Education for Chemical Engineers 26 (2019) 41–47

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Education for Chemical Engineers

journal homepage: www.elsevier.com/locate/ece

Application of the Microsoft Excel Solver tool in the solution of

optimization problems of heat exchanger network systems
L. Briones ∗ , J.M. Escola
Group of Chemical and Environmental Engineering (GIQA), Rey Juan Carlos University, ESCET, c/ Tulipán s/n, Móstoles 28933, Spain

a r t i c l e i n f o a b s t r a c t

Article history: Optimization of heat exchanger networks (HENS ) is a field of interest in Chemical Engineering. The aim
Received 13 February 2018 is to use the residual heat of process streams to raise the temperature of other process streams which are
Received in revised form 7 August 2018 cold, thus minimizing the use of hot and cold utilities. The usual way to deal with this task is to pose a
Accepted 25 October 2018
linear programming problem according to a transshipment model in order to minimize either the general
Available online 3 November 2018
services consumptions or the number of hot and cold stream matchings required. This optimization is
subjected to several restrictions given by the energy balances corresponding to each heat exchange.
Keywords:
The high number of variables and equations obliges the use of specific software to solve these problems,
Heat exchanger networks
Excel Solver
e.g. GAMS (General Algebraic Modelling System). However, this software is not intuitive and requires a
Optimization long time of training and a certain level of practice for the students to adequately use it.
Linear programming This work describes the use of Microsoft Excel-Solver for the sequential solving of HENS optimization
problems according to the transshipment model. Solver is a much simpler, intuitive and easily available
tool for the students who, besides, usually learn how to use it in the first years of their degree, in Infor-
matics or similar subjects. Thus, it is not necessary to spend extra 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 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 students using Excel-Solver.
© 2018 Institution of Chemical Engineers. Published by Elsevier B.V. All rights reserved.

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 net-
work systems (HENS ). In a HENS problem there are hot streams
that need to be cooled and cold streams that need to be heated.
Hence, the possibility of self-integrating the heat exchange of both
groups of streams appears as a very reasonable choice in order to
improve considerably the economy of the whole process by the
associated enhanced energy savings (Mian et al., 2016; Short et al.,
2015). These HENS problems may be solved using the Expanded
Transshipment Model (Chen et al., 2015), which involves the gen-
eration of a LP optimization problem (Linear Programming). The
variables which must be simultaneously determined are the mini-
∗ Corresponding author.
E-mail addresses: laura.briones.gil@urjc.es (L. Briones),
josemaria.escola.saez@urjc.es (J.M. Escola).
mum needed flows of hot and cold utilities when constraints in the
matching are occurring.
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 students ded-
icate to repetitive operations while connect the skills provided in
the courses to those 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 to chemical processes, but this specific software is intended
for professional use by expert 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.
Algebraic tools like GAMS (General Algebraic Modelling Sys-
tem) 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 opti-
mization (García et al., 2012). Additionally, there are another

https://doi.org/10.1016/j.ece.2018.10.003
1749-7728/© 2018 Institution of Chemical Engineers. Published by Elsevier B.V. All rights reserved.
42 L. Briones, J.M. Escola / Education for Chemical Engineers 26 (2019) 41–47
software tools available for free to universities for solving opti-
mization problems such as PRO PI (Industrial Energy Analysis Co.,
Sweden), FI2 EPI (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 Chemi-
cal Engineering of the University of Valladolid, Spain, (Martín and
Mato, 2008).
This work describes an easier and simpler methodology to solve
these problems consisting of the use of the Solver tool incorporated
in Microsoft Excel. Solver is a very intuitive software, virtually avail-
able for all college students and allows the students solving HENs
problems practically in an immediate way. Besides, in most cases
the teaching of Solver is accomplished in the first years of engi-
neering studies, so the time and resources that should be spent
otherwise to the teaching of the software may be devoted to explain
specific aspects of optimization, heat exchangers or 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-workers in the early 2000s. They
tried to establish to what extent Solver was capable of solving
complex problems and determined that Excel was a powerful soft-
ware because it combined in one application an optimization tool, a
database, a programming tool (by means of the Developer option)
and an intuitive way to deliver the results (Ferreira and Salcedo,
2001; Ferreira et al., 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 multiobjective optimization problems in an undergrad-
uate 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 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 Uni-
versity of Madrid. The perception of the students has been gathered
in a simple survey by the end of the course.
2. Description of the optimization problem
The design of heat exchanger network systems (HENS ) is car-
ried out within a module of 18 h, comprising the mathematical
basis of optimization (8 h) and the design of heat exchanger net-
work 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 students
attending to the classes is around 50–60, depending on the aca-
demic year. The theory and practice of the heat exchanger network
system is explained in a classroom furnished with computers (1
computer by each student) wherein the pupils perform the pro-
posed exercises individually with the assistance of the lecturer. The
typical HENS exercises proposed to the students are indicated as
follows:
1. 3 examples of the conventional Transshipment model (without
constraints in the matching) devoted to the determination of the
minimum required amount of hot and cold utilities.
2. 1 example corresponding to the Expanded Transshipment model
(with constraints in the matching), also devoted to the calcula-
tion of the minimum required amount of hot and cold utilities.
Table 1
Thermal properties of the hot and cold streams.
Stream FCp (MW/◦ C) Tin (◦ C) Tout (◦ C)
H1 1.3 400 140
H2 2.2 340 120
C1 1.8 160 380
C2 1.5 100 320
3. 1 example to determine the minimum number of matches
among hot and cold streams for the exchange to happen.
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 compre-
hend the optimization methods used for the solution of the HENS
problems. Henceforth, an Expanded Transshipment problem sim-
ilar 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 network systems problems
solved by the Expanded Transshipment model may be found else-
where (Biegler et al., 1999). Its solution involves three subsequent
stages:
1. Development of a partition table by temperature intervals.
2. Performing a block diagram that includes the heat cascade.
3. Posing and solving of the problem by means of Solver.
The Expanded Transshipment model shows the remarkable fea-
ture of enabling to include 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 (C1 and C2). The thermal data corresponding
to these streams are shown in Table 1.
Besides the hot and cold streams, steam (QS , in MW) at 450 ◦ C,
with a cost of 80,000 $/MW, will be used for heating while cooling
water (Qw , in MW) at 20 ◦ C, costing 20,000 $/MW, will be employed
for cooling. In every heat exchanger, the minimum temperature
difference allowed in the exchanges between cold and hot fluid is
20 ◦ C. In this particular problem, the objective function to minimize
(C, in $) is the sum of the costs of steam and cooling water, given
by Eq. (1), in order to determine the minimum required amount of
both utilities:
Min C = 80.000 Q s + 20.000 Q w (1)
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 par-
tition 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 corre-
sponding to the cold streams are placed on the right. Between these
temperatures a fixed temperature difference corresponding to the
determined temperature difference of 20 ◦ C should exist. When
there is no real temperature in one column corresponding to a
real one in the other column (indistinctly hot or cold stream in the
table), a virtual temperature must be supposed, which appears into
brackets. Henceforth, the partition table by temperature intervals
associated to the data shown in Table 1 is depicted in Fig. 1, wherein
five temperature intervals are attained. Additionally, for the sake of
clarity, in this partition table four purple arrows have been added
to indicate the temperature ranges encompassed by each hot and
cold stream.
 L. Briones, J.M. Escola / Education for Chemical Engineers 26 (2019) 41–47 43

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
named as Qnmk , Qsmk and Qnw wherein n stands for the number of
the giving hot stream, m is the number of the associated receiving
cold stream and w represents the receiving utility cooling water. In
every interval, several energy balances are set up in the different
nodes that constitute the equality constraints of the optimization
problem. Fig. 2 illustrates the heat cascade diagram associated to
intervals 1 and 2 of the example problem while Fig. 3 shows the
corresponding one to the remaining temperature intervals (3, 4 and
5).
From both diagrams, the following equality constraints are
obtained in every interval:
Fig. 1. Partition table by temperature intervals of the data in Table 1.
Interval 1:
Qs − Qs11 − Rs1 = 0
Table 2 Qs11 + Q111 − 108 = 0
Enthalpìes (MW) corresponding to each temperature interval for both the hot and
Q111 + R11 − 78 = 0
cold streams.
Interval 2:
Stream H1 H2 C1 C2 Rs1 − Rs2 − Qs12 − Qs22 = 0
Interval 1 78 – 108 – R11 − R12 − Q112 − Q122 + 26 = 0
Interval 2 26 44 36 30 R22 + Q212 + Q222 − 44 = 0
Interval 3 182 308 252 210 Qs12 + Q112 + Q212 − 36 = 0
Interval 4 52 88 – 60
Interval 5 – 44 – 30
Qs22 + Q122 + Q222 − 30 = 0
Total 338 484 396 330 Interval 3:
Rs2 − Rs3 − Qs13 − Qs23 = 0
R12 + 182 − R13 − Q113 − Q123 = 0
From this partition table by temperature intervals, the enthalpy R22 + 308 − R23 − Q213 − Q223 = 0
added or retired in every one of them is calculated using Eq. (2): Qs13 + Q113 + Q213 − 252 = 0
Qs23 + Q123 + Q223 − 210 = 0
P = FCp (T1 –T2 ) (2) Interval 4:
Rs3 − Qs24 − Rs4 = 0
wherein P stands for the enthalpy in MW (megawatts), FCp
R13 + 52 − Q124 − R14 = 0
(MW/◦ C) is the product of the molar flow F (mol/s) and the molar
R23 + 88 − Q224 − R24 = 0
heat capacity Cp (MW/(◦ C mol)), while (T1 –T2 ) corresponds to the
Qs24 + Q124 + Q224 − 60 = 0
temperature difference encompassed by the temperature interval.
Interval 5:
Once the calculations have been carried out, the following Table
Rs4 − Qs25 = 0
of enthalpies (Table 2) ascribed to each temperature interval is
R14 − Q125 − Q1w5 = 0
obtained.
R24 + 44 − Q225 − Q2w5 = 0
From the data shown in Table 2, it is possible to create a heat
Qs25 + Q125 + Q225 − 30 = 0
cascade diagram, wherein each temperature interval is represented
Q1w5 + Q2w5 − Qw = 0
as a box. Different lines will go out from the box to the cold streams
In this problem, the exchanges between hot stream 1 and cold
or enter in the box from the hot streams according to the associ-
stream 1 are forbidden (Q111 = Q112 = Q113 = 0). Therefore, these
ated power flows brought into play in every interval (see Table 2).
heats are to be set to zero in the problem. Additionally, along with
Additionally, to interval 1, which is the one corresponding to the
the indicated heat balances in every interval, all the heats (except
highest temperature, steam (Qs ) is fed, while to interval 5, which is
Q111 , Q112 and Q113 ) are to be specified higher or equal to zero in
the one assigned to the lowest temperatures, cooling water (Qw ) is
the mathematical formulation of the problem.
added to the exchanges. From each box, different residual heating

Fig. 2. Heat cascade diagram corresponding to the intervals 1 and 2 of the example problem.
44 L. Briones, J.M. Escola / Education for Chemical Engineers 26 (2019) 41–47

Fig. 3. Heat cascade diagram corresponding to the intervals 3, 4 and 5 of the example 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
are indicated. In column B, random numbers are added correspond-
ing to the variables values named in column A in order to have
starting values to proceed with the iterations. In column C, the name
of the intervals are included as well as the objective function (FO).

Fig. 4. Appearance of the excel spreadsheet after including the data.

 L. Briones, J.M. Escola / Education for Chemical Engineers 26 (2019) 41–47 45

Fig. 5. Screen capture corresponding to the Solver screen showing the objective function cell, constraints and manipulated variables.

In column D, the constraints corresponding to every interval are Cell E40: = B36 + B37 − B4
included according to the following nomenclature: The general appearance of the Excel spreadsheet after including
Interval 1: these data appears in Fig. 4.Subsequently, Solver is to be started.
Cell E7: = B3 − B16 − B5 Once the Solver icon (upper right hand corner) is clicked, the fol-
Cell E8: = B16 + B23 − 108 lowing screen appears (Fig. 5) wherein the objective function, the
Cell E9: = B23 + B9 − 78 constraints and the variables cells are included. Then, the optimiza-
Interval 2: tion resolution method is selected (Simplex LP) and the program is
Cell E13: = B5 − B6 − B17 − B18 executed. In this point, the Solver program points out that a viable
Cell E14: = B9 + 26 − B10 − B24 − B25 solution has been found and as a result, their corresponding values
Cell E15: = 44 − B13 − B30 − B31 substitute the starting ones in the associated cells in column B.
Cell E16: = B17 + B24 + B30 − 36 Fig. 6 illustrates the screenshot showing the attained solution,
Cell E17: = B18 + B25 + B31 − 30 wherein a Qs = 108 MW and a Qw = 204 MW is obtained in cells B3
Interval 3: and B4, respectively. Additionally, the attained value of the objec-
Cell E21: = B6 − B7- B19 − B20 tive function (12,720,000 $) is indicated in cell E41. It is noteworthy
Cell E22: = B10 + 182 − B11 − B26 − B27 to observe how all the equality constraints assigned at every tem-
Cell E23: = 308 + B13 − B14 − B32 − B33 perature interval are set to 0 in the Excel spreadsheet, which bears
Cell E24: = B19 + B26 + B32 − 252 out the fulfilment of all the mathematical conditions of the prob-
Cell E25: = B20 + B27 + B33 − 210 lem. Consequently, Solver succeeded in solving this kind of HENS
Interval 4: optimization problems.
Cell E29: = B7 − B21 − B8 Additionally, a brief survey was carried out with the students in
Cell E30: = B11 + 52 − B28 − B12 order to know their impressions about the use of Solver for solving
Cell E31: = B14 + 88 − B34 − B15 HENS problems. The survey consisted of the following five Yes/No
Cell E32: = B21 + B28 + B34 − 60 simple questions:
Interval 5:
Cell E36: = B8 − B22
Cell E37: = B12 − B29 − B36
Cell E38: = B15 + 44 − B35 − B37 • Question 1: Have you solved the HENS problem corresponding to
Cell E39: = B22 + B29 + B35 − 30 the expanded transshipment model using Solver?
46 L. Briones, J.M. Escola / Education for Chemical Engineers 26 (2019) 41–47
Fig. 6. Screen capture corresponding to the solution of the problem after applying Solver.
Fig. 7. Results obtained in the survey performed on the students about Excel-Solver
as a tool for solving HENS problems.
• Question 2: Had you previously used Solver to solve optimization
problems of any kind?
• 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 Solver?
• Question 5: Would you use in the future Solver for solving other
optimization problems of Chemical Engineering, once its poten-
tial has been disclosed?
Fig. 7 illustrates the answers provided by the students to these
five questions. The total number of students subjected to this survey
was 41. To the first question, the students responded overwhelm-
ingly 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 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 stu-
dents 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 fifth question
by a great majority of students (34/6) bears out that Solver will be
used in their future professional career. Once its potential has been
unveiled, the students discover that Solver is a very helpful tool to
be used in other optimization problems of Chemical Engineering.
4. Conclusions
The present work has introduced a simple way to solve opti-
mization problems of heat exchangers networks systems (HENS )
by using the Solver tool of Excel. The procedure is very intuitive
and easy to use by the students, requiring less time of learning than
the more usually used GAMS 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 learn-
ing. In this regard, 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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