction pro-cesses;amongotherspossibilities.

Ultimately,theresourcesdonotneedtobeexpensiveforthe studentstodeepentheiranalysisandcomeupwithcreativeor wellsupportedideas.MoredetailsaregiveninSection5.

3.2. IndustryrequirementsinPIeducation:commercialsuccess stories

ManylargescaleplantshaveappliedPI(Rivasetal.,2020): distil-lationplants(Kiss,2014)(dividing-wallcolumns(Johnetal.,2008), internallyheatedintegrateddistillation(Fangetal.,2019), reac-tivedistillationsformethylandethylacetate(Singhetal.,2014), andfortheesteriﬁcationofaceticacid(AgredaandHeise,1990), structuredreactors(e.g.selectivereactiveNOxreduction), rotat-ingHiGeeequipment(Cortes Garcia etal.,2017)(e.g.seawater deaerator,strippingofhypochlorousacid,CO2absorption),tailgas

cleaningofSO2 bymeansofarotatingpackedbed(RPB)reactor

(Darake et al.,2014), printed circuitheatexchangers(PCHE) in

offshoregastreatmentplants(Baeketal.,2010),andtheTwister foroffshoregasdrying (Esmaeili,2016).Similarly,varioustypes ofmicro-andmilli-reactorsorequipmenthavebeenusedinﬁne chemicals,automotiveexhaustaftertreatment,andthe pharma-ceuticalsindustry,wherenumbering-upofmicroﬂuidicstructures orreactorsallowsforproductionscale-up.(Kockmannetal.,2011;

Modestinoetal.,2016;Shenetal.,2018;Zhangetal.,2017).

ThereareimportantreasonswhyPIlarge-scaleequipmentand microreactorsalike,arestillnotusedmorewidely,andeducation hasthepotentialtoresolvethisinpart.Alistofaspectswehave identiﬁedcanbefoundinAppendix4inSupplementarymaterial. Implementingtheseexamplesandthetheoryandeconomic mod-elsbehindtheorysuccessinPIcourses,aswellascoursesoffered toindustrialstaff,canacceleratePIknowledgedisseminationand itsimplementation.

Thedifﬁcultyofmakinga compellingcasefornewsolutions shouldnotbeunderestimatedinPIeducation.Thisisaboutbeing abletotellacredibletechno-economicstory,tobothmanagement andseniortechnologistsinthecompanyforwhomPIsolutionsare newand“different”aswell,forexample:

• PItechnologyUimprovesyieldX%,reducesenergyconsumption byY%,andlowersCAPEXandOPEXcomparedtoconventional processes,whilereducingourCO2footprintbyZ%.

• ThisPItechnologyis differentindeed,butwe understandthe fundamentals.

Orabelievableinvestmentriskstory:

“ThisnewPIsolutionisdifferentfromconventionaltechnology butwillallowthecompanytoreducecapitalrisk,makenew products(unattainablewithconventionaltechnologies),reduce inventory,managethesupplychainmoreeffectively,etc.” InIndustry,timingiscritical:tellingthetechno-economicand riskstoriesattherighttimeintheinvestmentcycleisfundamental tohavethemanagementselectingPIoveranincumbent technol-ogy.RAPIDdevelopedastudentinternprogramthatfocuses on developingthenextgenerationofleadersinPI.TheInternswork onprojectsatRAPIDmemberinstitutionsthatadvancePIor mod-ularprocessing,whilesimultaneouslylearningabouttheconcepts virtually throughPI E-learning coursesand webinars.This pro-videsstudentswithreal-worldcontextandavalue-propositionfor

PI.Appendix5inSupplementarymaterialsummarizesahistorical accountofpast(Dutch)experienceregardingPIandtheindustry setting.

Implementing PI technology, like any novel development requires up toa decade and includes a research phase, a pilot plant,andademonstrationunit.Trainingstudentswithinnovative technologiesmayincreasetheprobabilityofadoptionandreduce industrytendencytodirectlyjumptoproventechnologieswitha shorterimplementationcycle.

Finally,overcomingthesebarriersrequirescooperativeefforts in academia, industry and certification agencies. For example, largegapsin equipmentdesign inthefieldsof ultrasonic reac-tors,microwaves,electricandmagneticfieldsshouldbehandledin academia,whileproductionproblemsoftherespectiveequipment shouldbehandledbyindustryorindustry-ledconsortia.Butthere aremanyotherdesignproblemsofalreadyintroducedequipment. Forsomeoftheseitemsthereareonlysimplecorrelations.Amajor problemistofindoutwhichunit operationsshouldbestudied first,thatmeanswhichequipmenthashighestprobabilityto pen-etratethemarket.Astherearealreadymanytheoreticalanalyses ofpotentialPIstrategiesforagivenapplications,anevaluationand rankingoftheseinbusinessterms(CAPEX,OPEX)and sustainabil-itypotential(energyuse,rawmaterialefficiencyusage,E-factors, etc.)asundertakeninarecentstudyonintensifiedamidation pro-cessinginthepharmaceuticalindustry,wouldbewelcomedbythe community(Fengetal.,2019).

4. EnablersofPIeducation

Inthissectionwereviewsomeofthestrategiesandeducational technologiesthatcanfacilitatetheimplementationofPI educa-tionina moreeffectivemannerandovercomethesomeof the aforementionedchallenges.

LearningPIinchemicalengineeringprogramsshouldbe con-ceived as sandbox in which students can creatively apply all theirknowledgeonunitoperationtotackle chemicalindustrial problems.To fosterlively discussionsand brainstorming activi-tiesbetweenstudents,wecanleverageseverallearningtoolsand strategies.

4.1. Problem-basedlearning(PBL)orChallengeBasedLearning (CBL)

In PBL,students analyzeanddiscussa realproblemwithan expectedscopeand solution,defining theacademicconceptsto learn(Dolmansetal.,2016).Therefore,inPBL,thefocusinmore ontheacquisitionofknowledge, ratherthanonitsapplication. In CBL (not to confuse with case-based learning) students are activelyengagedinarelevantandchallengingproblemrelatedto a real-worldcontext(it isan openproblem, where nosolution isknown).CBLismoreadvancedthanPBLasitimpliesthatthe knowledgehasbeenalreadyacquired,anditinterpretsit,rather thanassimilatingit,toimplementsolutionsthatanswerthe chal-lenge(Hernández-de-Menéndezetal.,2019).Forexample,when faced witha challenge,successfulgroups andindividuals lever-ageexperience,harnessinternalandexternalresources,develop aplanandpushforwardtofindasolution(VegaandNavarrete, 2019).Alongtheway,thereis experimentation,failure,success andultimatelyconsequencesforactions.Byaddingchallengesto learningenvironmentstheresultisurgency,passion,and owner-ship–ingredientsoftenmissinginschools.CBLcanbestructured inthreecyclingphases(Fig.2):(1)aninvestigatingphaseinwhich studentshavetointernalizetheproblemdefinitionanddiagnosis andself-studytheinformationtosolvethecase;(2)actingphase thatisaimedatdesigning,implementing,andtestingtheproposed

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Fig.2.CyclicphasesofChallengeBaseLearning.(https://cbl.digitalpromise.org/stories/).

solutions:and(3)engagingphaseinwhichthestudentsleverage theinteractionwiththetutorandhispeerstosolvetheproblem. Thisstrategysupportsthedevelopmentofknowledgeacquisition inanautonomousmanner,developmentoftransferable-skillsor essential-skillsandlife-longlearning(Ruiz-Ortegaetal.,2019).In thisstrategy,thestudent-tutorinteractionisemployedtosupport theproblem-solvingstageratherthantheknowledgeacquisition

(KOLMOS, 1996).We reportexamplesofhow different

instruc-torsimplementeitherPBLorCBLinAppendix3inSupplementary material.

4.2. Practicalexperimentation

Practicallaboratorieswithstudents manipulatingequipment continues toplay a prominent role in thecurrent engineering education(Chenetal.,2016)).Inordertoeffectivelycreate life-longlearningonPIthecookbookexperimentation(Hofsteinand

Lunetta,1982; Kontraetal.,2015)shouldbereplacedby

peer-instructionandcollaborativelearning.Tosuccessfullyimplement this,universitieswillstillneedtoprovidetheinfrastructure for theseactivities–space,materials,lab-andpilot-scale equipment-at a cost. While potentially an expensive option, buying an experimentalPIsetupforeducationalpurposescanofferdeeper understandingandhands-onexperienceforstudents.Experiments canbedesignedinwhichtheaimistocomparethePIsetupto amoreconventionaloneanddiscernthebenefitsanddrawbacks ofeach.Possibilitiesrange fromstaticmixerstoreactorsetups. Creativeimplementationofthesesetupsinthecurriculum(e.g.a spinning-diskreactorcanbeusedtostudyfluidflowinonecourse, masstransferprocessesinanotherandreactionkineticsinathird) canhelpalleviatehighcostandmaintenanceoftheapparatus.

Rentingequipmentisamodelwhereitispossiblenotonlyto teachPI,buttoletacompanytestthetechnologyandeducateits

personnel.Severalcompanies(techsuppliers)havearenting pro-gram.Similarly,theequipmentcouldbeownedbyanInstitute,that rentsitandthecompanycanprotectitsknow-howofthechemistry andtestthetechnologyaftersometraining.

4.3. Computer-aidedteachingofPI

Computer-aided teaching can be leveraged to facilitate the learningofPIatmicro-(e.g.molecularandconvectivetransport, heat transfer, chemical reaction mechanism, etc) and macro-scopic(e.g.processcapitalandoperationalcosts,environmental impact,sustainability).Here,PartialDifferentialEquations(PDEs) canbeinteractivelyvisualisedtostudythemicroscopicprocesses occurringin a unit of operation(e.g. thevelocity, temperature andconcentrationchangesasafunctionoftheoperating condi-tions.Newsoftwaremodulesprovideintuitionandapplicability of these fundamentals. For example, to understand the differ-encebetweendiffusionandadvectionofchemicalspecies(Figure A6.3.1),problem-basedlearningorinquiry-basedlearning(Belton,

2016;Glasseyetal.,2013)canbeused.Withthismethodology,one

caninteractivelyvisualisehowtointensifyaprocessbymodifying thegeometryofthechannel,thediffusioncoefﬁcientorthe veloc-ityeventuallyself-discoveringastaticmixer(FigureA6.3.2),one ofthemostversatileprocessintensiﬁedtechnologies(Keil,2018;

Kiss,2016;TowlerandSinnott,2013).

Atthemacroscopicscale,Processsimulation(RAPID,2020)tools canbeusedtohelpstudentsunderstandingprocessconﬁguration andtheconsequencesofPIimplementationthroughcasestudies andeconomicanalysis.Themainfactorhinderingcomputer sim-ulationsofPIisthatcurrentchemicalprocesssimulatorsoftware packageslackofphenomenologicalorevenempiricalmodelsthat cancapturethecomplexityofPIprocesses.Forinstance,inthecase ofmolecularreactors,simulationsshouldintegrateintrinsickinetic

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modelsataresolutionofthemicro-mixingscales,aswellas non-conventionaldrivingforcesorheatandmasstransferratesatthe reactorscalefromafewtoseveralhundred-litrevolume.However, rapidadvancesinﬁrst-principlecomputationalmodellingpromise thatthesoftwaretoolstosimulatePItechnologiesmaybesoon available(Appendix6.3inSupplementarymaterial),thusspeeding upPIeducationand,asaconsequence,itsimplementationatthe commercialscale(BofﬁtoandVanGerven,2019;Fontes,2020;Ge

etal.,2019)

Morerecently,advancesinbothmachinelearningalgorithms andcomputerhardwareareopeningupnewpossibilitiestoidentify opportunitiesforprocesscontrol(andtheneededmethodstoteach

it)(Rio-Chanonaetal.,2019).Forexample,ReinforcementLearning

cansuccessfullygenerateanoptimalpolicyofstochasticdecision problems(Petsagkourakisetal.,2020).Thus,bycombiningboth processsimulation softwareand data-driventechniques(Zhang

etal.,2019a), theintensiﬁedprocesscanbeimprovedin terms

ofcontrolandschedulingdecisions.While,thereareseveraltools forAIavailable,(e.g.MATLAB,neuralnetworktoolboxor Python-basedTensorﬂow/TFLearning,PyLearn2,NeuroLab,PyTorch,Caffe, andKeras),massiveamountsofdatacollectedinthevicinityof con-trolpointsareinsufﬁcientforextrapolation.So,wemustcaution studentsabouttheseseeminglyrobustmethodologies.

4.4. Exploitingnew(visualization)technologies

VirtualandAugmentedReality,3DPrinting,InternetofThings, ArtiﬁcialIntelligence,VirtualLaboratoriesareconsideredas trans-formative technologies that can be leveraged to enhance PI education.Besidesofferinganexcitingwayofeducation,they pro-vide ﬂexibility for students toacquire knowledge and practice theirskillsattheirownpace.Amongthecompetenciesthatthese advancesfostertherearespatialvisualization,innovativethinking, problemsolving,creativity,analysisandcriticalthinking:essential abilitiesthattheworkforceofthefuturemusthave,especiallyin PI.

Twoimportantexamplesare:VirtualandAugmentedReality and3DPrinting.VirtualandAugmentRealityaretworelated tech-nologies.Theformerdevelopsdigitalenvironmentsinwhichusers cangetimmersedandareabletomanipulateobjectsandinteract withthespace.Thelater,superposesvirtualobjectsinrealimages thatarecapturedthroughamobiledevice,theideaistoimprovethe environment.Ineithercase,thesetechnologiesareusefulin edu-cationtodevelop,forexample,intensifiedprocessesinacontrolled manner,exploreabstractconceptsandstudyphenomenaindetail. Theirkey characteristicsare: immersion, interaction and visual realismandthesecanbeclassifiedasimmersive,semi-immersive, andnon-immersive.Thepositiveeffectsofvirtualrealityteaching usinghapticmethodshavebeenalreadydemonstratedforlearning chemicalbonding.Theseforcefeedbackhapticapplicationscanalso offernewopportunitiesforlearningtostudentswhohave difficul-tiesinunderstandingsomesubjects,whichwouldbegamechanger intheapplicationofPIoneducation.(Ucaretal.,2017)

5. NewsubjectsandmaterialtoconsiderinPIcourses

BasedonourpastexperienceinteachingPIandothersubjects, aswellastheoutcomeofthediscussionofourworkshopatthe LorentzCentre,wecompiledalistofitemstointegrateintonew andexistingPIcourses,atseveralcognitivelevels(Fig.1): • Stressonthermodynamicsandtheconceptofentropy(Appendix

3.0inSupplementarymaterial).

• Methodologiesorstepstoguidethestudents(andfutureindustry workers)onwhentointensify(appendix3.1,6.1,6.2in

Supple-mentarymaterial).Incaseswheretheinformationavailablein academicsettingsisunavailable,itmakessensetomotivate stu-dentstoguesstimate(estimatewithinadequateorinsufﬁcient information).

• Modelling,inparticularnewsoftwaremodulestohelpboth edu-cation and scale-up to become commercial (Appendix 6.3 in Supplementarymaterial).Currentmodelsarelimitedanddonot coverallPIsystems,butonlythemostpopularones(staticmixers, reactivedistillation,ultrasoundmixingandinductionheating), whiletheylackmorecomplexcases(modellingofacoustic cav-itation,plasmareactors,etc.).WiththeadventoftheIndustry 4.0,weanticipateanincreaseintheavailabilityofthesemodels, whichcanbetheninturnadoptedasteachingmaterial. • Laboratorysessionscanbeveryeffectivetopractically

demon-stratetherelevanceofintensifieddevices.Despitethesesessions requiring dedicated resources and time, they can be rapidly implemented sincesome manufacturersprovide ready-to-use kits,thatarecompatiblewithstandardacademicfacilitiesand analytics. For example, micro-structured mixers, reactors or spinning-disc reactors efficiently demonstrate the impact of intensificationontheselectivityofchemicalsyntheses.Seesome examplesonrentingequipmentinSection3.1c.

• Tutoredprojectsmayalsobeanoptiontohelpstudents prop-erlyunderstandPIconceptsandapplythemtomorecomplex problems,while gettingintohigher cognitivelevels:thetime dedicatedtotutoredprojectsisalsoappropriate tohelpthem becoming creativeand togobeyondtheircurrentknowledge (Appendix3.3inSupplementarymaterial).

• AnewandimportantlinkcanalsobeestablishedbetweenPIand materials(StankiewiczandYan,2019),sincePIisnotrestricted toreactorsizing/designandactivationmodesonly.Several inten-siﬁcation strategies are directly related to various aspects of materialsproperties:thermalconductivityforheatrouting,hot spotscontrol,tortuosityandporosityforcatalyticapplications, etc. Other innovative solutions such as product formulations andcatalysiswerenotconsideredpartofPI.Materialscanbe formedtohave“shape-selective”geometries,fromthe molecu-lartothemesoscale.It issufﬁcienttothinkofzeolites,which havecavitiesthatarebothsizeandshape-selective.Other prop-ertiessuchassuper-wettability,super-hydrophobicity,magnetic andparamagneticproperties,magnetocaloricandmetamaterials offeruniqueopportunitiesforPI.Thedevelopmentsofthenew visualizationtechnologiesoutlinedinSection4.4.mayaccelerate evenmorethissynergy.

• New software modules for education and scale-up can help understanding transport phenomena, especially under non-conventionalconditions andincase ofnon-traditionaldriving forces.Thelackofpseudo-empiricalcorrelationsisoneoftheﬁrst challengesastudentfaceswhentransformingorscalingup/down anewchemicalprocess(Zhangetal.,2018).Oftentaughtasan abstractwayofestimatingheatandmasstransfercoefﬁcients, theseequationslimittheunderstandingandinnovativeaspectof processdesign.Seeappendix6.3inSupplementarymaterialfor anexampleonhowtoenhancemass-transferphenomenausing computer-aidedsimulations.

6. OpportunitiesforPItofulﬁlitspromises

Toensureindustry-pullintoPIsolutions,theremustbeaclear advantagetoconvincecompaniesand investorstoadoptit.We believethatarealisticapproachistoﬁndabottleneckratherthan tooverhaulacomplete process.For example,aplantemployee explainsaprocesstoaPIexpert,andtogethertheydeterminewhat thebottlenecksare,andjointlydeviseasolution.Thefeasibilityof thePIoptionscanbeassessed,consideringthe(economic)goalsof

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theprocess,andusingavailablemethods(Reayetal.,2013),which rangefrombeingfamiliartoobscure(Appendices6in Supplemen-tarymaterial).Atraditionalriskassessmentmustfollow.Logically, thisreasoningmustbetaughtatallrelevantlevelstothestudents orworkersreceivingtraining.

Therearetwomainsourcesthatcanbeconsultedforproven solutions.First,datafromtheIbDprojectoncontrolofanumberof PIprocesses/demoscanbeshownasexamplesoftherecent suc-cessfulimplementationofPI.-(JannePaaso(VTT),RistoSarjonen (VTT),PanuMölsä(VTT),MarkkuOhenoja(OULU),Christian Adl-hart(ZHAW),AndreiHonciuc(ZHAW),TimFreeman(FREEMAN), 2017)Second,IPIC:https://kuleuvencongres.be/ipic2019/Home.

Modellingduringthedesignofindustrialprocessreducestime requirements.Companiestendtocommissionnewprojectsto min-imizerisksanddelays.Theexpertsperformingthesesimulations musthaveasolideducationandunderstatingofprocess engineer-ingaswellascomputer-aidedsimulationtechniques.

7. Conclusionsandrecommendations(part2)

Itisimportanttoreachandeducateallthesocial layersand increasetheacceptabilityofthechemicalindustriesbyusingthe tightlinkbetweenProcessIntensiﬁcation(PI)andsustainability. PI offers opportunities to achieve the United Nations Sustain-ableDevelopmentGoals(UN-SDG)becauseitoffersstrategiesto implementtechnologieswithremoteinstallationandlowerCAPEX thanconventionalprocesses.Thisappliesinparticularto miniatur-izedchemicalplants(suchasmicro-pyrolysisorgasiﬁcationunits, micro-hydroormicrogas-to-liquidssystems).

WebelievePIhasthepotentialtoidentifysolutionswhere con-ventionalstrategiesfocusedonstep-by-stepincrementalprocess improvementsfail. However,PI solutionsintroduce more tech-nologicalandinvestmentriskthanconventionalapproaches.The involvementofcompaniesinthecontinuousacademiceducation iskey,aswellasnewmethodstocalculateinvestmentandassess risk,someofwhichweproposeinthisdocument.

A thorough analysis of the thermodynamics, kinetics, and transportinintensifiedprocessesaffordnewopportunitiesto illus-tratethecorepreceptsofchemicalengineering.Themultiphysics attributesthatcharacterizemostoftheintensifiedreactorsclearly introduceanon-linearbehaviourforthesedevices.The accelera-tionofphenomena(fastreactionskinetics,hightransfercapacities, processgainnonlinearity,etc.)alsorequiresfastmeasurementsand actuatorstoensurestability.Furthermore,theconversionofbatch processestocontinuousprocessesnecessitatesdrastic modifica-tionsofthecontrolsystems,aswellastrainingforengineers.

Forthisreason,weconsiderthatprocesscontrolinthecontext ofPIshouldreceivespecial attentioninPIeducation.PI-speciﬁc casestudies,eitherintegratedinthelast-yearchemical engineer-ingdesignproject,orinothercourses,isanapproachthatmostof theparticipantsoftheworkshoprecommend(seeAppendicesin Supplementarymaterial),andthatstudentsseemtoenjoy. Expos-ingallofthestudentstoPIalreadyattheundergraduatelevels, increasestheopportunityofthemtoproposePIsolutionsinthe futureintheindustrialcontexttheywillworkon.

Webelievethatthiswork,togetherwithPart1,willpavethe waytoamoreefﬁcientadoptionofeducationonPI,andhopefully afasterimplementationintheindustry.

ReferencescitedintheSupplementarymaterial

AndersonandKrathwohl(2001),Andresen(2011),Charpentier

(2010), Chen et al. (2015), Crooks (2007), Denbigh (1951),

Durmayaz(2004),Fengetal.(2017),Ghanemetal.(2014),Janne

Paaso(2017),KingstonandRazzitte(2017),Kockmannetal.(2017),

Lawetal.(2017),Leitesetal.(2003),Lieberman(1989),Livotov

(2019),Livotovetal.(2019),LivotovandPetrov(2013),Milanovic

andEppes(2016),Missenetal.(1998),Navarro-Brulletal.(2019),

Noel(2019),PatienceandBofﬁto(2020),Reay(1991),Rivasetal.

(2018),ROSJORDEetal.(2007),StankiewiczandMoulijn(2002),

Torabietal.(2019),TribeandAlpine(1986),Weberand

Snowden-Swan(2019),Wright(1936).

DeclarationofCompetingInterest

Theauthorsdeclarethattheyhavenoknowncompeting ﬁnan-cialinterestsorpersonalrelationshipsthatcouldhaveappearedto inﬂuencetheworkreportedinthispaper.

Acknowledgments

TheauthorsthanktheLorentzCentrefor hostingthis work-shop(EducatingonProcessIntensiﬁcation)andallattendeesofthe workshopfortheirinvaluableinput,visionforprocess intensiﬁ-cationtechnologies,andcandiddiscussions.Wearealsograteful tootherparticipantswho voluntarilyarenotco-authorsof this manuscript:M.Goes(TKIChemie),P.Huizenga(Shell),J.P.Gueneau deMussy(KULeuven),C.Picioreanu(TUDelft),E.Schaer(Univ. Lor-raine),MarkvandeVen(NationalInstituteforPublicHealthand theEnvironment(RIVM),TheNetherlands).

Theviewsandopinionsexpressedinthisarticlearethoseofthe authorsanddonotnecessarilyreﬂectthepositionofanyoftheir fundingagencies.

We acknowledge thesponsors of theLorentz’ workshop on “EducatinginPI”:TheMESA+InstituteoftheUniversityofTwente, SonicsandMaterials(USA)andthePIN-NLDutchProcess Intensi-ﬁcationNetwork.

DFRacknowledgessupportbyTheNetherlandsCentrefor Mul-tiscaleCatalyticEnergyConversion(MCEC),anNWOGravitation programmefundedbytheMinistryofEducation,Cultureand Sci-enceofthegovernmentofTheNetherlands.

NAacknowledgestheDeutscheForschungsgemeinschaft(DFG) -TRR63 ¨IntegrierteChemischeProzesseinﬂüssigen Mehrphasen-systemen¨(TeilprojektA10)-56091768.

TheparticipationbyRobertWeber intheworkshopand this reportwassupportedbyLaboratoryDirectedResearchand Devel-opmentfundingatPaciﬁcNorthwestNationalLaboratory(PNNL). PNNL is a multiprogram national laboratory operated for the US Department of Energy by Battelleunder contract DE-AC05-76RL01830

Theviewsandopinionsoftheauthor(s)expressedhereindonot necessarilystateorreﬂectthoseoftheUnitedStatesGovernmentor anyagencythereof.NeithertheUnitedStatesGovernmentnorany agencythereof,noranyoftheiremployees,makesanywarranty, expressedorimplied,orassumesanylegalliabilityorresponsibility fortheaccuracy,completeness,orusefulnessofanyinformation, apparatus,product,orprocessdisclosed,orrepresentsthatitsuse wouldnotinfringeprivatelyownedrights.

AppendixA. Supplementarydata

Supplementarymaterial relatedto this articlecanbe found, intheonlineversion,atdoi:https://doi.org/10.1016/j.ece.2020.05.

001.

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