设备设计中过程安全的集成外文文献

Education for Chemical Engineers 30 2020 32 39 Contents lists available at ScienceDirect Education for Chemical Engineers jou rn al h om epage Integration of process safety in equipment design A framework for academic learning activity Manisha Gunasekeraa Salim Ahmedb Faisal Khanb aDepartment of Chemical and Process Engineering University of Moratuwa Moratuwa 10400 Sri Lanka bCentre for Risk Integrity and Safety Engineering C RISE Department of Process Engineering Memorial University of Newfoundland St John s NL A1B 3X5 Canada a r t i c l e i n f o Article history Received 11 May 2019 Received in revised form 5 September 2019 Accepted 27 September 2019 Available online 9 November 2019 Keywords Process safety education Inherent safety Kolb s experiential learning Equipment design a b s t r a c t Safety is an important area in engineering education and the trends nowadays are to promote its learn ing throughout an engineering curriculum and or teaching safety as a stand alone subject Equipment design is one of the core subjects that chemical and process engineering students learn in their program Learning of safety principles through their incorporation into equipment design is identifi ed as an effec tive approach by experts in engineering education This study presents a methodological framework for a cycle based academic learning activity incorporating the four safety strategies namely inherent pas sive active and procedural safety in the process of equipment design A case study applying the proposed framework on learning of safety protocols incorporated in the design of a reactor is presented Majority of the students subjected to this study believe that they learnt safety strategies through this activity and their perception on achieving learning outcomes is positive 2019 Institution of Chemical Engineers Published by Elsevier B V All rights reserved 1 Introduction Practicing process engineers consider safety as one of the most important aspects in their work However teaching safety in engi neering programs to cater the needs of practicing engineers is often not addressed adequately Behm et al 2014 In order to intro duce safety in an engineering curriculum several approaches have been adopted Some programs introduce safety through modules embedded in different courses as there is little room for introduc ing a new course Behm et al 2014 HSE 2009 In some other engineering programs process safety is taught as a separate course within the curriculum Dee et al 2015 The recent studies have shown that in US chemical engineering curricula introduction of process safety as a stand alone core course has increased Dee et al 2015 Voronov et al 2017 Changes in the requirements by the Accreditation Board for Engineering and Technology ABET regarding inclusion of the aspects of safety in chemical engineer ing curriculum was found to have a positive impact on process safety education Voronov et al 2017 Amyotte 2013 examined and outlined although focusing on the Canadian context some of the determining factors that should be considered during the Corresponding author E mail address sahmed mun ca S Ahmed development and delivery of an undergraduate course on pro cess safety In Turkey a survey by Ercan Kalkan and Deniz 2016 showed that only 11 of the chemical engineering graduates stud ied process safety management during their undergraduate study Perrin and Laurent 2008 identifi ed challenges faced in France regarding incorporation of the safety concepts in French chemi cal engineering curricula Even a core safety course is introduced into a curriculum it is recognized that embedding safety learning in other courses is also recommended Various applications of such approaches have been attempted by process safety instructors and are reported in the literature Saleh and Pendley 2012 described a model for an introductory course on system accident causation highlighting safety literacy and accident prevention Stuart 2014 presented a blended learning approach to safety training in a Tim ber Product Technology course promoting safe working practices and safety culture Introduction of safety in engineering design has been emphasized in Behm et al 2014 as an approach to imple ment the prevention through design initiative of NIOSH 2011 Learning of Process safety and reactive hazards has been integrated into a senior design course in a chemical and biological engineering department Dixon and Kohlbrand 2015 This learning exercise is an industry focused practice based approach preparing students to deal with real life chemical hazards Incorporation of safety protocols in the hierarchy from inher ent to procedural safety in different stages of equipment design is https doi org 10 1016 j ece 2019 09 004 1749 7728 2019 Institution of Chemical Engineers Published by Elsevier B V All rights reserved M Gunasekera et al Education for Chemical Engineers 30 2020 32 39 33 important It is equally important that learning activities aimed to ensure comprehension of the safety protocols be integrated with process and equipment design Many methodologies have been developed for analyzing the enhancement of safety through inherent passive active and pro cedural measures in chemical processes Khan et al 2015 Jafari et al 2018 Ade et al 2018 Song et al 2018 Ahmad et al 2019 However efforts that have been made to integrate them into engi neering curricula are lacking Most efforts are through the design course Felder and Brent 2003 Several works on incorporation of safety in engineering design are available in literature In a study by Brousseau and ElOuafi 2008 students were trained to link safety concepts with design contents in a machine design course using case based real work incidents Behm et al 2014 promoted safe design thinking among engineering students by introducing case study exercises on prioritizing several safety solutions based on their effectiveness to control risk potential This work proposes a framework for incorporating safety in the hierarchy from inherent safety to procedural safety in the equipment design process as a learning activity in an academic environment In engineering education although the lecture based instruction method dominates Wankat and Oreovicz 2015 cur rent practice is to promote a constructivist approach where the learners have more responsibility for their own learning One of these approaches is to facilitate students learning by doing or through practice Prince 2004 Prince and Felder 2006 Impor tance of learning by doing are presented in studies done on laboratory experimental design by Ahmed et al 2013 Ionescu 2015 and Young et al 2006 A study on learning safety strate gies through practice using a problem based approach showed a positive response by students for adopting constructivist learning methodology Gunasekera et al 2018 The learning activities presented in this work are based on the Kolb s cycle of experiential learning which facilitates learning by doing It is hypothesized that a student centered learning approach following an experiential learning cycle will help students in learn ing engineering safety principles 2 Proposed experiential learning activity The development of the proposed activities includes two major elements 1 Development of contents 2 Proposed learning activity Assessment of learning through the proposed method is pre sented in Section 2 3 2 1 Content development Learning the applications of safety protocols needs to be consid ered in all stages of equipment design as the applications of some safety measures needs to be implemented in certain design stages For example the safety measure for chemicals in the plant inven tory is carried out based on the selection of the synthesis route The route selection needs to be implemented at early stages of plant design Kidam et al 2016 The selection of the route associ ated with least hazards will move the design towards reduced risk CCPS 2009 The reduction of hazards associated with chemicals in the plant inventory in later stages of plant design and develop ment will be limited as the chemical synthesis route selected has already fi xed the chemicals present in the plant From a knowledge base perspective the students should learn i the different stages in equipment design and ii the safety protocols Table 1 Stages of equipment design Design stage Description Preliminary design basic equipment type process substances involved and material and energy balances Basic engineering Chemical and mechanical design piping instrumentation and process controls Detailed engineering Design of procedures requirements for safe operation of equipment 2 1 1 Equipment design stages Chemical process plant design involves several stages The important stages of a process plant design include research and development preliminary design basic engineering and detailed engineering design Mannan 2012 Kidam et al 2016 In the pre liminary design stage the main process concept and the alternative processes that can be used are identifi ed In the basic engineer ing stage details of process fl ow sheet process specifi cations and descriptions are established In the detailed design stage the entire process and individual equipment are designed in details giving consideration to safety through loss prevention and control The activities in the design of individual equipment can also be divided in the above stages Table 1 shows the three design stages related to equipment design considered in this learning framework to incor porate safety 2 1 2 Safety protocols in equipment design Equipment design in process plants includes selection of equip ment for the desired operation as well as application of necessary control measures to avoid harmful process deviations The safety protocols in equipment design are followed in the hierarchy i inherent ii passive iii active and iv procedural CCPS 2009 2012 The application of inherent safety strategies in equipment design is best achieved when applied during the initial stages of the design process Kletz 1984 At the initial stage of equip ment design the selection of the type of equipment choice of the process substances and decisions on process operating condi tions are involved Mannan 2012 Kidam et al 2016 Therefore in the methodology proposed for incorporating safety strategies in equipment design the incorporation of inherent safety strategies is carried out at the initial design stage For example in the case of a reactor design the most inherently safer reaction path or route that produces the desired chemical can be selected The quantities of substances in the reactor can be minimized by using a continuous reactor in place of a batch reactor Mannan 2012 The passive safety mechanisms such as fail safe designs materi als of construction and isolation arrangements are designed during the basic and detailed design stages CCPS 1998 2012 Kidam et al 2016 Layout design and siting of the equipment also are passive safety strategies that can be considered CCPS 2012 Active safety strategies are incorporated in the equipment design process when the instrumentation and process controls design data are avail able In these strategies potentially hazardous process deviations are detected and active systems are used to take corrective actions Mannan 2012 CCPS 2012 In this work the strategy that is at the last in the hierarchy of the engineering safety protocols namely the procedural safety is incorporated towards the end of the equipment design process Procedural safety involves the development of operational safety and emergency procedures CCPS 2012 The methodology proposed in this work for the purpose of the learning activity incorporating inherent safety measures during the preliminary design stage and passive active and procedural safety measures in the basic and the detailed engineering design stages is shown in Fig 1 The technique for selecting the design 34 M Gunasekera et al Education for Chemical Engineers 30 2020 32 39 Fig 1 Methodology for application of inherent active passive and procedural safety strategies in to equipment design bases for process safety systems presented in CCPS 1998 was considered in developing this procedure The dotted box indicates the design stages in which the proposed methodology is applied The methodology begins with the collection of necessary data and information followed by identifi cation and evaluation of appropri ate safety measures For each safety measure the associated risk is evaluated to determine its effectiveness The risk evaluation pro cess should be repeated for all identifi ed potential inherent passive active and procedural safety measures associated with the equip ment 2 2 Proposed learning activity The framework development for learning activities is based on the Kolb s experiential learning model keeping in mind the overall objectives of instruction 2 2 1 Instructional objectives Equipment design is a subject that chemical and process engi neering undergraduate students learn where the expected outcome is for the students to be able to do detailed engineering design of process equipment Applications of the engineering design princi ples and concepts that they learn are applied and illustrated in a design case study in their fi nal year comprehensive design project Application of safety concepts in the design work is one aspect the students need to illustrate in their work The methodology pro posed in this work is formulated to be used as an effective learning tool in a preceding year so that they acquire the required knowledge on designing process equipment considering engineering safety protocols 2 2 2 Kolb s learning cycle Kolb s experiential learning theory is known to be a well accepted and an effi cient pedagogical model of learning Abdulwahed and Nagy 2009 This approach facilitates an envi ronment for the students to construct their own knowledge According to Kolb s proposal optimal learning would pass through a cycle of four learning modes the Concrete Experience CE Refl ective Observation RO Abstract Conceptualization AC and Active Experimentation AE Kolb 1984 Mainemelis et al 2002 Watson et al 2016 Knowledge grasping by apprehension hap pens through the concrete experience mode of learning Knowledge grasping by comprehension happens by abstract conceptualiza tion Abdulwahed and Nagy 2009 The knowledge grasped is transformed or processed through Refl ective Observation RO and Active Experimentation AE This model is widely used in devel oping learning activities in various disciplines such as control laboratory education Abdulwahed and Nagy 2009 sustainable design education Watson et al 2016 and nursing Poore et al 2014 Further research works on active learning of chemical engi neering concepts have been published by Felder et al 2011 Prince et al 2018 and Koretsky et al 2018 2 2 3 Learning activities The proposed framework for learning engineering safety pro tocols incorporated into equipment design involves four stages In the fi rst stage students are instructed through lectures then in the second stage they apply their knowledge in equipment design with safety strategies In the third stage students present their fi ndings and in the fourth stage apply improvement measures to make the equipment safer These steps are embedded in two assignment activities The fi rst activity involves application of the inherent safety strategies to the equipment design and the second involves the application of passive active and procedural safety strategies to the same Table 2 shows these two activities along with the sub activities for process equipment design mapped with the modes in Kolb s learning cycle The relations of the activities shown in Table 2 to the modes of experiential learning cycle are discussed in the following sections 2 2 3 1 Classroom instruction The lecture hours are dedicated to enhance students learning on principles of hazards identifi cation applications of relevant safety measures and assessment of asso ciated risk In these sessions example applications are done and discussions are facilitated where sharing knowledge and learning between the teacher and the students occur In the proposed learn ing activity students meet the instructor and attend lectures on methodologies for reduction or elimination of hazards by apply ing inherent safety measures impact assessment for chemicals released from equipment introduction to the safety protocols and their use in the hierarchy from inherent to procedural safety in reducing hazards and risks methods for risk assessment and safety measures used for controlling hazards From these lectures stu dents grasp knowledge on the basics of safety principles and this promotes activation of their comprehension dimension to facilitate preparation for solving the application problem 2 2 3 2 Incorporation of inherent safety measures In this assign ment activity students need to identify inherent safety strategies that depend on the characteristics of the substances used as well as the operational and process conditions associated with the equip ment For example when a reactor is designed students have to select the inherently safer reaction route considering quantities and characteristics of the substances involved and the operational conditions obtained from the preliminary design of the concerned equipment The principles related to consequence assessment con sidering the impact when the chemical inventory is released are learned in the lectures before attempting their application Con sequence assessment methodologies and their applications can be found in various inherent safety assessment studies Shariff and Wahab 2013 Shariff and Zaini 2013 Shariff et al 2016 Methodologies for chemical process routes selection are avail able in numerous research articles Edwards and Lawrence 1993 Heikkila 1999 Palaniappan et al 2002 Gupta and Edwards 2003 Khan and Amyotte 2004 Gunasekera and Edwards 2006 M G