(598d) Closing the Loop: A Structured Laboratory Approach to Teaching Process Dynamics and Control Principles

With the advancement and decreasing cost of sensors and control systems, there is a growing need for chemical engineers to understand and design effective control strategies. Process Dynamics and Controls, a core course in the Chemical Engineering curriculum, is typically offered in the third or fourth year of study. However, students often have limited opportunities to apply these concepts in concurrent or subsequent coursework. Furthermore, while control theory courses rightly emphasize mathematical analysis, they can sometimes feel disconnected from practical, real-world process challenges.

In response to this gap, many universities have shown increasing interest in incorporating process dynamics and controls experiments into their unit operations laboratories. These hands-on experiences aim to bridge the divide between theory and application, enabling students to deepen their understanding of control system design and tuning in realistic process settings.

This paper presents the implementation of a process dynamics and controls experiment in the Unit Operations Laboratory at the University of Kansas. The system features a three-tank setup consisting of two holding tanks and one mixing tank. The holding tanks can be operated with cold and warm water, respectively, for a temperature control experiment in the mixing tank. An electric heater upstream of the “warm” holding tank is used to preheat the water, enabling a separate experiment focused on controlling the heater’s outlet temperature. Alternatively, the holding tanks can be filled with weakly acidic and basic solutions to facilitate a pH control experiment in the mixing tank. Additionally, level indicators in each tank allow for the implementation of level control experiments.

To date, four cohorts of students have used this system as part of the laboratory course. Students are tasked with tuning several controllers using model-based methods such as IMC, AMIGO, or ITAE. They begin by developing dynamic models from first principles and validating them through experimental step tests. Based on their models, students create block diagrams, estimate initial tuning parameters, implement them on the system, and refine the parameters through systematic fine-tuning.

This presentation will describe the structure of the laboratory experiment, present representative student results, and summarize feedback from post-lab surveys. Collectively, these elements provide insight into how this integrated process dynamics and controls experiment enhances students’ comprehension of control system design and tuning in practical settings.