浅谈增加化工原理教学的趣味性

本文针对化工原理课程内容较抽象,各单元操作间相对独立,概念、公式较多等特点,为解决教与学的矛盾,研究教学的科学性、艺术性,把启发式教学,多媒体、网络化技术、具体、生动的工程及生活事例,灵活、多变的教学形式融入化工原理课程教学中,突出教学的趣味性,激发学生学习的积极性,提高教学效果和教学质量。     

化工原理课程教学方法的实践与探讨

化工原理是化工类及其相近专业的一门重要的技术基础课。文章根据化工原理课程的特点,并结合笔者在化工原理理论课程的教学实践,对激发学生学习兴趣,提高教学质量的教学方法进行了探讨。     

Lab at home: 3D printed and low-cost experiments for thermal engineering and separation processes in COVID-19 time

The SARS-CoV-2 virus pandemic has meant that face-to-face teaching activities have had to be replaced by distance learning. Experimental laboratories have been replaced, in most cases, by the utilization of experimental data or by simulations. In this work, we have designed four laboratory experiments to be conducted by students of thermal engineering and separation processes during confinement by COVID-19 at home, to maintain competence acquisition and learning outcomes. A mixed methodology of the educational models of autonomous learning and cooperative learning has been used in obtaining the experimental data and writing the laboratory report. Installations for thermal engineering have been 3D designed and printed and are aimed at studying the heat transmission by conduction and convection in heat exchangers. This work describes in detail the activities carried out and shares the files used in the 3D printing of the installations. The laboratory experiments of separation processes are focused on the removal of a dye (rhodamine B) from an aqueous solution by liquid-liquid extraction and adsorption. A survey made to the undergraduate students has confirmed that the methodology and installations designed have been satisfactory for their expectations on the acquisition of knowledge and skills in both subjects.     

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.

改革考核方式,激发学习兴趣--化工原理教学方法探索

制定合理的成绩评定方法,采用启发式教学、互动教学和案例教学等,有助于激发学生的学习兴趣,活跃课堂氛围。结果评价和过程评价相结合,能使学生从"听"课转换到"问"课,从而达到"做中学、学中做"的学习效果,同时在学习任务驱动下自主学习,进而从"学"课转变到"研"课,最终从根本上提高化工原理课程的教学质量,培养CDIO工程教育模式下合格的工科学生。     

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.     

A teaching methodology based on Mathcad for improving the calculation of pumping power

Some of the most important engineering skills required nowadays are related with the management of computational tools. This study proposes the implementation of a novel teaching methodology for improving the calculation of pumping power by using the Mathcad software. This methodology includes: (1) training courses on initiation to Mathcad, (2) the delivery of a report with theoretical considerations about pumping power, the problem statement, the traditional procedure to solve it, as well as the main indications to do it with Mathcad, and (3) a virtual platform conceived as a meeting space. The assessment of this educational experience, which was carried out with the second-year chemical engineering students enrolled in the Fluid Flow course, revealed that Mathcad is a powerful computational tool for them. Thus, it eliminates the mathematical difficulties, facilitates the understanding of the phenomenon under consideration and the study that the input variables exert on the solution, and also increases the motivation of the students for solving other engineering problems. Therefore, these results support the hypothesis that computational tools like Mathcad direct chemical engineering students towards successful learning.     

化学反应过程与设备教学改革与实践

化学反应过程与设备是化工类学生的专业基础课,对培养学生的化学反应工程基础、提高工程分析能力具有重大作用。文章针对化工职业技术学院的办学特点,阐述了化学反应过程与设备在教学过程中在教学内容、教学方法及实践教学过程中的改革,以提高学习效率和学生的就业能力。     

工科院校无机化学教学改革探索

根据工科化工类专业的培养目标及学生的特点,针对于现在教学中遇到的无机化学教学内容安排缺乏合理性及内容陈旧的问题,设计了新的教学内容方案,并针对具体的教学内容提出合理的教学方法,从而降低工科化工类学生对无机化学课程的学习难度曲线,提高了学生的兴趣和学习的积极性、主动性,提高了学生的学习质量。     

Lab at home in distance learning: A case study

Lab work is a basic pillar, especially in engineering and science. It promotes problem solving and discovery and it has proven to enhance student learning. Transversal competences such as autonomy or effective oral and written communication are also enhanced. E-learning is currently increasing and requires a redesign of practical work. Several virtual laboratories can be found to cover different areas. This, however, does not replace the face-to-face laboratories in the field of chemistry, where students need to perform hands-on experiments to acquire the required skills. An alternative is experimentation at home. Most existing references in this regard describe qualitative experiences. In this work we have designed a home practical work in which some fundamental concepts of chemical kinetics and catalysis are developed quantitatively. Students are introduced here to wastewater treatment using an advanced oxidation process; the Fenton reaction. From the results of a preactivity survey, students showed motivation and high expectations with the activity proposal. From a post-activity survey, we concluded that the perception of students towards the activity did not change after completing it. The learning objectives were met both for the students that participated in the take-home experiment and for those who did the experiment in the laboratory.     

HAZOP分析方法在化工原理实验教学中的应用

化工原理实验是促进学生理解化工单元操作、培养学生工程实践能力的一门重要课程,而化工安全是其中必不可少的教学内容。为适应新工科教学改革的需要,文章提出将HAZOP分析方法引入化工原理实验教学中,介绍了针对化工原理实验装置进行HAZOP分析的方法和流程,并以“圆形直管中气体对流传热系数的测定”实验项目为例,介绍了其应用过程。实践表明,HAZOP安全分析方法用于化工原理实验教学能够巩固和加深学生对理论知识的理解,培养学生的创新意识和安全意识,提高学生分析和解决复杂工程问题的能力。     

Teaching water desalination through active learning

Active learning refers to the direct involvement of students in the learning process rather than being passive receptors of materials. This paper evaluates the implementation of active learning in teaching seawater desalination as an elective course in chemical engineering curriculum. Desalination is a multi-disciplinary engineering science that encompasses elements of water chemistry, material science, transport phenomena, thermodynamics, engineering design, and corrosion. Water desalination is an important course in most chemical and mechanical engineering curricula, where the design and analysis of different water desalination processes are addressed. The current teaching method, however, relies heavily on classical lecture-presentation of the course materials, without any direct involvement of the students. A simple approach that utilizes Excel and Ez-Solve in designing and analyzing desalination processes has been developed. Active learning is the central part of this course development, where students are heavily involved in class activities and can directly assess the effect of input variables on the design parameters, allowing them to carry out “What If” or parameter sensitivity analysis.     

化工原理教学过程中培养学生工程观点探讨

化工原理课程以传递过程(动量传递、传质和传热)为主线,在教学各单元操作过程中,采用处理化工工程问题方法论,理论联系实际,对比、归纳等多种教学方法和手段,以提高化工原理教学质量,培养学生牢固的工程观点。     

Cultivating a safety mindset in chemical engineering students: Design of a training module

In this article, distillation unit shut down–turnaround–return to operation procedure development was designed as a learning situation, in which students were exposed to general chemical plants safety standards and requirements. This article explored the design and selection of teaching scenarios, texts & contents, teaching methods, and students’ final assessment. This article served as a reference of chemical plant safety mindset cultivation for chemical engineering students.     

化工热力学课程教学改革的一些尝试和心得

化工热力学是化工专业中一门非常重要的专业基础课,文章阐述了学习化工热力学这门课的必要性、化工热力学教学内容、教学方法和考核方法进行一些改革和探索,培养和提高学生应用化工热力学的知识解决化工工程问题的能力。     

过级式英语学习与化工原理双语教学互促模式的实践探索——以浙江工商大学食品与生物工程学院为例

本文对比分析了国内外关于同类研究的情况,主张构建过级式英语学习与化工原理双语教学互促模式的创新基础,树立正确的双语教学观念,充分发挥过级英语学习的积极性与能动性,利用过级英语学习提高化工原理双语教学课堂学习的趣味性及语言习得,提出了过级式英语学习与化工原理双语教学互促的实践策略,以及如何分阶段开展学习小组活动的做法。     

化学反应工程重点课程建设探索与实践

化学反应工程是化工类专业的核心课程,对于培养学生的化学反应工程基础、强化工程分析能力都具有十分重要的作用。该重点课程建设根据化学反应工程课程的学科特点,通过在课程教学中进行教学内容、教学方法和教学手段等方面的改革,加强教学管理等方法,以提高课程教学质量为目标,希望能为化学反应工程教学改革提供参考。     

在化工原理课程中结合工程案例和科研成果初探

化工原理是一门实践性和工程性很强的应用课程。因此,在教学过程中,结合实际工程案例和科研项目成果,讲述"三传"基本原理在化工过程方案优化设计和改造中的具体应用,提高学生的学习兴趣,激发探索精神,培养实践能力和创新意识,开阔科研视野,使其能够更好地掌握该课程的基本原理和典型设备。基于作者的教学实践,对引入工程案例和科研成果的教学方法进行了初步探讨。     

Off-campus but hands-on: Mail out practicals with synchronous online activities during COVID-19

This paper discusses alternatives to on-campus teaching laboratories, to allow for hands-on learning for remote students. Wholly online practical equivalents have become increasingly popular post-COVID (online simulations or processing experimental data only) which can offer lower overheads and easy scale-up, but often miss hands-on learning outcomes. This paper reviews opportunities for mail-out practicals, where the equipment is delivered to students’ homes, combined with live synchronous learning activities via video streaming or online software. The combination of mail-out experimental kits plus synchronous interactive learning activities creates a host of new opportunities for teaching to remote students. Complimentary online teaching activities could include direct interaction with teaching staff or other students, but it can also be real-time simulations of their experiment. The paper presents a specific case study for a 2nd year undergraduate chemical engineering heat exchanger practical, that facilitated hands-on practical learning with synchronous online activities during COVID-19 campus closure. The paper uses a mixed methods approach in a 2 year study to assess student learning outcomes.     

Integrated project-based learning (IPBL) implementation for first year chemical engineering student: DIY hydraulic jack project

Implementation of student-centered learning has shown wide global acceptance within institutes of higher learning. Some methods, such as active learning, project-based learning, problem-based learning, and experiential-based learning, have significantly impacted the students’ understanding of a particular subject. However, students will still have problems integrating the materials learned from one course to other courses. Thus, this is where the proposed initiative comes in. This paper discusses the implementation of integrated project-based learning (IPBL) to assist students in integrating the knowledge gained from one course to the other for first-year chemical engineering students of Universiti Teknologi PETRONAS. The mapping of assessments and learning domains to the learning activities are also shown in detail. This study was conducted on two courses offered in the same semester, namely, Principles of Chemical Engineering and Chemical Engineering Fluid Mechanics, in January 2019. A total of 214 students grouped in 43 teams were asked to develop a Do-It-Yourself (DIY) hydraulic jack, which uses the fundamentals taught in these two courses. The results show that 100 % student was able to come up with a working prototype within 5 weeks and 90 % of the students agree that the initiative increased their understanding in chemical engineering fundamentals and developed their leadership, problem-solving, communications and time management skills.