Understanding the effect of calcium containing compounds on ash deposition during boiler operation: experiment study and dynamics calculation

Author(s):  
Xuesen Kou ◽  
Jing Jin ◽  
Yongzhen Wang ◽  
Yanhui Li ◽  
Fengxiao Hou
2010 ◽  
Author(s):  
C. Fürst ◽  
C. Lorz ◽  
D. Zirlewagen ◽  
F. Makeschin

Author(s):  
Xiyuan Chen ◽  
Zhenbin Wang ◽  
Bowen Ma ◽  
Shibin Yang ◽  
Xiaozhe Sun

2016 ◽  
pp. 1
Author(s):  
Abdelmajeed Altlomate ◽  
Mohamed Jadan ◽  
Faesal Alatshan ◽  
Fidelis Mashiri
Keyword(s):  

2019 ◽  
Vol 118 ◽  
pp. 02011
Author(s):  
Su Pan ◽  
Yu Pengfeng ◽  
Linbo Liu ◽  
Han Jing ◽  
Xiao Shen

The coal as fired, with unidentified characteristics of the coal gangue, was burned on a 300MW circulating fluidized bed unit. The equipment of the coal conveying system was damaged and the boiler operation was unstable. In response to the problems, the coal quality data and storage conditions of the coal were examined and the site was spot-checked to evaluate the coal quality characteristics. At the same time, the typical representative parameters of the coal handling system and boiler operation were selected. According to the analysis of coal quality and coal storage, the coal quality fluctuates greatly and the uniformity of particle size distribution is poor. There is actually the coal gangue with hard texture and hard to grind in the coal pile. The coal gangue will have adverse effects on the fine screening machine, fine crusher and other equipment. After burned this type of coal, the fluidized quality of the boiler bed is degraded to make an impact on the safe and stable operation of the boiler. It is recommended that the coal should be screened and then burned into the furnace to ensure safe and stable operation of the boiler.


Energies ◽  
2020 ◽  
Vol 13 (5) ◽  
pp. 1092
Author(s):  
Hengli Zhang ◽  
Chunjiang Yu ◽  
Zhongyang Luo ◽  
Yu’an Li

The circulating fluidized bed (CFB) boiler is a mainstream technology of biomass combustion generation in China. The high flue gas flow rate and relatively low combustion temperature of CFB make the deposition process different from that of a grate furnace. The dynamic deposition process of biomass ash needs further research, especially in industrial CFB boilers. In this study, a temperature-controlled ash deposit probe was used to sample the deposits in a 12 MW CFB boiler. Through the analysis of multiple deposit samples with different deposition times, the changes in micromorphology and chemical composition of the deposits in each deposition stage can be observed more distinctively. The initial deposits mainly consist of particles smaller than 2 μm, caused by thermophoretic deposition. The second stage is the condensation of alkali metal. Different from the condensation of KCl reported by most previous literatures, KOH is found in deposits in place of KCl. Then, it reacts with SO2, O2 and H2O to form K2SO4. In the third stage, the higher outer layer temperature of deposits reduces the condensation rate of KOH significantly. Meanwhile, the rougher surface of deposits allowed more calcium salts in fly ash to deposit through inertial impact. Thus, the elemental composition of deposits surface shows an overall trend of K decreasing and Ca increasing.


Fuel ◽  
2021 ◽  
Vol 292 ◽  
pp. 120379
Author(s):  
Hueon Namkung ◽  
Ju-Hyoung Park ◽  
Young-Joo Lee ◽  
Gyu-Seob Song ◽  
Jong Won Choi ◽  
...  

2021 ◽  
pp. 004723952110189
Author(s):  
Promail K.Y. Leung ◽  
Maurice M.W. Cheng

Students nowadays grow up with electronic devices and are adept at navigating the virtual world. Practical activities may be more of a novelty for them than simulations. Using the topic of electric circuits as a context, we examined the ways in which Grade 11 students perceived and learned from practical work and simulations, respectively. In this quasi-experiment study, a group of 19 students used a free online simulations package “Circuit Construction Kit,” while another group of 17 students learnt through practical work. We administered a validated instrument to both groups and found that practical work and simulations supported students’ learning in similar ways. The interventions were then reversed so that all participants experienced both practical work and simulations. Finally, seven students from each group were selected for a group interview. Through the interviews, we identified features of simulations and practical work respectively that students believed contributed to their learning.


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