Simulated Crossflow Heat Exchanger System Using Simulink Modeling

Applied engineering coursework that incorporates direct hands-on learning processes has been shown to provide a superior educational experience over indirect course structures. Emphasis on observational and empirical learning elements is an integral component in the creation of well-rounded and competent engineers and is a skill that is fostered in the laboratory environment. Just like all aspects of engineering, the structure of these experiential courses must be dynamic and adaptable. For example, these courses should be able to adapt to modern challenges and industry trends. Incorporating the use of simulators to provide practical engineering experiences, in addition to traditional face-to-face techniques, might help to accomplish this. The engineering Thermal-fluids Laboratory course (MENG 3211) at the University of Texas at Tyler is one such curriculum that has made substantial progress in the modernization of experiential teaching techniques by incorporating thermal system analysis in the form of virtually simulated heat exchangers. These virtual systems provide an innovative way for students to gain experience and knowledge with practical engineering applications through the use of an interactive user interface which provides a useful preview of what to expect when working with a physical heat exchanger. Given that physically constructing and maintaining a functioning heat exchanger is an expensive and laborious process, this use of computer software allows for a more accessible and convenient approach to test and analyze dynamic thermal-fluid systems. The system can be defined as a set of nonlinear transient energy balance equations for user-specified inputs such as fluid flow rates, and then thoroughly analyzed in real-time using MATLAB® and Simulink®. By using this model, the user is given the ability to control the heat exchanger system, as well as the disturbances which are occurring, and analyze how they affect the heat transfer process in real-time. Compared to data retrieved from a physical heat exchanger, the exiting fluid temperatures over any given timeframe simulated by the virtual software are shown to exhibit a similar profile and remain within 15% error. Furthermore, the simulated temperature response in reaction to a change in fluid flow rate is shown to properly depict the resulting output in accordance with established principles of thermodynamics and heat transfer. Overall, virtually simulated engineering systems such as this have the potential to provide a highly beneficial practical learning experience for undergraduate engineering students with the added benefit of being remotely accessible and not requiring physical upkeep and maintenance.