The triplet “molecular processes–product–process” engineering: the future of chemical engineering ?

Today chemical engineering has to answer to the changing needs of the chemical and related process industries and to meet the market demands. Being a key to survival in globalization of trade and competition, the evolution of chemical engineering is thus necessary. Its ability to cope with the scientific and technological problems encountered will be appraised in this paper. To satisfy both the markets requirements for specific end-use properties of products and the social and environmental constraints of the industrial-scale processes, it is shown that a necessary progress is coming via a multidisciplinary and a time and length multiscale approach. This will be obtained due to breakthroughs in molecular modelling, scientific instrumentation and related signal processing and powerful computational tools. For the future of chemical engineering four main objectives are concerned: (a) to increase productivity and selectivity through intelligent operations via intensification and multiscale control of processes; (b) to design novel equipment based on scientific principles and new methods of production: process intensification; (c) to extend chemical engineering methodology to product focussed engineering, i.e. manufacturing and synthesizing end-use properties required by the customer, which needs a triplet “molecular processes–product–process” engineering; (d) to implement multiscale application of computational chemical engineering modelling and simulation to real-life situations, from the molecular scale to the overall complex production scale.     

化工专业研究生工程计算综合素质与能力的培养

工程计算能力是利用现代计算工具与方法解决工程实际应用中相关计算问题的能力,是化工专业研究生必须具备的技能之一,也是综合素质与能力培养的重要环节。化学工程研究方法与实验课程紧跟工程计算方法发展前沿,引入计算方法新思想、新技术,充分结合化工过程工程计算具体案例,强化研究生对各类数值方法原理的掌握和实际应用,培养工程计算的创新思维和创新能力,提高其解决工程计算问题的综合素质与能力。     

Teaching cellular metabolism using metabolic model simulations

Teaching biology contents to chemical engineers is usually a challenging task, as it generally does not fit well to the quantitative approach with which engineering students are familiar. Here, we show that quantitative aspects of cellular metabolism can be explored using simulation tools, contributing to the engagement of students regarding this topic. Using OptFlux, an open-source software tool developed for metabolic engineering research, the students simulated the behavior of Escherichia coli and Saccharomyces cerevisiae cells under different environmental conditions. Exploring the user-friendly features of OptFlux, we present a set of four simulation tasks where the students are encouraged to discuss fundamental metabolic pathways such as glycolysis and the TCA cycle, the effect of genetic modifications on carbon flux redistribution through the metabolic network, and other important aspects of cell metabolism. The responses of the students to a questionnaire regarding the suitability of using OptFlux as an educational tool showed that their overall opinion was highly positive. Most students had no difficulties using the software and believed that the proposed exercises using OptFlux constituted a good strategy for teaching and reviewing cell metabolism concepts. Given these results, we believe that this alternative approach is a useful methodology for engaging students and facilitating the teaching of cellular metabolism to chemical engineers.     

A tribute to professor Roger Sargent: Intellectual leader of process systems engineering

This article and this issue of the AIChE Journal, is a tribute to Professor Roger Sargent who, as pioneer and intellectual leader of process systems engineering, has had a profound impact on the discipline of chemical engineering. Spanning more than five decades, his work has provided a strong mathematical foundation to process systems engineering through the development of sophisticated mathematical and computational tools for the simulation, design, control, operation and optimization of chemical processes. In this article we first give a brief overview of his career that included several leadership positions and the establishment of the Centre for Process Systems Engineering (CPSE) at Imperial College London. We next review his research contributions in the areas of process modeling, differential algebraic systems, process dynamics and control, nonlinear optimization and optimal control, design under uncertainty, and process scheduling. We highlight the tremendous impact that he has had through his students, students' students, and his entire academic family tree, which at present contains over 2000 names, probably one of the largest among the academic leaders of chemical engineering. Finally, we provide a brief overview of him as a modest and charming individual with a wonderful sense of humor. He is without doubt a true intellectual giant who has helped to expand the scope of chemical engineering by providing a strong systems component to it, and by establishing strong multidisciplinary links with other fields. © 2016 American Institute of Chemical Engineers AIChE J, 62: 2951–2958, 2016     

Results from a study with Threshold Concepts in two chemical engineering undergraduate courses

A new study in peer presentation of Threshold Concepts as the focus of learning in two core chemical engineering undergraduate courses has shown that students benefit from an explanatory and illustrative presentation they give to their class peers in place of the traditional lecturer. The methodology was that the lecturer identified a (progressively linked) inventory of Threshold Concepts and had students critically prepare and then explain these in brief (3–5 min) presentation-and-question sessions to their cohort. The inventory was informed by Rowbottom's (2007) notion of looking for abilities for which a concept is necessary. The two courses were a level III core course on separations processing with 74 students and a level IV elective in specialist heat transfer with 15 students. Students welcomed and highly valued this type of learning with more than 90% agreeing that it improved understanding of the course material both because it revealed things better than their experiences in lectures and because it promoted a mental organisation of necessary course ideas. It is concluded that peer presentations of Threshold Concepts is a useful and economic instrument to overcoming traditional barriers to student learning. The findings could be readily applied to other courses in distinctive chemical engineering thinking and practise.     

Jigsaw cooperative learning of multistage counter-current liquid-liquid extraction using Mathcad®

This work shows the improvement in comprehending counter-current liquid-liquid extraction by applying jigsaw-type cooperative learning and the engineering math software Mathcad® in a chemical engineering course, part of the Chemistry degree. This study was performed on two different groups at the University of Almería (Spain) over three academic years. The students were divided into two groups: one half of the class followed a non-cooperative learning methodology (the control) while the other half were spread among the jigsaw cooperative groups following the methodology known as “Jigsaw Experts Groups”. A main template made with Mathcad® of a multistage counter-current liquid-liquid extraction was supplied to both the jigsaw and non-jigsaw groups. The assessment of this educational experience in the course revealed that the jigsaw group outperformed the control group. The use of Mathcad® proved to be very intuitive and effective in explaining these relatively complex problems and utilising it is highly recommended; we suggest it is used rather than classical and less intuitive graphical methods.     

Aspects of kinetic modeling of fixed bed reactors

This paper briefly reviews the most important aspects of catalyst testing in packed-bed catalytic laboratory reactors to properly assess the intrinsic chemical kinetics. Next it discusses approaches to assess the kinetics of fast reactions or those accompanied with strong heat effects that cannot be performed in a packed-bed reactor configuration free from transport limitations. As an example the partial oxidation of methane is presented in a steady-state fixed bed reactor as well as in a TAP (temporal analysis of products) reactor. The continuing increase in computational power leads to more sophisticated reaction and reactor models due to the increasing use of computational chemistry and computational fluid dynamics in reaction engineering.     

Computational chemical engineering–Towards thorough understanding and precise application

The paradigms of chemical engineering discipline are discussed. The first paradigm of Unit Operations and the second paradigm of Transport Phenomena are well recognized among the chemical engineers all over the world, and what the next paradigm is remains still an open question. Several proposals such as Chemical product engineering, Sustainable chemical engineering and Multi-scale methodology are considered as candidates for next paradigm. Might Computational Chemical Engineering be the next one, which is advancing the discipline of chemical engineering toward ultimate mechanism-based understanding of chemical processes? This possibility is comparatively expounded with other proposals, and the scope and depth of computational chemical engineering are shortly listed.     

Matrices are forever: On applied mathematics and computing in chemical engineering

In the 1960s, Industrial and Engineering Chemistry published a sequence of Fundamentals Reviews (several authored or co-authored by Leon Lapidus) documenting annual progress in mathematics and computers in the field of chemical engineering. These reviews included detailed lists of all publications in the profession that had something to do with applied mathematical and computational techniques and their application to reaction engineering, transport, control and design. Far from such a detailed account, in our tracing of the impact of applied mathematics and computing developments in chemical engineering research through the last 50 years we find two main trends, at very different professional levels. The first is in basic graduate education, where modeling (and the tools to exploit it) forms the basis and the common language of a research/problem solving culture. The second is at the forefront of research, where the time span between mathematical/computational developments and their fruitful adoption, modification and exploitation in chemical engineering is constantly narrowing.     

A network theory for the structured modelling of chemical processes

A structuring methodology for dynamic models of chemical engineering processes is presented. The main ideas of the methodology were outlined in a previous publication for the class of well-mixed systems. In this contribution, the methodology is extended to spatially distributed systems and to particulate processes. Furthermore, the structuring principle is used to make a conceptual link between the macroscopic world of process simulation and the microscopic world of molecular simulation. It is shown that a uniform structuring principle can be applied to the modularisation of most classes of chemical engineering models. The structuring principle can be used as a theoretical framework for the implementation of modular families of chemical engineering models in modern computer aided modelling tools.     

Teaching and learning strategies and evaluation changes for the adaptation of the Chemical Engineering degree to EHES

An integrated learning methodology has been developed and implemented in order to adapt the Chemical Engineering degree in the University of Valladolid (Spain) to the European Higher Education Space (EHES) philosophy. It was necessary to modify the objectives and theoretical contents of the different subjects and also the learning methodology, considering the general chemical engineering skills and also the transferable skills reached by the students, according to the recommendations of the European Federation of Chemical Engineering (EFCE) for chemical engineering education in Bologna two-cycle degree system.

This methodology has been applied to the seventh semester of a 5 years Chemical Engineering degree. The main objectives of the proposed strategy were:

• To provide to the student with a holistic, integrated and applied vision of the different subjects involved in chemical engineering, coordinating all of them and planning common activities as a case study based on an industrial process.

• To help students to develop transferable skills by means of designing suitable teaching and learning strategies.

• To prepare the students for the long-life learning.

General and particular objectives were defined adapting the course to the EHES philosophy. In this sense, the programmes in terms of the learning outcomes and competences to be acquired were designed, the total student workload to get the objectives of the programme was estimated and the entire course was programmed and planned in a detailed schedule. A course guide was elaborated including all this information, resulting in a useful instrument for teachers and students.

This methodology was complemented with the evaluation of the global learning process. The evaluation made was based on the next two aspects:

• Student learning evaluation. Tutorial sessions, written reports, oral presentations, discussion sessions and partial and final written exams were considered.

• Learning methodology evaluation. External evaluation requires carrying out inquiries, both to students and teachers involved.

Mobile learning in chemical engineering: An outlook based on case studies

In the context of the electronic learning (E-learning) methodology, mobile learning (M-learning) focuses on the use of portable technology (such as mobiles or tablets) and the mobility of students. E-learning, and particularly M-learning, can be implemented in combination with other pedagogical methodologies for chemical engineering teaching and learning. We can consider that the vast majority of undergraduates own personal mobile devices nowadays. Moreover, many case studies have shown that M-learning is an effective methodology to capture students’ attention and to actively engage them in the learning process. In most cases, lecturers have reported an improvement in both academic performance and qualifications and have expressed a favourable opinion towards this type of initiative in surveys. In line with the increasing interest in the incorporation of E-learning, this review discusses cases studies based on M-learning within the field of chemical engineering teaching through different technological platforms and apps which can be installed or directly used on mobile devices. All the platforms described in this work offer a free version, emphasizing the possibility of extending this methodology within the university with no need for additional economic resources.     

Virtual Applications Using a Web Platform to Teach Chemical Engineering: The Distillation Case

The question we will address here is how to integrate computational tools, namely the more modern and interactive ones, in the teaching of Chemical Engineers by means of the World Wide Web. The case study presented concerns the development of a web application for the simulation of multicomponent distillation columns running at steady state condition using the MATLAB WebServer. The application allows a remote user to login into a web site, choose several operating parameters and perform on-line simulations. In short, we believe that the introduction of this new perspective of teaching chemical engineering can result in ample benefits, leading students to a better and wider understanding of the processes involved.     

Exploratory analysis of excitation-emission matrix fluorescence spectra with self-organizing maps—A tutorial

Large datasets are common in chemical and environmental engineering applications and tools for their analysis are in great demand. Here, the outputs of a series of fluorescence spectroscopy analyses are utilised to demonstrate the application of the self-organising map (SOM) technique for data analysis. Fluorescence spectroscopy is a well-established technique of organic matter fingerprinting in water. The technique can provide detailed information on the physico-chemical properties of water. However, analysis of fluorescence spectra requires the application of robust statistical and computational data pre-processing and analysis tools.This paper presents a tutorial for training engineering postgraduate researchers in the use of SOM techniques using MATLAB^®. Via a tutorial, the application of SOM to fluorescence spectra and, in particular, the characterisation of organic matter removal in water treatment, is presented. The tutorial presents a step-by-step example of the application of SOM to fluorescence data analysis and includes the source code for MATLAB^®, together with presentation and discussion of the results. With this tutorial we hope to popularise this robust pattern recognition technique for fluorescence data analysis and large data sets in general, and also to provide educational practitioners with a novel tool with which to train engineering students in SOM.     

固-液搅拌槽内桨型对颗粒悬浮特性影响的实验和模拟研究

以水为液相，玻璃珠为固相，在固-液搅拌槽内比较了传统径向流Rushton桨、轴向流下推式45°六斜叶桨以及新型半折叶搅拌桨的功耗、泵送能力和对固体颗粒的悬浮效果。并应用CFD （Computational fluid dynamics）方法研究了不同搅拌桨操作下颗粒的轴向速度分布。结果表明：在相同转速下，Rushton桨的功耗最大，新型半折叶桨与下推式45°六斜叶桨的功耗接近；新型半折叶桨的流量准数最大，泵送能力最强；在固-液体系中，新型半折叶桨与下推式45°六斜叶桨的流型类似，但3种桨中新型半折叶桨对固体颗粒的悬浮效果最好。     

Migrating from subject-based to competency-based training in Higher National Diploma Chemical Engineering: The case of Kumasi Polytechnic

Chemical engineering education is currently run in only two institutions in Ghana using the traditional, subject-based approach. The subject-based curriculum currently being used is seen as deficient in preparing students adequately to meet expectations of industry as well as the demands of globalization. Under the National Board for Professional and Technician Examinations of Ghana, competency-based curricula is being developed for Higher National Diploma (HND) engineering programmes in all polytechnics in Ghana, with the support of World Bank and Netherlands Organization for International Cooperation in Higher Education. This paper provides an insight to tertiary education in Ghana and highlights milestones in chemical engineering training. This paper describes the methodology used in developing a competency-based training curriculum for HND chemical engineering. Functional area competency standards expected of HND chemical engineering graduates in Ghana were developed in close collaboration with personnel from industry. In addition, generic competencies expected of all HND engineering graduates in Ghana are outlined in this paper. As is the case in all CBT programmes, there is the need to train and adapt coaches to the CBT concept, in addition to building strong partnerships with industry for the successful implementation of the programme.     

A practical development of engineering simulation-assisted educational AR environments

Engineering simulations have opened several gates for today’s chemical engineers. They are powerful tools to provide technical content as physics-based numerical solvers. Augmented reality (AR) and virtual reality (VR), on the other hand, are already underway to digitize environments in many fields. The combination of AR/VR environments and simulations in engineering education has been attracting widespread interest. Literature has demonstrated a massive amount of digital educational environments in several contexts as being complementary to conventional educational methods. Nevertheless, hosting technical content produced by engineering simulations with educational AR/VR is still challenging and requires expertise from multiple disciplines throughout the technical development. Present work provides a facile and agile methodology for low-cost hardware but content-wise rich AR software development. Inspired by the Covid-19 pandemic, a case study is developed to teach chemical-engineering concepts using a liquid-soap synthesis process. Accordingly, we assess and conclude the digital development process to guide inexperienced developers for the digitalization of teaching content. The present contribution serves as an example of the power of integrating AR/VR with traditional engineering simulations for educational purposes. The digital tool developed in this work is shared in the online version.     

Development of a problem-based learning elective in “green engineering”

Green engineering is the design of products and processes that maximise resource and energy efficiency, minimise waste and cause reduced harm to the environment. In modern society, engineers equipped with the skills to develop these sustainable technologies are particularly valuable. In 2004 the University of Sydney offered an elective course in ‘green engineering’ for the first time in Australia, during which students were introduced to cutting edge examples of sustainable technologies relevant to chemical and biomolecular engineering. Five assessable case studies were delivered using a problem-based learning (PBL) methodology which involved substantial group work as well as self-directed learning. This learning approach was a challenge for the majority of students who had not previously been exposed to it. Student feedback was overwhelmingly positive. In particular, overall student satisfaction with the course, measured during the formal evaluation, had a mean score of 4.43 (out of 5) with all students agreeing or strongly agreeing with the statement “Overall I was satisfied with the quality of this unit of study”. Students were also satisfied with the way the course helped to develop valuable generic attributes (4.43). Individual students commented that the ‘think outside the box’ nature of the unit was a highlight they would like to see incorporated more widely into their degree programme.     

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.