Recent Evolutions and Trends in the Use of Computer Aided Chemical Engineering for Educational Purposes at the University of Liège (original) (raw)
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6th International Conference on Higher Education Advances (HEAd'20), 2020
Current Higher Education students have grown up in a society characterized by the massive use of information technologies, which affects the way they expect to acquire new knowledge. In Chemical Engineering studies, in particular, traditional problem solving methods tend to bore students and, as a result, do not yield efficient learning. Fortunately, there exists a large list of software packages with specific Engineering application which, if properly used, may help create a better learning environment. Under the above premise, a project is being conducted, between 4 Higher Education institutions from 3 different countries (Spain, Portugal and Romania), on the effect that the integration of computational tools may exert on the students’ knowledge acquisition and predisposition to learn. We also aim to establish a comparative evaluation of the advantages and drawbacks of different computer software when facing typical Chemical Engineering problems. From our survey results and studen...
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Chemical engineering graduates need to have problem-solving capabilities combined with experience in computer-aided modeling and simulation (CAMS). This need has been strongly emphasized by the chemical industry. CAMS provides tools to help students conceptualized problems, explore the influence of relevant parameters, and test fundamental engineering principles. The aim of our Course, Curriculum, and Laboratory Improvement project is to meld the problem-based learning pedagogy with CAMS to produce students with an in-depth understanding of the fundamentals of chemical engineering as well as the ability to use computer simulation packages effectively in the workplace. The approach used here is to integrate the use of CAMS throughout the entire chemical engineering curriculum. The Accreditation Board of Engineering and Technology's Engineering Criteria 2000 framework will be followed to evaluate the outcome of this project. This reform process will beneficially affect both Chemical Engineering teachers and students. Computer packages such as HYSYS, PRO/II, ASPEN Plus, POLYMATH, and Gaussian are employed in nine Chemical Engineering courses. POLYMATH is used in several undergraduate classes to permit students to obtain numerical solutions to problems that are difficult to solve analytically. For example, in Kinetics POLYMATH allows the students to calculate the effects of pressure drop and nonisothermal operation on the design of reactor. In Mass Transfer, HYSYS is utilized to simulate a flash vaporization and test the effects of pressure and preheating. Dynamics and control of a propylene glycol plant are analyzed by Process Control students using HYSYS, which has an integrated steady state and dynamic simulation environment. The dynamic performance of various control schemes is evaluated. In Process Design, a creative preliminary design for silane production utilizes CAMS packages including raw material requirements, energy requirements, list of major process equipment, and process economics. In addition, a computer-based problem-based learning (PBL) classroom with multiple white boards and virtual reality to maximize group learning is being developed. Finally, changes in the undergraduate Chemical Engineering curriculum at Lamar University are currently being implemented. These changes will enable the students to receive the maximum benefit of CAMS. Our progress to date will be outlined and will be discussed in terms of best practice pedagogy and cognitive science.
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After two decades of largely unfulfilled promise, computers have finally begun to play a significant role in higher education beyond functioning as high-tech typewriters and calculators. In the chemical engineering curriculum, courses have been able to incorporate increasingly complex and realistic examples through the use of spreadsheets, mathematical and process simulation software, multimedia courseware, and resources available through the World Wide Web.
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Computer Applications in Engineering Education, 2020
Simulators are instrumental to engineers and scientists, in general, and to chemical engineers,more specifically, which enable the optimization and analysis of alternative solutions in a time-efficient and cost-effective way. Thus, their integration into Chemical Engineering studies has gained traction over the years in supporting traditional lectures or as the sole tool for knowledge transmission. However, despite their proven benefits in Higher Education, limitations exist, as the application of the tool may result in deficient learning. In fact, the algorithms and design equations that are used to transform inputs into results are not identifiable by the students, thereby instilling a "superficial understanding" of the problem. Thus, the objective of this paper is to provide some guidelines through three simple case studies, which may help minimize the so-called "black box" effect. Two different state-of-the-art computational tools were used in parallel. Aspen One simulations provided the reference point, which was used by the students to verify the process models built by them with Mathcad Prime. A survey taken by the students then allowed conclusions to be made, which concurred that the experience had been very successful.
A new paradigm is rapidly developing, with the increasing electronic sophistication of teaching methods and classrooms, for problem-based learning (PBL). This paper describes the study being performed in the Chemical Engineering Department at Lamar University to integrate best practice pedagogy with computer-aided modeling and simulation into a PBL educational program. The pedagogical principles are being examined in both undergraduate core courses and graduate courses. A new path-finder course, Computer Aided Modeling and Simulation (CAMS) is being introduced to prepared students for the new learning technologies and to introduce future learning needs. DMCPlus advanced control software, Aspen Plus and Pro II are examples of the software being exploited. A prototype modern classroom is being used to test pedagogical principles and will be discussed in terms of the pedagogical objectives of PBL. From teaching and learning experiences with the prototype classroom, a new classroom has been designed to optimize the PBL learning process.