Using process simulators in Chemical Engineering education: Is it possible to minimize the “black box” effect?

Abstract

AbstractSimulators are instrumental to engineers and scientists, in general, and to chemical engineers,more specifically, which enable the optimization and analysis of alternative solutions in a time‐efficient and cost‐effective way. Thus, their integration into Chemical Engineering studies has gained traction over the years in supporting traditional lectures or as the sole tool for knowledge transmission. However, despite their proven benefits in Higher Education, limitations exist, as the application of the tool may result in deficient learning. In fact, the algorithms and design equations that are used to transform inputs into results are not identifiable by the students, thereby instilling a “superficial understanding” of the problem. Thus, the objective of this paper is to provide some guidelines through three simple case studies, which may help minimize the so‐called “black box” effect. Two different state‐of‐the‐art computational tools were used in parallel. Aspen One simulations provided the reference point, which was used by the students to verify the process models built by them with Mathcad Prime. A survey taken by the students then allowed conclusions to be made, which concurred that the experience had been very successful.