A design software to facilitate learning via repeated practice by Chemical Engineering students

A design software was developed within the paradigm of Technology Enhanced Learning (TEL) to facilitate learning via a repeated practice approach by Chemical Engineering students reading a core module called Fluid–Solid Systems. The software was developed to be able to generate detailed solution steps to typical engineering design problems encountered within this core module. Students were able to utilize the software to generate complete solutions to such problems for comparisons with their own hand calculations and thereby apply a repeated practice approach towards their learning of engineering design calculations. Highly favorable responses were received from students with regards to the utility of the software towards enhancing their abilities to apply the knowledge they had acquired in the module, engage in independent learning of the subject outside of formal classroom hours and understand concepts that were discussed during lectures and tutorials. Students who utilized the software more frequently throughout the semester performed better in the final examination. Interestingly, a minimum threshold in usage frequency of the software seemed to be necessary for the positive effect on performance in the final examination to be significant. As a TEL intervention to enhance students’ learning via a repeated practice approach, this pedagogical intervention was deemed highly scalable to large class sizes and effective in overcoming constraints relating to limited classroom hours.     

CAD技术在制药工程专业毕业设计中的应用

毕业设计是制药工程专业综合性实践教学环节,而CAD软件的应用是提升毕业生实践能力的重要环节。掌握CAD技术有利学生创新思维的培养,提高学生分析和解决实际问题以及理论联系实际的能力,锻炼学生在工程设计中应用CAD技术的能力,为将来走上工作岗位打下坚实的基础。本文对CAD技术中的Auto CAD、Aspen、PDS、Matlab等软件在制药工程专业毕业设计中的应用进行了探讨。     

Web-Based Teaching of Open-Ended Multidisciplinary Engineering Design Problems

Teaching the engineering design competency is a challenging task in a classical face-to-face classroom environment, and an even greater challenge in a distance learning context. This study presents the activities of a North American Mobility Program (NAMP) project entitled Process Integration for Environmental Control in Engineering Curricula. Seventeen modules were developed using a tiered approach to web-based learning which in combination with classroom-based activities, aim at addressing design engineering know-how. The use of a web-based module employing the tiered-structure in a postgraduate course was evaluated, and it was found that the module enhanced communication amongst students as well as between the instructor and the students.     

塑料成型加工实用技术讲座(第十一讲)——注塑中的CAE技术(Ⅱ):应用方法

为使注塑CAE技术这一塑料制品及模具设计的有效工具得以广泛应用,介绍了CAE技术的应用方法,从常用的规范步骤对流动、保压、冷却、翘曲等分析模块的使用方法给予了详细介绍。     

Chemical engineering design project undertaken through remote learning

The design project represents the culmination of a chemical engineering student’s degree, which is intended to enable students to demonstrate technical competency and achieve team-based learning outcomes. Conventionally the design project is taught through face-to-face learning, however recent circumstances around Covid-19 have required engineering degrees to pivot to remote learning and here the outcome of chemical engineering design project taught through remote learning is reported. The class was tasked with designing processes for vitamin B2, B3 or E production, based on teams of 5 students. The structure of the design project consisted of three major assessments tasks around process feasibility and development, unit operation designs and economics, with students required to undertake group as well as individual assessments. The process by which the design project was taught remotely is presented here; in terms of educator-student engagements, promotion of student interaction within teams, online tools and ensure students had access to appropriate software. The outcome was a successful final year design project for chemical engineering students, which achieved comparable performance outcomes to previous years’ face-to-face teaching as well as demonstration that student interactions within teams are vital to a successful outcome.     

KMS platform: A complete tool for modeling chemical and biochemical reactors

Computer-based activities to study chemical kinetic principles have been widely used in engineering education for the last 60 years. These academic tools must be user-friendly for teachers and students and easy to adapt to practical cases. The Chemical and Environmental Engineering Group (GIQA) at University Rey Juan Carlos (URJC) has developed a Kinetic, Modeling and Simulation (KMS) platform for chemical and biochemical processes. The KMS platform provides different simulation applications programmed in Matlab® with a friendly interface design environment for users. In this work, we will focus on the Kinetics in Conventional Activated Sludge (KCAS) application, as part of the KMS platform. The design of kinetic models and the dynamic simulation of wastewater treatment plants are typically implemented by a variety of dedicated software, mostly developed for research and development purposes at universities, institutes or consulting companies. These programming tools have inherent weaknesses as simulators in virtual laboratories for academics, needing steep learning curves and lacking flexibility to evaluate complex problems, particularly in bachelor degrees programs that are not completely devoted to the mathematical modeling of processes. The simplicity and versatility of KCAS simulator make it very useful for students as starting educational tool to define kinetic models and to make the dynamic simulation of a conventional activated sludge reactor followed by a secondary decanter using different inlet streams or operation conditions. The students interact with the program through a friendly Graphical User Interface (GUI), and the results can be easily exported to a conventional spreadsheet in EXCEL© format files. With KCAS, the students can formulate kinetic models (potential models, diffusional models, Monod equations, etc.) to simulate the evolution from simple reaction systems, to complex biochemical models such as ASM (Activated Sludge Models) from the International Water Association (IWA). The KCAS simulator allows the students to enhance the understanding of complex interactions among the physical, chemical, and biological processes, reinforcing the acquisition of competences and learning skills in Environmental Engineering. The KCAS application was implemented as laboratory demonstration practice in subjects of different Engineering Degrees at URJC.     

Enquiry based learning in chemical engineering curriculum supported by computer aided delivery

Traditional curriculum delivery in higher education has long been considered ineffective in promoting deep learning. Enquiry based learning (EBL) provides an opportunity to develop important professional attributes within the subject-specific content. Computer-aided learning packages can be a useful tool in supporting the development of these skills, as they enable students to explore and gain experience of new software environments in subject-specific context. The development of case studies delivered in Stages 1 and 2 of a chemical engineering degree programme, utilising a number of different software packages is described. The Stage 1 case study develops fundamental principles of chemical engineering whilst Stage 2 case studies concentrate on separation processes and the reactor engineering aspect at the same time requiring the application of the knowledge of statistics and design of experiments, respectively. Student evaluation via questionnaires, focus groups and comments from individual reflective reports, submitted as part of the assessment of the Stage 1 case study activity, demonstrate the impact of these case studies on student learning and their behaviour. Students consider these case studies useful in strengthening their knowledge of the relevant areas of chemical engineering as well as helping them develop skills they consider important from employability point of view.     

SAFETI在《石油化工安全评价》课程教学中的应用

挪威船级社（ DNV）开发的SAFETI软件是一套应用广泛的定量风险评估工具,具有可视化的动态计算功能及系统化的分析框架,也是一种有效的教学辅助方法。在《石油化工安全评价》课程教学过程中,我们尝试将SAFETI软件应用到实践教学环节,通过实例分析、课程设计、课题研究等方式,使学生更好地理解安全评价的基本概念、原理和方法及其在石油化工领域的具体应用,掌握系统安全分析方法及定量风险评价过程,通过实践取得了较好的效果。     

由学生向工作者转变的重要环节——关于化工设计教学定位的思考

在化工过程设计教学和实践训练中,我们注重使学生的思维习惯由单学科、封闭式向跨学科、开放式转变,工作方式由个体劳动向团队合作转变,并拓展学生的知识面和视野,培养学生应用化工流程模拟软件的能力,使化工过程设计课程成为由学生向工作者转化的一个重要环节。     

雷电灾害风险评估在水泥厂防雷设计中的应用

介绍了雷电灾害风险评估的意义和相关IEC标准术语、定义,并结合南非ITSOSENG水泥生产线项目防雷设计实例,阐述了风险定量评估的详细步骤和计算方法。     

聚合物合成工艺学课程教学的初探

聚合物合成工艺学是高分子材料与工程专业的主要必修课程。文章通过课程的内容和特点的研究,对教学方法、教学设计进行了一些探索,目的是提高教学质量,激发学生的学习兴趣,锻炼学生的独立思维能力和工艺实践能力,培养出高素质专业人才。     

行动导向教学法在物理化学教学中的应用探索

物理化学是化学、环工、食品等相关专业的一门重要基础理论课程,对培养学生的创新思维能力极为重要。本文结合教学实践,论述了基于行动导向教学的课堂有效实施,使学生在学习中获得乐趣,形成农林院校物理化学课程教学新体系。     

深度学习与开放教育资源下眼视光学研究性学习实践与探索

以金陵科技学院眼视光专业教育与人才现状为基础,通过分析开放教育资源现状与学习困境,结合深度学习与研究性学习基本理论,构建了基于项目或问题引导(P&PBL)五步骤深度学习法,探索一种深度学习与开放教育资源下的眼视光学研究性学习实践方式和方法.本方法有利于学生增强学习体验,提高学习效率,提升整体性思维、批判性思维和发散性思维能力.     

Aspen Plus在化工工程设计教学中的应用

化工工程设计是培养学生工程设计能力的重要课程,而Aspen Plus是工程设计中最常用的化工计算软件。通过课程改革,将Aspen Plus软件应用到化工设计课程教学中,结合实际案例,将工艺流程设计、物料及能量衡算以及设备工艺设计及选型等重要内容的理论教学与实践应用相结合,增强了学生的工程实践能力,教学效果良好。     

Aspen one v7在分离工程教学中的应用

分离工程是化工类专业重要专业课,是一门实践性非常强的课程。各种平衡分离过程的计算既是教学的重点,又是教学的难点。随着电脑在学生中普及率的提高,为使用模拟软件进行辅助教学提供了条件。使用aspen one v7的aspen properties模块和aspen plus模块辅助教学,学生在aspen properties中完成物性参数计算、逸度系数、活度系数、平衡常数计算、泡露点计算等分离工程基础数据计算,同时熟悉aspen one软件的使用,为后续在aspen plus中完成单级平衡分离计算、精馏吸收严格计算打下基础。同时,在分离工程教学过程中引入aspen one的应用,为后续课程"化工过程模拟"的教学打下基础,收到较好的教学效果。     

定性/定量集成优化控制器的形式化设计方法

在化工过程中广泛存在着混杂系统的特性,即系统的信息结构由系统事件和系统状态构成。本文以时段演算为工具提出面向混合信息结构的混杂系统在定性/定量双重指标约束下的形式化设计方法,它将时段演算应用于混杂系统的需求刻划,得出控制系统的定性/定量行为和语义的定义,给出控制系统的行为描述形式化、优化描述形式化和基于时段演算的形式化设计步骤。最后结合一个应用实例,说明设计方法的有效性。     

Supporting decision-making in upper-level chemical engineering laboratories

We redesigned the upper-level chemical engineering laboratory sequence at Stanford University to shift the focus from learning various analytic techniques, to having students learn to make the same decisions that an expert experimentalist makes in the laboratory. Each course in the two-course sequence had different levels of structure and available agency to scaffold the decision-making process for students in a way that would help them practice making the relevant decisions. In the first lab course, students were given targeted feedback as they made a limited set of experimentation decisions, such as deciding how much data to collect or how to control variables, for a predefined experimental question. In the second lab course, students were given the opportunity to make almost all of the same decisions an expert experimentalist would conducting their research, including choosing a research question. We found that students tended to make more decisions per week in the second lab course than in the first, partly because some decisions, such as whether an experiment was feasible, were made for the students in the first lab. In the projects in the second lab course, we found substantial variations in the temporal patterns of student decision-making between groups, but the variation in decision-making did not seem to be correlated with the type of research question students chose to explore. Student testimonials suggest that the first lab course laid the groundwork for students to be successful in the more open-ended projects in the second course. These results motivate future research that systematically varies the amount of agency afforded to students to understand the role of other variables, such as relevant course preparation or prior research experiences, in learning to make expert-level decisions during experimentation.     

Online project-based learning in engineering design: Supporting the acquisition of design skills

In this work, we explore and compare how different online instructional practices can support the acquisition of design skills through the eyes of students in PBL (project-based learning), as well as the impact of such practices on the student performance. Particularly, students quantitatively assessed their perception towards the effectiveness of different online practices at supporting four ways of working in design: identification of a design problem and its constraints, research of potential design solutions, design decision-making, and communication of such decisions in an appropriate format. Student perceptions suggest that effective online PBL in engineering design is underpinned by instructional practices that amalgamate personalised, constructive technical support with immediate formative feedback, and that promote deeper social connections between students and academics. Drawing on the Community of Inquiry framework for online learning, these perceptions appear to be related to the extent to which the social and cognitive presence phenomena is inherent to the specific instructional practice. The combined deployment of such online practices ensures a student performance (71.7%) which is virtually the same as for the previous cohort (72.0%), when design was fully delivered on-campus. Implications for educational practice and transferability with extension to the teaching of different engineering design disciplines and settings are discussed.     

影视鉴赏公选课与高职工科学生美育

美育对人的全面发展有着十分重要的意义。当下的高职工科学生,其成长过程适逢“视觉文化的转向”,其学习经历的学科分野又使得他们更易受到现代技术的压制。影视艺术的综合性与大众性契合了高职工科学生的普遍审美需求。因此,影视鉴赏课程成为了高职工科生美学素养培育的有效路径之一。在影视鉴赏课程的实践中,教师既要重视对学生进行影视知识的普及、人文思维的培养,也要注重学生自身想象力、创造力的开发,更要关注其美感的产生,实现育美于“影”。     

聚合物成型加工原理课程建设实践

成型加工为主,模具设计和材料改性为辅是我校高分子材料专业的专业定位。文章以培养高级应用型人才为目标,针对聚合物成型加工原理课程的特点,围绕优化教学内容,构建与需求相结合的教学模块,采用多媒体教学,搭建多渠道网络平台,积极开展课堂讨论、开设课程设计,建立实习实训基地等,对本院在聚合物成型加工原理课程建设方面的认识与实践进行了总结。