化工类学生化工设计能力评价体系的建立

化工设计能力是化工类学生大学阶段综合能力的一种体现,考查学生化工设计能力,建立化工设计能力评价体系是必要的。评价体系包括化工原理等化工基础课程的掌握程度、国家和相关行业法规和设计规范熟练程度、物料衡算和热量衡算能力、化工软件熟练操作水平和化工设计课题实施能力;并通过布置化工设计方面的作业,让学生独立完成一项简单的化工设计,让学生了解化工设计的步骤、化工设计内容以及完成一项设计所需要的知识。基于化工设计课程考核,提出了试卷考试、学生课堂报告、设计实践和答辩等考核方式。     

A tool for mass transfer evaluation in packed-bed columns for chemical engineering students

This paper presents a Microsoft Excel tool to calculate liquid-gas mass transfer coefficients in packed towers to support numerical design activities in the courses of Unit Operations for Industrial Process and Sustainable Process Design for the Master’s degree in Chemical Engineering of the University of Naples Federico II (Italy).The Mass Transfer Solver Tool (MT Solver Tool) uses several available models to estimate, separately, the values of liquid and gas mass-transfer coefficients and the wet surface area for 144 random and structured packings of interest for absorption/stripping and distillation processes. In addition, a separate spreadsheet can be used in a user-defined mode, to evaluate the mass transfer coefficients with new packing types or to interpret experimental data when the geometrical and physical characteristics of the packing are known. Eventually, the tool is supplied with a data library, where packing geometry and model fitting parameters can be retrieved.The software is aimed to support students and educators in the Unit Operations for Industrial Process and Sustainable Process Design courses. In particular, this is meant to be an example on how the accuracy of design algorithms adopted in unit operation processes is affected by the use of the underpinning correlations for mass transfer rate or pressure drops. Besides, this is aimed to encourage comparison of different correlations when exact field data are not available. Besides, chemical engineers and researchers interested in packed columns design and modelling data may also benefit from the utilization of the software. The MT Solver Tool was introduced to students in a dedicated tutorial lesson after lecturers on packed column design algorithms for distillation, absorption and stripping. Most of the students of the course participated to a group training aimed to simulate the design of an absorption column supported by the MT Solver Tool providing feedback on its application.After the training, an anonymous survey was proposed to the students to monitor the approval rating of the proposed activity and the use of the MT Solver Tool software to support numerical calculations.     

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.     

化学反应工程教学中加强工程设计训练的改革与实践

我们以培养学生的工程设计能力、提高解决实际工程问题的水平为目的,采取理论教学中围绕工程问题讲解,开设反应器、精馏塔、换热器等化工单元装置设计,典型化工产品工艺流程设计,综合设计型实验,鼓励学生结合实际工程项目完成毕业设计、组建化工设计课程群等系列教学改革措施,取得了良好的教学效果。     

Herausforderungen für die Lehre am Beispiel der mechanischen Verfahrenstechnik

Mechanical Process Engineering as an Example for Educational Challenges Due to rapid technological developments new opportunities for chemical engineers evolved leading to additional demands in education. The present article describes how this challenge is faced in the subject particle technology: Fundamentals are emphasised even more, with exemplary treatment of classical as well as new applications. Key item of the curriculum is the product property approach. Furthermore, the view of complete processes is emphasised. The courses are structured in three levels: Fundamentals, Unit Operations and Processes/Applications. From the methodological point of view a twofold approach is used: Teaching the fundamentals is complemented by an active participation of the students in working on examples and application problems as well as lab and virtual experiments. By following an integrated view of university education also soft skills of students are promoted.     

Monitoring questionnaires to ensure positive interdependence and individual accountability in a chemical process synthesis following collaborative PBL approach

Teammates in a Project Based Learning (PBL) methodology do not all start with the same motivation, expectations or self-commitment, which can lead to disappointing learning experiences. Thus, the main difficulties in cooperative learning are promoting positive interdependence and individual accountability. This work aims to analyze whether monitoring questionnaires (MQs) allow rating each teammate’s individual accountability in a chemical process design project. Students took MQs just after finishing each deliverable, in order to verify each one’s knowledge of the essential aspects of the team project. We assume that, if all the teammates work responsibly and cooperatively, they will be able to answer the MQs easily and correctly. The MQs were designed to be: 1) generic; 2) succinct; and, 3) quickly answered in the classroom. In addition, different rating methods were analyzed to incorporate MQs scores into each individual’s project grade. The best results were obtained when student’s individual grade was computed as the product of the team assignment grade and the weighting factor WF3, calculated as the individual average MQs rating divided by the highest MQs rating in the team. A compensation factor (0.75–0.85) was included to correct the excessive downgrading for students with intermediate project grade.     

由教学实践充分认识《化学工艺学》的综合作用

《化学工艺学》是化学工程与工艺本科专业主要的专业课,是该专业核心课程群中综合性较强的应用型课程。针对该课程涵盖面广、知识点多、学科交叉、内容庞杂等特点,在教学过程中引导学生转变学习思路,提高学习兴趣,领悟化学工艺学的精髓,培养学生综合运用前面课程所学知识解决化工生产中实际工艺问题的能力。     

“多样性写作”在《化工原理》双语教学中的应用

通过树立正确的双语教学观念,帮助学生提高阅读能力并在课前预习、课上学习、课后复习等环节采取多种措施将"多样性写作"融入到《化工原理》双语教学中,以克服学生基础薄弱、英文教材利用率低、双语学习畏难情绪大、学习习惯不佳等问题。通过双语改革使学生更积极地参与到双语教学活动中,增强学生学好化工专业知识的能力,学生的英文写作能力亦得到很大提高,双语教学改革取得了预期的目的。     

以工程教育专业认证理念推动化工设计系列实践课的建设和改革

合肥工业大学化学与化工学院针对化工专业大学生工程设计及实践能力不足的现状,遵循以学生为中心、以能力产出为导向、持续改进的认证理念,参照工程教育专业认证标准要求对化工设计系列实践课进行了全面深化改革和认证指标的分解落实,整合了现有的教学体系、教学目标及教学模式,全方位培养化工专业学生的专业素养、综合运用知识的能力及工程系统意识。     

Practical demonstrations designed and developed by the students for pedagogical learning in transport phenomena

Core disciplines in chemical engineering master, like the case of Transport Phenomena, and although its content is 100% related to the master, are always hard to understand by the students. We have implemented a new methodology where teams of students should perform the concept, design and development of practical demonstrations of Mass Transfer Phenomena and Theoretical Background, in order for all of them to be able to really get involved in the thematic, and thus easily assimilate concepts and theoretical development as applied to practical phenomena. After the first application of this methodology and after a deep analysis of previous results we have made important enhancements on the innovative work. Among several other modifications, students were able to select the field on which each practical demonstration would be developed (among the three usual transport phenomena: mass, fluids and heat) and most particularly encouraged to design and develop practical demonstrations on the thematics and sub-thematics they had higher difficulties. A total of 6 experiments/demonstrations were developed by the students of the two academic years. To determine the perception, impact and improvement made by this methodology, surveys were also made to determine the initial and final status of the students concerning their knowledge and difficulties, so as to conclude fairly about the success of application of this methodology. Final Exam marks have also improved. In this paper we present the results obtained and describe the application steps of this methodology and discus the evaluation of the successful rate of the methodology.     

《基础化学》项目化课程改革与实践

在高职《基础化学》项目化课程改革的探索和实践中,我们从课程的改革思路、教学目标、整体设计、单元设计等方面进行了探索,形成了以学生为主体,以项目为载体,知识理论实践一体化的课程。     

Project-led-education experience as a partial strategy in first years of engineering courses

Recently, there has been a growing tendency to substitute or supplement teacher-centered strategies for others student-centered. These include problem-based learning or collaborative learning. In certain areas, such as engineering, project-led learning collects some of the benefits of problem-based learning and integrates others that are of interest to the formation of engineers. More recently, project-led education as an integral strategy has been demonstrated in several European universities with impressive results. Students have a lower dropout rate, a lower period of adaptation to professional practice and better soft skills. While this implementation requires a general model change, at least at the faculty level, partial strategies applied in specific courses could pick up some of the positive aspects of these methodologies. In this paper, obtained results in a second-year Unit Operations course (grade of bioengineering) by applying this type of partial strategies are discussed. The student’s acceptance was good, and both motivation and academic results improved significantly. It was observed a deeper and wider knowledge acquisition in the students. Teacher’s workload increased, although, as there was a maximum of 25 students, it was manageable. It was concluded that transition from traditional to project-led learning strategies can be done within a subject without an educational model change at faculty or university level.     

化工仿真技术在《制药单元操作》工学结合课程中的应用

化工仿真教学是一种新型的教学方式,是制药和化工专业学生的实践性教学环节,通过在非常逼真的操作环境中进行技能训练,使学生对实际生产装置有更加感性的了解和认识。本文对化工仿真技术在《制药单元操作》工学结合课程中的实施应用进行分析和总结得到几点经验,同时分享对该门课程教学中的一些认识和体会。     

化工单元操作类教材编写新主线的研究

针对化工单元操作类教材编写的现状,本文提出了研究编写新主线的问题。本文揭示并系统表述出化工单元操作内容的内在联系,并对此进一步系统化和简化,创造出一条"三传一致表述"的新主线,以方便编者组织、教师施教和学生学习。基于研究结果,我们运用新主线编写了一本《食品工程原理》教材,以推动化工单元操作类教材的发展。     

基于工作过程的《化工单元操作技术》课程教学实践与反思

基于工作过程的《化工单元操作技术》课程教学设计,以典型的化工单元操作项目为载体,采用任务驱动等多元化教学方法,强化学生的生产实践能力和提高学生的职业综合素养,提高了教学质量及教学效果。     

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.     

Phenomenon driven process design methodology: Industrial case

This work reports how to use Phenomenon driven process design methodology proposed for R&D projects in chemical engineering. This is demonstrated by fitting and implementing an industrial project with the methodology. The usage of the methodology ensures performance driven strategy in project management, phenomenon driven ordering to start R&D tasks and phenomenon driven argumentation of models. Furthermore, it provides a platform for transparent knowledge integration; from management level, up to detailed models. The successful fit of the methodology encourages to use the methodology and to develop the computer tool further.     

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.     

《化工制图》与《CAD 辅助设计》课程整合的实践探索

针对《化工制图》和《CAD 辅助设计》两门课程分开开设存在的问题,从教学实践出发,提出将两门课程的教学内容进行整合的改革方案。在教学过程中,采用项目化教学、多种教学方法综合运用、手工绘图与 CAD 相结合、加强实践环节等措施,并改革考核方式,使培养的学生更能满足化工岗位的需求。