Air Cooler Design and Principle EIEPD 1696073698

Download as pdf or txt
Download as pdf or txt
You are on page 1of 58

Education Institute for

Equipment & Process Design

Air-cooler Design and Principle


AE-5005
Education Institute for

Equipment & Process Design

1.Process Specification
Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design

2.Process Input to HTRI


Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design

3.Unit data to HTRI


Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design

Bay

One or more tube bundles, serviced by two or more fans, including the structure, plenum and

other attendant equipment.


Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design

4.Fan Data to HTRI


Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design

5.Optional Data to HTRI


Education Institute for

Equipment & Process Design

Drivers
For electric motor drivers, the minimum required driver rated shaft power (Pdr) shall be
calculated as follows:

Pdr ≥ 1.05 (Pf1/Em)

Pdr ≥ 1.10 (Pf2)

Where

Pdr is driver rated shaft power;


Pf1 is fan shaft power operating at specified minimum design temperature with blade angle set
for design dry-bulb temperature;

Em is mechanical efficiency of the power transmissions;

Pf2 is fan shaft power operating at design dry-bulb temperature.

These requirements apply to fixed-pitch, variable-pitch and variable-speed fans unless


otherwise specified.
Education Institute for

Equipment & Process Design

Once installed in the bundle, the tubes must be supported to prohibit intermeshing of the fins, and
“bunching” of the tubes, which allows for openings in the tube that allow channeling of the airflow.
Several means of tube support are utilized dependent on manufacture.
The most common tube support is provided by a “wiggle strip” that is place between each row,
and runs between each tube. This method allow for support of the tube from the fin tip and is
susceptible to movement in the bundle during transportation.
Another common method, utilized by some manufacturers, is to wrap aluminum strips around the
perimeter of the tube at designated spots along the length. These strips are stapled to prohibit
them from loosening. Again, this provides support from the tip of the fin.
A third method is the scalloped channel. This method provides a strip, normally fabricated from
aluminum that cradles each tube and runs the entire width of the bundle.
The scalloped channel is formed to provide both supports from the fin tip, and to the tube
wall. Based on the configuration, it is not able to move after inserted, and also provides a means
of keeping the tubes spaced properly.
Tube support can also be provided by cast zinc collars. This method requires a zinc collar to be
poured at each support spot on the tube. This method, while providing excellent support, is
normally cost prohibitive.
Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design

6.Bundle Data to HTRI


Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design

7.Tube type Input to HTRI


Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design

Results

Since 1 bay was selected, which is very low for such high flow, the software failed to run. Thus,
the number of bays is increased to 2 and the program is run again. The summery of the actions
are provided below.
Education Institute for

Equipment & Process Design

Number of bays Pressure drop Driver Power

1-5 Failed Failed

6-10 Underdesigned Underdesigned

12 533855 69821215

15 10797 28983

18 3163 4138

21 1661.5 1508

24 939 616

27 590 296

30 430 180

33 318 111

36 259 80

39 205 55

40 192 49

41 179 44.46

42 165 38 (44)
Education Institute for

Equipment & Process Design

Now we stop here and try to change some parameters to optimise the required driver power.

Actions Pressure drops Driver Power

Increasing fan efficiency to 164.9 33.6 (38.78)

75%

Changing fan ring type to 133.9 28.43 (32.83)

cone 30

Now one of the parameters that should be taken into account is the flow regime. To find out how
it looks like graph tab is clicked and then Flow regime map is selected.
Education Institute for

Equipment & Process Design

How it is interpreted
Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design

Notes:
Only the last tube-pass in a multipass condenser should be in gravity-controlled flow.
Remember that in gravity-controlled flow, the vapor-phase heat transfer coefficient can become
very low especially when non-condensible are present.
The effect of tube inclination contributes to an approximate avarage increase of only 20 percent
in the tube-side heat transfer coefficient on the avarage tube side heat transfer. HTRI therefore
recommends inclining tubeside condensers in gravity-flow about 3 degrees towards the draining
condensate end to prevent condensate back flow.

So, in order to adjust the flow regime, map we perform the following actions:

Actions Pressure drop Driver Power

Changing from one pass to two 114.3 21.81(25.18)


passes

Changing from two pass to 112 21.14(24.41)


3 passes (4-1-1)

Changing 3 passes orientation 112 21.15(24.41)


from (4-1-1) to (3-2-1)

Force seperation 129 26.9(31.05)

Get back to (4-1-1) 113 21.5 (25)


Education Institute for

Equipment & Process Design

Now let’s see the impacts of the steps on flow regime:

Two-passes with the orientation of 5-1


Education Institute for

Equipment & Process Design

Three passes with the orientation of 4-1-1


Education Institute for

Equipment & Process Design

Three passes with the orientation of 3-2-1


Education Institute for

Equipment & Process Design

Three passes with the orientation of 3-2-1 in Force


Education Institute for

Equipment & Process Design

Three passes with the orientation of 4-1-1 in Force


Education Institute for

Equipment & Process Design

Now Let’s choose another path and start with 39 bays, aiming to design air-cooler with
maximum driver fan of 45 kw.
The following actions are taken which is summarized below:

Actions Pressure drops Driver Power

Choosing 39 bays 205

Changing fan ring type to 165 46.51


cone 30

Changing fan efficiency from 165 40.31(46.54)


65% to 75%

Increasing the number of 136.8 29.4(34)


passes to 2 passes

Increasing the number of


passes to 3 passes with 133.8 28.33 (32.7)
4-1-1 oriantation

Force 132 27.95 (32.27)


Education Institute for

Equipment & Process Design

Flow regime map for one pass


Education Institute for

Equipment & Process Design

Flow regime for two passes


Education Institute for

Equipment & Process Design

Flow regime for three passes


Education Institute for

Equipment & Process Design

Flow regime for three passes in Force


Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design

Vendor Thermal Calculation


Differences in assumptions:

Parameter Me Vendor

Temprature 48 50

Inlet Nozzle 193.67

Outlet Nozzle 87.32

Tube passes 4-1-1 5-1

Tubes in odd/even rows 46 44

Total unfinned tube length 0 78


Education Institute for

Equipment & Process Design

Results:
Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design

Drawings
Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design

Note from API-661:


1. V-belt drive assemblies suspended from the structure may be used with motor drivers rated
not higher than 30 kW (40 hp).
2. High-torque type positive-drive-belt drive assemblies suspended from the structure may be
used with motor drivers rated not higher than 45 kW (60 hp).
3. Electric motors rated higher than 45 kW (60 hp) shall use gear drives; smaller motors may
use gear drives.
Education Institute for

Equipment & Process Design


Education Institute for

Equipment & Process Design

You might also like