Accepted Manuscript

Title: APPLICATION OF THE MICROSOFT EXCEL

SOLVER TOOL IN THE SOLUTION OF OPTIMIZATION
PROBLEMS OF HEAT EXCHANGER NETWORK
SYSTEMS

Authors: L. Briones, J.M. Escola

PII: S1749-7728(18)30012-5
DOI: https://doi.org/10.1016/j.ece.2018.10.003
Reference: ECE 185

To appear in: Education for Chemical Engineers

Received date: 13 February 2018

Revised date: 7 August 2018
Accepted date: 25 October 2018

Please cite this article as: Briones, L., Escola, J.M., APPLICATION OF THE
MICROSOFT EXCEL SOLVER TOOL IN THE SOLUTION OF OPTIMIZATION
PROBLEMS OF HEAT EXCHANGER NETWORK SYSTEMS.Education for
Chemical Engineers https://doi.org/10.1016/j.ece.2018.10.003

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APPLICATION OF THE MICROSOFT EXCEL SOLVER TOOL IN THE

SOLUTION OF OPTIMIZATION PROBLEMS OF HEAT EXCHANGER

NETWORK SYSTEMS

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L. Briones* and J. M. Escola

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Group of Chemical and Environmental Engineering (GIQA), Rey Juan Carlos University, ESCET,

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c/ Tulipán s/n, 28933, Móstoles (Spain)

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Corresponding authors: laura.briones.gil@urjc.es; josemaria.escola.saez@urjc.es
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*To whom correspondence should be addressed

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HIGHLIGHTS
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 Heat exchanger networks optimization is a field of interest.

 Solver can solve heat exchanger networks problems.

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 Solver is simpler, more intuitive and easily available than other software tools.
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 Engineering students easily learn how to use Solver.

 This methodology has been successfully taught to MSc students.

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ABSTRACT

Optimization of heat exchanger networks (HENS) is a field of interest in Chemical Engineering.

The aim is to use the residual heat of process streams to raise the temperature of other process

streams which are cold, thus minimizing the use of hot and cold utilities. The usual way to deal

with this task is to pose a linear programming problem according to a transshipment model in

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order to minimize either the general services consumptions or the number of hot and cold stream

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matchings required. This optimization is subjected to several restrictions given by the energy

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balances corresponding to each heat exchange.

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The high number of variables and equations obliges the use of specific software to solve these

problems, e.g. GAMS (General Algebraic Modelling System). However, this software is not
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intuitive and requires a long time of training and a certain level of practice for the students to
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adequately use it.
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This work describes the use of Microsoft Excel-Solver for the sequential solving of HENS
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optimization problems according to the transshipment model. Solver is a much simpler, intuitive
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and easily available tool for the students who, besides, usually learn how to use it in the first

years of their degree, in Informatics or similar subjects. Thus, it is not necessary to spend extra
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time in the teaching of the software, time that may be devoted to other contents.

This paper presents an example of HENS problem proposed in the subject Simulation and
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Optimization of Chemical Processes corresponding to the Joint Master in Chemical Engineering

of the Rey Juan Carlos University and the Autónoma University of Madrid and solved by the
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students using Excel-Solver.

KEYWORDS

Heat exchanger networks; Excel Solver; optimization; linear programming

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1. INTRODUCTION

Mathematical optimization techniques are widely used in the solution of every kind of problems of

Chemical Engineering (Biegler et al., 1999; Seider et al., 2004). One of the systems that have

been extensively studied is the optimization of heat exchanger network systems (HENS). In a

HENS problem there are hot streams that need to be cooled and cold streams that need to be

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heated. Hence, the possibility of self-integrating the heat exchange of both groups of streams

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appears as a very reasonable choice in order to improve considerably the economy of the whole

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process by the associated enhanced energy savings (Mian et al., 2016; Short et al., 2015). These

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HENS problems may be solved using the Expanded Transshipment Model (Chen et al., 2015),

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which involves the generation of a LP optimization problem (Linear Programming). The variables
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which must be simultaneously determined are the minimum needed flows of hot and cold utilities
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when constraints in the matching are occurring.
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These and other optimization problems may be solved by hand, however computer-assisted

solutions are widely applied to all kind of university curricula because they reduce the time
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students dedicate to repetitive operations while connect the skills provided in the courses to those
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demanded by the professional world. Several commercial simulators are available, such as

ASPEN Plus, COMSOL, Hysys, etc. for the solution of any kind of optimization problems related
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to chemical processes, but this specific software is intended for professional use by expert
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engineers with full understanding of the particular equipment they work with. These tools require

long training and deep knowledge usually above the ability of the students.
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Algebraic tools like GAMS (General Algebraic Modelling System) or programming languages like

Matlab have also been used for didactical purposes (Yimyam and Siemanond, 2012; Escobar

and Treiweiler, 2013). For example, GAMS, in combination with MATLAB, has been applied to

solve multiobjective optimization problems in engineering subjects entirely devoted to applied

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optimization (García et al., 2012). Additionally, there are another software tools available for free

to universities for solving optimization problems such as PRO_PI (Industrial Energy Analysis Co.,

Sweden), FI2EPI (Instituto Superior Técnico, Lisbon) and SPRINT (University of Manchester).

In other cases, non-commercial software was developed. Martín and Mato reported the creation

and use of the software HINT (Heat Integration) for the solution of HENS problems within the

course of Heat Integration of Chemical Processes in the Master of Chemical Engineering of the

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University of Valladolid, Spain, (Martín and Mato, 2008).

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This work describes an easier and simpler methodology to solve these problems consisting of the

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use of the Solver tool incorporated in Microsoft Excel. Solver is a very intuitive software, virtually

available for all college students and allows the students solving HENS problems practically in an

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immediate way. Besides, in most cases the teaching of Solver is accomplished in the first years
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of engineering studies, so the time and resources that should be spent otherwise to the teaching
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of the software may be devoted to explain specific aspects of optimization, heat exchangers or
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whatever other topics of the subject. The potential of Excel – Solver to solve every kind of

optimization problems related to chemical engineering was demonstrated by Ferreira and co-
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workers in the early 2000s. They tried to establish to what extent Solver was capable of solving
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complex problems and determined that Excel was a powerful software because it combined in

one application an optimization tool, a database, a programming tool (by means of the Developer
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option) and an intuitive way to deliver the results (Ferreira and Salcedo, 2001; Ferreira et al.,
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2004). Besides, the same limitations found for Excel were found for GAMS. García and Caballero

also reported the use of Excel – Solver as an example of easy-to-use software for the solution of
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multiobjective optimization problems in an undergraduate course of Simulation and Optimization

of Chemical Processes (García and Caballero, 2012).

This works details the solution of HENS problems with Solver, so students, professors or any

other person interested in the subject may be guided to its use. This methodology has been
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successfully taught in the subject “Simulation and Optimization of Chemical Processes”

corresponding to the Master in Chemical Engineering imparted jointly by Rey Juan Carlos

University and Autónoma University of Madrid. The perception of the students has been gathered

in a simple survey by the end of the course.

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2. DESCRIPTION OF THE OPTIMIZATION PROBLEM

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The design of heat exchanger network systems (HENS) is carried out within a module of 18 h,

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comprising the mathematical basis of optimization (8 h) and the design of heat exchanger

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network systems employing these optimization methods (8 h). They are taught during January

and February, which is followed by a theoretical examination in March (2 h). The number of

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students attending to the classes is around 50 – 60, depending on the academic year. The theory
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and practice of the heat exchanger network system is explained in a classroom furnished with
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computers (1 computer by each student) wherein the pupils perform the proposed exercises
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individually with the assistance of the lecturer. The typical HENS exercises proposed to the
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students are indicated as follows:

- 3 examples of the conventional Transshipment model (without constraints in the matching)

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devoted to the determination of the minimum required amount of hot and cold utilities.
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- 1 example corresponding to the Expanded Transshipment model (with constraints in the

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matching), also devoted to the calculation of the minimum required amount of hot and cold

utilities.
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- 1 example to determine the minimum number of matches among hot and cold streams for

the exchange to happen.

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These problems are solved by the students using the Solver tool included in the Excel

Spreadsheet. The difficulties posed by the exercises along the classes are commented with the

lecturer in order to solve them, which enables the student to fully comprehend the optimization

methods used for the solution of the HENS problems. Henceforth, an Expanded Transshipment

problem similar to that put forward to the students in the subject is solved so as to show this

methodology, which is of general applicability. The theoretical basis of the heat exchanger

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network systems problems solved by the Expanded Transshipment model may be found

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elsewhere (Biegler, Grossmann, and Westerberg, 1999). Its solution involves three subsequent

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stages:

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1. Development of a partition table by temperature intervals.

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2. Performing a block diagram that includes the heat cascade.
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3. Posing and solving of the problem by means of Solver.
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The Expanded Transshipment model shows the remarkable feature of enabling to include
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constraints in the matching among streams for heat exchange. The following example consists of

two hot streams that are to be cooled (H1 and H2) and two cold streams that are to be heated
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(C1 and C2). The thermal data corresponding to these streams are shown in Table 1.
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Besides the hot and cold streams, steam (QS, in MW) at 450 ºC, with a cost of 80,000 $/MW, will

be used for heating while cooling water (Qw, in MW) at 20 ºC, costing 20,000 $/MW, will be
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employed for cooling. In every heat exchanger, the minimum temperature difference allowed in
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the exchanges between cold and hot fluid is 20 ºC. In this particular problem, the objective

function to minimize (C, in $) is the sum of the costs of steam and cooling water, given by
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Equation 1, in order to determine the minimum required amount of both utilities:

Min C = 80.000 · Qs + 20.000 · Qw (Equation 1)

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Subsequently, the equality constraints of the problem (h(x) = 0) are to be determined by means of

the Expanded Transshipment model. Thereby, the next step consists of the build-up of the

partition table by interval temperatures. This table is made up by ordering decreasingly all the

temperatures shown by the hot and cold streams. Thus, the temperatures corresponding to the

hot streams are situated on the left of the table while those corresponding to the cold streams are

placed on the right. Between these temperatures a fixed temperature difference corresponding to

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the determined temperature difference of 20 ºC should exist. When there is no real temperature

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in one column corresponding to a real one in the other column (indistinctly hot or cold stream in

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the table), a virtual temperature must be supposed, which appears into brackets. Henceforth, the

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partition table by temperature intervals associated to the data shown in Table 1 is depicted in

Figure 1, wherein five temperature intervals are attained. Additionally, for the sake of clarity, in
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this partition table four purple arrows have been added to indicate the temperature ranges
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encompassed by each hot and cold stream.
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From this partition table by temperature intervals, the enthalpy added or retired in every one of

them is calculated using Equation 2:

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P = FCp(T1 – T2) (Equation 2)

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wherein P stands for the enthalpy in MW (megawatts), FCp (MW/ºC) is the product of the molar

flow F (mol/s) and the molar heat capacity Cp (MW/ (ºC·mol)), while (T1 – T2) corresponds to the
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temperature difference encompassed by the temperature interval. Once the calculations have
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been carried out, the following Table of enthalpies (Table 2) ascribed to each temperature interval

is obtained.
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From the data shown in Table 2, it is possible to create a heat cascade diagram, wherein each

temperature interval is represented as a box. Different lines will go out from the box to the cold

streams or enter in the box from the hot streams according to the associated power flows brought

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into play in every interval (see Table 2). Additionally, to interval 1, which is the one corresponding

to the highest temperature, steam (Qs) is fed, while to interval 5, which is the one assigned to the

lowest temperatures, cooling water (Qw) is added to the exchanges. From each box, different

residual heating powers drop to the lower interval, which are denoted as Rsk or Rnk (s from steam,

n from the number of the corresponding hot stream and k is the associated interval of

temperature). On the other hand, the heating powers exchanged in every temperature interval are

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named as Qnmk, Qsmk and Qnw wherein n stands for the number of the giving hot stream, m is the

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number of the associated receiving cold stream and w represents the receiving utility cooling

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water. In every interval, several energy balances are set up in the different nodes that constitute

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the equality constraints of the optimization problem. Figure 2 illustrates the heat cascade diagram

associated to intervals 1 and 2 of the example problem while Figure 3 shows the corresponding

one to the remaining temperature intervals (3, 4 and 5). U

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From both diagrams, the following equality constraints are obtained in every interval:
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Interval 1:
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Qs – Qs11 – Rs1 = 0

Qs11 + Q111 – 108 = 0

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Q111 + R11 – 78 = 0
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Interval 2:
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Rs1 – Rs2 – Qs12 – Qs22 = 0

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R11 – R12 – Q112 – Q122 + 26 = 0

R22 + Q212 + Q222 – 44 = 0

Qs12 + Q112 + Q212 – 36 = 0

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Qs22 + Q122 + Q222 – 30 = 0

Interval 3:

Rs2 – Rs3 – Qs13 – Qs23 = 0

R12 + 182 – R13 – Q113 – Q123 = 0

R22 + 308 – R23 – Q213 – Q223 = 0

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Qs13 + Q113 + Q213 – 252 = 0

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Qs23 + Q123 + Q223 – 210 = 0

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Interval 4:

Rs3 – Qs24 – Rs4 = 0

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R13 + 52 – Q124 – R14 = 0
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R23 + 88 – Q224 – R24 = 0

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Qs24 + Q124 + Q224 – 60 = 0

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Interval 5:
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Rs4 – Qs25 = 0

R14 – Q125 – Q1w5 = 0

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R24 + 44 – Q225 – Q2w5 = 0

Qs25 + Q125 + Q225 – 30 = 0

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Q1w5 + Q2w5 – Qw = 0

In this problem, the exchanges between hot stream 1 and cold stream 1 are forbidden (Q111 =

Q112 = Q113 = 0). Therefore, these heats are to be set to zero in the problem. Additionally, along

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with the indicated heat balances in every interval, all the heats (except Q111, Q112 and Q113) are to

be specified higher or equal to zero in the mathematical formulation of the problem.

3. SOLUTION OF THE OPTIMIZATION PROBLEM BY SOLVER

The aforementioned optimization problem will be solved by means of Excel - Solver. Thus, the

following spreadsheet will be developed. In column A, the names of the variables of the problem

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are indicated. In column B, random numbers are added corresponding to the variables values

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named in column A in order to have starting values to proceed with the iterations. In column C,

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the name of the intervals are included as well as the objective function (FO). In column D, the

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constraints corresponding to every interval are included according to the following nomenclature:

Interval 1:

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Cell E7: = B3 – B16 - B5
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Cell E8: = B16 + B23 – 108
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Cell E9: = B23 + B9 – 78

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Interval 2:

Cell E13: = B5 – B6 – B17 – B18

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Cell E14: = B9 + 26 – B10 – B24 – B25

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Cell E15: = 44 – B13 – B30 – B31

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Cell E16: = B17 + B24 + B30 – 36

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Cell E17: = B18 + B25 + B31 - 30

Interval 3:

Cell E21: = B6 – B7- B19 – B20

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Cell E22: = B10 + 182 – B11 – B26 – B27

Cell E23: = 308 + B13 – B14 – B32 – B33

Cell E24: = B19 + B26 + B32 – 252

Cell E25: = B20 + B27 + B33 – 210

Interval 4:

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Cell E29: = B7 – B21 – B8

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Cell E30: = B11 + 52 – B28 – B12

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Cell E31: = B14 + 88 – B34 – B15

Cell E32: = B21 + B28 + B34 – 60

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Interval 5:
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Cell E36: = B8 – B22

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Cell E37: = B12 – B29 – B36

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Cell E38: = B15 + 44 – B35 – B37

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Cell E39: = B22 + B29 + B35 – 30

Cell E40: = B36 + B37 – B4

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The general appearance of the Excel spreadsheet after including these data appears in Figure

4.Subsequently, Solver is to be started. Once the Solver icon (upper right hand corner) is clicked,
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the following screen appears (Figure 5) wherein the objective function, the constraints and the

variables cells are included. Then, the optimization resolution method is selected (Simplex LP)

and the program is executed. In this point, the Solver program points out that a viable solution

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has been found and as a result, their corresponding values substitute the starting ones in the

associated cells in column B.

Figure 6 illustrates the screenshot showing the attained solution, wherein a Qs = 108 MW and a

Qw = 204 MW is obtained in cells B3 and B4, respectively. Additionally, the attained value of the

objective function (12,720,000 $) is indicated in cell E41. It is noteworthy to observe how all the

equality constraints assigned at every temperature interval are set to 0 in the Excel spreadsheet,

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which bears out the fulfilment of all the mathematical conditions of the problem. Consequently,

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Solver succeeded in solving this kind of HENS optimization problems.

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Additionally, a brief survey was carried out with the students in order to know their

impressions about the use of Solver for solving HENS problems. The survey consisted of the

following five Yes/No simple questions:

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 Question 1: Have you solved the HENS problem corresponding to the expanded
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transshipment model using Solver?

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 Question 2: Had you previously used Solver to solve optimization problems of any kind?
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 Question 3: Have you found easy to learn Solver for solving HENS problems?

 Question 4: Did you previously know the possibility of solving HENS problems using
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Solver?

 Question 5: Would you use in the future Solver for solving other optimization problems of
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Chemical Engineering, once its potential has been disclosed?

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Figure 7 illustrates the answers provided by the students to these five questions. The total
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number of students subjected to this survey was 41. To the first question, the students responded

overwhelmingly yes (36/5), which indicates a high ratio of success by the pupils in the usage of

Solver to solve the problems posed by the expanded transshipment model. The answer to the

second question was no for the majority of the students (14/27) what means that Solver was

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scarcely known, despite of being easily available through the Excel Spreadsheet. In this regard,

many of the students have been gladly surprised by its possibilities, as it is a highly accessible

tool for them. The third question was answered positively by practically the whole of the class

(36/4), which confirms the ease for the students to use the Solver tool. It is also noteworthy the

answer to the fourth question, since the great majority of the students (4/37) did not know the

possibility of solving HENS problems through the Solver tool. Finally, the positive answer to the

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fifth question by a great majority of students (34/6) bears out that Solver will be used in their

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future professional career. Once its potential has been unveiled, the students discover that Solver

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is a very helpful tool to be used in other optimization problems of Chemical Engineering.

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4. CONCLUSIONS
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The present work has introduced a simple way to solve optimization problems of heat exchangers
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networks systems (HENS) by using the Solver tool of Excel. The procedure is very intuitive and
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easy to use by the students, requiring less time of learning than the more usually used GAMS
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software. A great deal of students did not know previously the potential of Solver to solve HENS

problems and they were gladly surprised by its potential and its easy learning. In this regard,
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Solver appears as a very interesting tool for the solving of these and another kind of chemical

engineering related optimization problems.

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REFERENCES

Biegler, L. T., Grossmann, I., Westerberg, A. W., 1999. Systematic Methods of Chemical Process

Design, ed. Prentice Hall PTR, Upper Saddle River, New Jersey.

Chen, Y., Grossmann, I. E., Miller, D. C., 2015. Computational strategies for large scale MILP

transshipment models for heat exchanger network synthesis. Comput. Chem. Eng. 82, 68 – 83.

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Escobar, M., Treiweiler, J. O., 2013. Optimal heat exchanger network synthesis: a case study

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comparison. Appl. Therm. Eng. 51, 801 – 826.

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Ferreira, E. C., Salcedo, R., 2001. Can spreadsheet solvers solve demanding optimization

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problems? Comput. Appl. Eng. Educ. 9 (1), 49 – 56.

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Ferreira, E. C., Lima, R., Salcedo, R., 2004. Spreadsheets in chemical engineering education – a
tool in process design and process integration. Int. J. Eng. Educ. 20 (6), 928 – 938.
N
A
García, N., Caballero, J. A., 2012. How to implement environmental considerations in chemical
process design: An approach to multiobjective optimization for undergraduate students. Educ.
M

Chem. Eng. 7, e56 – e67.

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García, N., Ruiz-Femeina, R., Caballero, J. A., 2012. Teaching mathematical modeling software
for multiobjective optimization in chemical engineering courses. Educ. Chem. Eng. 7, e169 –
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e180.

Martín, A. Mato, F. A., 2008. Hint: An educational software for heat exchanger network design
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with the pinch method. Educ. Chem. Eng. 3, e6 – e14.

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Mian, A., Martelli, E., Marchal, F., 2016. Framework for the multiperiod sequential synthesis of
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heat exchangers networks with selection, design and scheduling of multiple utilities. Ind. Eng.

Chem. Res. 55(1), 168 – 186.

Seider, W. D., Seader, J. D., Lewin, D. R., 2004. Product & Process Design Principles, Synthesis,

Analysis and Evaluation, 2nd Edition. John Wiley & Sons, Hoboken, New Jersey.

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Yimyam, B., Siemanond, K., 2012. Retrofit with exchanger relocation of crude preheat train under

different kinds of crude oils. Chem. Eng. Trans. 29, 319 – 324.

Short, M., Isofiade, A. J., Fraser, D. M., Kravanja, Z., 2015. Heat exchanger network synthesis

including detailed exchanger designs using mathematical programming and heuristics. Chem.

Eng. Trans. 45, 1849 – 1854.

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FIGURE CAPTIONS

Figure 1. Partition table by temperature intervals of the data in Table 1.

Figure 2. Heat cascade diagram corresponding to the intervals 1 and 2 of the example problem.

Figure 3. Heat cascade diagram corresponding to the intervals 3, 4 and 5 of the example

problem.

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Figure 4. Appearance of the Excel spreadsheet after including the data.

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Figure 5. Screen capture corresponding to the Solver screen showing the objective function cell,

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constraints and manipulated variables.

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Figure 6. Screen capture corresponding to the solution of the problem after applying Solver.

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Figure 7. Results obtained in the survey performed on the students about Excel – Solver as a
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tool for solving HENS problems.
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 A FIGURE 1

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RIP
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FIGURE 2

Qs

QS11 108
338 78 Q111 C1 396
H1

Rs1 R11 36

26 Qs12
Qs22
Q112

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Q122
484 44 Q212 30
H2 330
C2

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Q222

Rs2 R12 R22

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FIGURE 3

Rs2 R12 R22

Qs13
Qs23 252
182 Q113 396
H1 C1
Q123
Q213
Q223
52
RS3 R13 R23

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308 QS24
Q124 60 210

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88 Q224
H2 C2

RS4 R14 R24 30

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QS25

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Q125 QW
Q Q1w5
44 Q225
Q2W5

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N
A
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ED
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A

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 A FIGURE 4

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EPT
ED

20
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A
N
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RIP
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 A FIGURE 5

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EPT
ED

21
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N
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RIP
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 A FIGURE 6

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EPT
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N
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RIP
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FIGURE 7

50
Yes
45 No
Total number of participants (41)
40
35
Absolute frequency

30
25

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20

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15

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10

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5
0
Question 1 Question 2 Question 3 Question 4 Question 5

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A

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Table 1. Thermal properties of the hot and cold streams

Stream FCp (MW/º C) Tin (ºC) Tout (ºC)

H1 1.3 400 140
H2 2.2 340 120
C1 1.8 160 380
C2 1.5 100 320

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Table 2. Enthalpìes (MW) corresponding to each temperature interval for both the hot and

cold streams

Stream H1 H2 C1 C2

INTERVAL 1 78 - 108 -

INTERVAL 2 26 44 36 30

INTERVAL 3 182 308 252 210

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INTERVAL 4 52 88 - 60

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INTERVAL 5 - 44 - 30

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TOTAL 338 484 396 330

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N
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25