Abstract
Virtual labs have proven to be very versatile and valuable for providing realistic experience for students in STE (Science, Technology, and Engineering) fields. As we progress from delivery of instructional material from classroom to the Internet, there is need to develop laboratory exercises to supplement the theoretical lessons. A Web-based virtual simulation model of an anaerobic digester (AD) using a flexible Javascript-based platform was developed to support courses in process control and process design. The objective was to provide a virtual laboratory experience that could be used on any device capable of accessing the Web (laptops, tablets, or smartphones) to explore multiple facets (design, operation, control, and optimization) associated with a complex biochemical system. A user-friendly interface that allows easy specification and testing of operational parameters is provided. In this article, we discuss how the model and simulation is developed and deployed along with illustrative examples of its use in a training or educational environment.
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Acknowledgments
Author BJ acknowledges support provided by the University of South Florida that allowed him to spent a semester at UAL working on this and related projects. Author JLG would like to acknowledge Spanish Ministry of Science and Innovation and EU-ERDF by partially funding this work under the project DPI2017 84259-C2-1-R.
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This work is partially funded by the Spanish Ministry of Science and Innovation and EU-ERDF under the project DPI2017 84259-C2-1-R.
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Appendix. Mathematical model of the digester
Appendix. Mathematical model of the digester
The model of the digester is based on mass and energy balances combined with kinetic rate models (Haugen et al. 2013). Refer to Tables 1 and 2 for notation, units and nominal values. The mode is based on the following 6 differential equations and 4 algebraic equations:
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Guzmán, J.L., Joseph, B. Web-Based Virtual Lab for Learning Design, Operation, Control, and Optimization of an Anaerobic Digestion Process. J Sci Educ Technol 30, 319–330 (2021). https://doi.org/10.1007/s10956-020-09860-6
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DOI: https://doi.org/10.1007/s10956-020-09860-6