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.     

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。     

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。     

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.     

精细化工过程及设备CAI软件系统的开发

用多媒体著作工具Authorware开发了“精细化工过程及设备”课程交互式CAI软件。详细介绍了软件制作工具的选择、系统的总体设计、各模块功能的实现等开发过程。说明了利用Authorware工具开发CAI教学软件的主要设计方法和手段。     

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。     

精细化工专业毕业实习教学改革的实践探索

毕业实习是培养合格的工科学生的重要环节,它为学生创造即动手又动脑的实践条件,改进实习课教学,强化工程训练、提高学生适应工作岗位的能力,具有深远的意义。目前我校化工类毕业实习的问题较多,现状不容乐观。作者通过亲历几届化工专业实习教学,对改进今后我校毕业实习教学方式,提高毕业实习质量提出了具体的建议:(1)应事先制定出化工类学生毕业实习详细的教学指导大纲;(2)要发挥好学生在实习中的主动性作用;(3)同时也要发挥好实习教师的主导性作用;(4)最后还要有实习教师对学生的定期检查及对实习成绩建立评估制度等。     

工科学校有机化学教学体系改革初探

有机化学及实验是化学、化工、材料等方向的专业基础课,我们通过在课程内容设计、教学手段更新、实验内容选择、考核手段改进等方面进行改革,力争使学生具有创新性的思维方式,并初步拥有解决与有机化学相关的实际问题的能力。实践证明,该改革措施取得了良好的教学效果。     

“化工设计”课程的教学改革实践

化工设计课程具有知识面宽,工程实践性强,政策性强,技术性强,经济性强,综合性强的特点。在化工设计课程教学中使用多媒体CAI课件、计算机仿真实验及计算机辅助设计等现代化教学手段,使学生由原来的被动学习变为主动学习。有动于学习思路的拓宽和创造能力的培养,从而提高教与学的效率。     

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 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。     

工程化教学在“生物工艺学”教学过程中的应用

分析了传统生物工艺学的教学现状,再基于新的工程教育理念,针对课程教学环节中存在的问题,构建了强调技术基础知识、注重探究式学习方法,全面整合教学内容,改进教学方法,完善教学手段,为学生营造一个浓厚的工程氛围,提高学生的工程设计与实践能力。     

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.     

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.     

陶瓷材料计算软件的设计

本文讨论了陶瓷材料计算软件的设计过程。软件界面全部按钮化,具有坯釉料配方计算功能、陶瓷材料性能预测功能和智能判断功能。     

基于VB 6.0的磺化反应工段实习仿真

根据实际的烷基苯磺化生产流程,采用Visual Basic 6.0,开发基于Windows平台下的烷基苯磺化反应工段仿真系统。该系统界面友好,适用性强,仿真过程中的关键操作步骤会自动提示,通过相关的操作还可以直观的看到磺化反应工段的相关工程数据,以及自动评分系统.通过实践证明,学生能够在生产实习中提高理论知识和操作水平。     

基于VB的流体阻力测定实验仿真开发

为提高实验教学质量,训练学生正确掌握实验操作步骤和原理,针对化工原理流体流动摩擦阻力系数测定实验的特点,我们采用Visual Basic软件,以AutoCAD和Photoshop为辅助工具,开发了适用于Windows平台的实验仿真课件。该课件具有简洁的人机对话窗口,具有二维实验操作流程的立体效果,通过事件驱动程序实现对实验流程及步骤的控制。实践证明,该系统对提高学生工程实践能力起到了积极的促进作用,能够满足辅助教学的要求。     

PBL教学法在食品化学教学中的应用

PBL教学法是以问题为基础的教学方法,它以学生为中心,提高学生的学习兴趣和积极性,培养学生自主获取知识的能力,训练学生的思维力和增强其综合运用知识的能力。本文以美拉德反应为例,探讨了如何利用PBL教学法提高教学质量,提高食品科学与工程专业学生对本课程的学习兴趣。