Chemical Engineering Course Research Articles

Diferentes metodologias de ensino em aula de controle de qualidade

Utilizar metodologias diferenciadas pode trazer benefícios para o aprendizado dos discentes, promovendo transformações no método de ensino, sendo este o grande desafio atual. Nesse sentido, apresentam-se as metodologias ativas como uma ferramenta de promoção do processo de ensino-aprendizagem, que insere o aluno como autônomo na sua busca pelo conhecimento. Assim, o objetivo deste estudo foi avaliar a percepção dos acadêmicos de cursos de Engenharia Química e Engenharia de Alimentos perante à utilização de metodologias diferenciadas de ensino em duas aulas ministradas. Para isso, utilizaram-se vídeos, jogos de perguntas e respostas e notícias atuais vinculadas com o tema de estudo para promover a participação ativa dos acadêmicos que foram avaliadas com a aplicação de um questionário online. Como resultado, observou-se que a maioria dos acadêmicos julgaram necessária a utilização de diferentes metodologias, como as que foram utilizadas na aula em questão, e que isso promoveu maior entendimento e motivação em relação ao conteúdo estudado, mostrando que os estudantes anseiam por mudanças para favorecer o ensino-aprendizagem.

Intergrating problem-based-learning with flipped classroom teaching in "Principles of chemical engineering" for biological engineering undergraduates

New engineering program requires training models that conform acceptable time span and principles of engineering education. Considering the program "Principles of chemical engineering" and the limitations of traditional teaching methods, we integrated problem-based learning method and flipped classroom teaching model to reform the course. Through a three-stage systematic teaching design including knowledge learning before class, knowledge internalization in class, and consolidation and expansion after class, we effectively stimulated students' interest and enthusiasm in learning, cultivated students' independent learning ability and engineering thinking, and achieved good teaching effect. It can provide reference for the construction of "Principles of chemical engineering" course and training of engineering talents in agricultural colleges.

Improving employability skills through non-placement work-integrated learning in chemical and food engineering: A case study

Preparing work-ready chemical engineering graduates is achieved by integrating the technical skills and knowledge learned at university with employability skills required by industry. While this is most often made through industry placements, non-placement forms of work-integrated learning (WIL) can be highly effective in preparing graduates for the workplace without the issues of locating work placements and ensuring their quality. In this paper, the authors focus on a chemical engineering course that combines non-placement WIL with a problem-oriented/project-based learning methodology, and a problem-solving tool, the Integrated Product and Process Design (IPPD) framework. The authors present qualitative data from students, lecturers, and industry partners to evaluate whether the employability skills of creativity and teamwork are developed in the course. Through a process of qualitative analysis, the authors developed five key themes that provide a focused understanding of how the parts of the course relate to one another and drive student learning. The findings of this study indicate that the model of non-placement WIL evaluated was effective in building the defined employability skills; however, there are opportunities for iterative enhancement. The key learnings from this study may guide others interested in building non-placement WIL into chemical engineering education.

Desenvolvimento de um Software educativo para projeto da separação sólido-líquido em centrífugas tubulares

EnglishTechnology is increasingly present in modern life and has been an important ally in the teaching and learning of advanced courses in technology and the exact sciences, especially in engineering. Often, the students think it difficult to assimilate abstract concepts, due to the large amount of theory and calculations involved making it difficult to understand. In order to reverse this view, the article aims to demonstrate the use of technology in the educational field and to contribute to improvements in the learning of the compulsory contents of a course in chemical engineering. For this purpose, he designed the Centrifugal Project, as an alternative tool to teaching tubular centrifugal design, through data of the operational conditions and expansion of project scales. It was concluded that technology is an important ally in the educational process by encouraging academics to become part of the construction of knowledge. portuguesA tecnologia esta cada dia mais presente na vida moderna e tem sido importante aliada no ensino-aprendizagem dos cursos superiores de tecnologia e ciencias exatas, principalmente nas engenharias. Muitas vezes, os discentes, julgam como dificil de asimilar conceitos abstratos, debido a grande quantidade de teoria e calculos envolvidos dificultando a compreensao. A fim de reverter essa visao, o artigo tem como objetivo demonstrar a utilizacao da tecnologia no âmbito educacional e contribuir nas melhorias da aprendizagem dos conteudos obrigatorios de um curso superior em engenharia quimica. Para tal, idealizou o “Projeto Centrifuga”, como ferramenta alternativa ao ensino de projeto de centrifugas tubulares, atraves de dados das condicoes operacionais e ampliacao de escalas de projetos. Concluiu-se que a tecnologia e uma importante aliada na no proceso educacional incentivando os academicos tornando-os parte da construcao do conhecimento

A virtual laboratory to support chemical reaction engineering courses using real-life problems and industrial software

A virtual laboratory has been developed to support chemical reaction engineering courses. Real-life engineering challenges that are difficult to address in a university laboratory give the opportunity to illustrate basic concepts of chemical reaction engineering such as the relationship between temperature and reaction rate, space time and conversion, and inert concentration and selectivity. Six virtual experiments covering topics from petroleum refining, diesel combustion, nanoparticle growth, and hydrogen combustion form the basis of the virtual laboratory. The characteristics embedded in the experiments include the use of economic analysis to give closure to open-ended problems, the solution of engineering problems with high environmental relevance and finally, the ability to solve complex engineering problems related to state-of-the-art technologies, for example the synthesis of functionalized nanoparticles. Trial tests with senior students, with continual feedback and freedom in terms of the delivery date were used to evaluate and improve the experiments. Subsequently, a classroom test with 45 undergraduate students with a fixed deadline was performed. The challenges and opportunities to use virtual experiments supported by industrial software to teach real-life problems to undergraduate students have been critically assessed.

IMPLEMENTING A COMMON APPROACH TO PROBLEM SOLVING IN THE SECOND YEAR OF CHEMICAL ENGINEERING

At the undergraduate level, chemical engineering students must learn how to solve complex problems, but many students fail to apply effective problem-solving techniques taught in fundamental science courses. Because these techniques are not consistently presented and reinforced, instructors and students often interpret poor capabilities in problem solving to misunderstandings of fundamentals or to gaps in mathematical knowledge. In this contribution, a previously proposed concept map aimed at ascribing a common approach to problem solving is further explored in a sequence of two junior-level chemical engineering courses. The difficulties of implementing a common problem-solving approach are discussed, and a hierarchy of problem solving is proposed – based on a combination of learning theories – to structure a problem-solving methodology from junior to senior level as well as toward graduate studies and professional practice. Preliminary results indicate that students benefiting from this structured approach exhibit improved confidence in their problem-solving abilities. The proposed concept map forms the basis of future stages of the project, including curriculum and teaching innovations.

Implementing a Multidimensional Education Approach Combining Problem-Based Learning and Conceive–Design–Implement–Operate in a Third-Year Undergraduate Chemical Engineering Course

Relying on the National–Local Joint Engineering Laboratory and National Chemical Design Competition for college students, a multidimensional education mode presented here combines the advantages of...

Corrosion course teaching using a combined experimental and theoretical approach by bridging with two mandatory courses in chemical engineering program: Reaction kinetics and thermodynamics

Corrosion course is an elective subject in Department of Chemical Engineering at College of Engineering of the University of Diyala (Iraq). It is also adopted in other departments at College of Engineering of the University of Diyala, such as, civil, mechanical and material engineering. The relation between corrosion course in the chemical engineering department and peer corrosion courses in other departments is not clear to the students. Furthermore, corrosion courses are often concentrated on electrochemistry without clear relation with some main chemical engineering courses. The present work is an attempt in the direction of connecting corrosion subject with the other major subjects of chemical engineering program. Some topics of chemical reaction kinetics and thermodynamics principles are applied to corrosion course. The corrosion inhibition behavior of mild steel in hydrochloric acid in the absence and the presence of potassium iodide as a corrosion inhibitor were selected as a case study. The influence of temperature, time and inhibitor concentration was studied using weight loss technique. Theoretical and scientific principles, experimental work, and interpretations were well clarified for the students. The interaction of students with the results was highly impressive and significantly affects the teaching outcomes. The students’ performance during exams was enhanced by 15±5 %. A questionnaire was constructed to interpret the results of current work.

O “Bom Professor” da Educação Profissional e Tecnológica e sua prática: um estudo no IFNMG Campus Montes Claros, Brasil

No Brasil, a Educação Profissional e Tecnológica (EPT) é, historicamente, caracterizada pela dualidade, na qual o ensino intelectual é dirigido às elites econômicas e o ensino técnico à grande maioria da população, notadamente, as pessoas menos favorecidas economicamente. A rede federal da EPT, numa perspectiva emancipatória, propõe na atualidade a ruptura desse sistema dual a partir da valorização e interdependência do conhecimento propedêutico com o conhecimento técnico dos processos produtivos. Contudo, a superação desse paradigma educacional relaciona-se à compreensão da formação do professor e da sua prática pedagógica. Nesse sentido, este artigo, a partir da proposta de pesquisa apresentada por Maria Isabel da Cunha (1989), apresentou por objetivo investigar quem é o “Bom Professor” da Educação Profissional e Tecnológica e sua prática sob o ponto de vista dos discentes da graduação do IFNMG Campus Montes Claros. Assim, no primeiro semestre de 2019 foram entrevistados 8 (oito) alunos do 3º período do curso de Engenharia Elétrica e 16 (dezesseis) alunos do 7º período do curso de Engenharia Química. Os resultados foram analisados a partir da metodologia do Discurso do Sujeito Coletivo (DSC). Conforme DSC dos investigados, o “Bom Professor”é aquele que apresenta uma prática inovadora, crítica e criativa, que possui relacionamento interpessoal com os discentes pautado no respeito, na confiança, na paciência e na troca de conhecimento. Percebeu-se que houve semelhanças nos resultados apresentados nos estudos de Cunha (1989), todavia, evidenciou-se utilização de práticas inovadoras, reafirmando a ideia de que o processo de educação está em constante mudança e adaptação.

Introduction to systems engineering and sustainability part II: Interactive teaching of sustainability modeling by systems integration design for chemical and biological engineers

In this part II of the two-part series, a curriculum structure for interactive teaching of principles of industrial systems integration and sustainability is described as part of an undergraduate course in chemical engineering with a series of learning outcomes attained with teaching modules introduced from Level 1 to Levels 3 and 4 of an M.Eng. programme. Three alternative methods enabling student-centred learning are implemented; namely industrial case studies, process design and optimisation project groups and creative problem-solving classes in product design; refer to Part I. Impact levels (1–3) of the curriculum structure are designed to engage the student with increasing levels of systems complexity and widening impact. Metacognitive learning development of the students from reflection and awareness to knowledge and information processing and regulation, and to evaluation and decision-making discussed in Part I corresponds closely to the successive levels of the educational objectives described by Bloom’s Taxonomy (1956) as defined by the successive experiences of “knowledge – comprehension –analysis – application – synthesis – evaluation”; see also Goodhew (2015).

Geração de resíduos sólidos e elaboração de um sistema de gerenciamento usando análise estatística

Com o objetivo de desenvolver novas tecnologias que impactem diretamente na realidade ambiental do Brasil no âmbito do gerenciamento de resíduos sólidos e na educação socioambiental, o projeto Síntese é desenvolvido pelo Departamento de Engenharia Química e Ambiental e por alunos do curso de Engenharia Química da Faculdade de Tecnologia da Universidade do Estado do Rio de Janeiro, Brasil. Para tal, utiliza-se como grupo focal a população do próprio campus regional de Resende, onde o projeto é desenvolvido. Com base nos tipos de resíduos gerados pelo campus, são propostas alternativas para o tratamento dos mesmos, desenvolvimento de tecnologias que possam ser aplicadas à realidade da sociedade brasileira e de medidas que estimulem a sociedade a fazer parte do processo de tratamento dos resíduos, gerando um impacto social e de responsabilidade ambiental. A etapa inicial do trabalho desenvolvido pelo projeto é o levantamento dos tipos de resíduos gerados pela população do campus para que sejam determinadas as áreas de atuação prioritárias para o desenvolvimento de soluções e vertentes tecnológicas. Após esta etapa, são determinadas divisões de desenvolvimento para cada grande grupo de resíduo do campus, posteriormente visando realidade industrial da região. Foi observado que a maior parte dos resíduos gerados eram de materiais recicláveis, seguido de materiais não recicláveis, assim como o observado em outras universidades, a maior divergência se deu na discrepância de material compostável recolhido.

Improvement of the learning and assessment of the practical component of a Process Dynamics and Control course for fourth year chemical engineering students

The focus of this work was to improve the learning and assessment of the practical component of the Process Dynamics and Control fourth year Chemical Engineering course at the University of KwaZulu-Natal in South Africa and consequently, the general performance in selected aspects of the course. The previous methods employed for the practical assessment of the course were based on out-dated experiments and software that students found difficulty working with and which are losing relevance in industry. New simulation-based practical experiments using ASPEN Plus® and ASPEN Dynamics® were developed and students were required to configure, commission and optimize advanced industrial process control schemes. Feedback from students and the instructor was documented and is reported. An increase in the general understanding of the module content for the aspects assessed in the new practical was observed, as quantified by an increase in the pass rate and average mark of the cohort regarding the selected aspects specifically, in comparison to previous years.

An examination of the role of spatial ability in the process of problem solving in chemical engineering

ABSTRACT Engineers often communicate with one another through drawings or sketches and understanding technical information through graphical representations is a skill necessary for engineering practice. Well-developed spatial skills are known to be important to understanding technical drawings and are therefore, important to success in engineering. Unfortunately, of all cognitive processes, spatial skills show robust gender differences, favouring males, which could contribute to the underrepresentation of women in engineering. In this research, we administered a test of spatial cognition to students enrolled in a common 3rd year course in chemical engineering . In a second session, students were given a set of 12 textbook problems from a prerequisite course to solve, to determine if there was a link between scores on a spatial instrument and the number and type of problems solved correctly. Both instruments were scored and statistical analyses were performed. A strong positive correlation (r = 0.59, p < 0.00001) between spatial skills test scores and the number of problems successfully solved by the students was found, confirming the link between spatial skills and engineering problem-solving. This paper describes the findings from this research, including identification of the type of problems where spatial skills appear to play a role.

Enhancing formative and self-assessment with video playback to improve critique skills in a titration laboratory

The rhetorical argument that laboratory courses are crucial for training skilled STEM practitioners is ill-evidenced in teaching practice. The arduous task of implementing instructor-led skill assessment in large-cohort courses and persistent student disengagement from its educative goals are some obstacles. This study emphasized the need to equip learners to self-assess technical skills, supported by explicit performance standards and objective evidence. It trials two interventions, a self-assessment (SA) checklist and a learner-recorded video, to examine how the combination impacts the appraisal ability and attitudes towards SA. The participants were from a first year chemistry course in a biotechnology and chemical engineering course. All the participants self-assessed titration competencies against a checklist, with about half assisted with a video replay. A video critique task showed a significant main effect by intervention. SA-with-video participants scored higher than SA-only participants and the control group. The additional video intervention did not produce any significant gains above SA alone. Qualitative analysis revealed that SA-with-video participants were more targeted in their critique responses. Video differences in attitudinal responses towards SA were not prominent. Selected SA items related to perceptions of the value of SA in skill improvement, and, as a future study strategy, goals and commitment of using SA for skill improvement, were associated with video exposure in the biotechnology course, or with the course in the video group. Improvements for future work are discussed.

Promoting student problem-identification skills via a Jeopardy-inspired game within the Renaissance Foundry

As societal challenges grow in complexity, it is important that engineers possess deep disciplinary knowledge, coupled with cross-disciplinary skills, to work within a multidimensional context to both identify and solve problems. The purpose of this paper is to describe an approach to innovation-driven learning that is focused on a Jeopardy®-inspired game embedded within a novel pedagogical framework (i.e., The Renaissance Foundry) and implemented in a senior level chemical engineering course in biotransport phenomena. Though the game is envisioned to serve multiple purposes, a major intention is that it can be used to aid students in identifying problems that might be encountered in the field of biotransport. Thus, the primary research question focuses on the relationship between the pedagogical approach and the problems identified and prototype solutions developed by student teams within the course. Data was collected from survey responses indicating whether projects were indirectly, directly, or not linked to Jeopardy categories. A Spearman correlation coefficient and Fisher’s Exact Test were calculated with the analysis indicating a moderate, statistically significant relationship between the game categories and projects. Student reflections were also collected and likewise suggested that a pedagogical approach including the game is useful in helping students identify and solve problems.

DISCRETIZATION AND ANALYSIS OF THE EVALUATION METHOD FOR DESIGN REPORTS

A fair and consistent evaluation of project reports is one of the most difficult tasks in a course. Even with the use of rubrics, subjectivity is still inherently dominant when assigning a level to each rubric criterion and can even vary between evaluators. By coding and commenting on each report, it is possible to discretize the evaluation into smaller components and to effectively quantify the errors. This would increase the objectification and fairness in the evaluation. This work focuses on the preliminary comparison of using a standard rubric, with analysis of report comments from 21 group reports of a 4th year chemical engineering course. It was found that there was some correlation between the final overall mark assigned through the rubric and the average number of errors per page. The discretization of comments into a quantifiable measure is a promising method to provide a more objective marking scheme.

STUDENT AND INSTRUCTOR SATISFACTION AND ENGAGEMENT WITH BLENDED LEARNING IN CHEMICAL ENGINEERING DESIGN

&#x0D; Abstract – The capstone Chemical Engineering Course&#x0D; was used to pilot blended learning as part of an ongoing&#x0D; digital learning initiative at the University of Alberta. A&#x0D; blended learning course structure was designed,&#x0D; implemented, evaluated, and redesigned using a&#x0D; Canadian Engineering Accreditation Board (CEAB)&#x0D; Graduate Attribute (GA) based continuous improvement&#x0D; process over a two-year pilot period. Graduate Attributes&#x0D; were measured using student self-assessments, instructor&#x0D; assessments, and through an arms length study on student&#x0D; engagement and satisfaction conducted with student&#x0D; cohorts. This contribution focuses on the results of&#x0D; independent interviews conducted with student cohorts&#x0D; during the pilot period, instructor interviews, and the data&#x0D; analysis of the student satisfaction and engagement&#x0D; surveys. Instructors were satisfied with the increased&#x0D; interaction with students during class time even with&#x0D; increased enrollment. Student satisfaction was higher for&#x0D; students with lower self reported GPAs, and student&#x0D; engagement improved in the second year of the pilot.&#x0D; Details of these and other outcomes are presented and&#x0D; discussed.&#x0D;

Novel Experimental Modules to Introduce Students to Nanoparticle Characterization in a Chemical Engineering Course.

The increasing industrial and biomedical applications of nanomaterials have enhanced the need to educate a well-trained nanotechnology workforce. This need has led to efforts to introduce hands-on, nanotechnology-based, experimental modules into high school or college-level courses in science or engineering. However, the majority of such efforts have focused on nanoparticle synthesis techniques, and an equally important aspect of working with nanomaterials, i.e. nanoparticle characterization, has received less attention. Herein, we report a series of nanoparticle characterization experiments, as part of a newly developed "Nano and Biointerfaces" course, to familiarize upper undergraduate students as well as graduate students in chemical engineering with nanoparticle characterization techniques. An inquiry-based approach was used in that the composition and properties of nanoparticles were not revealed to the students beforehand and students were asked to perform experiments to characterize nanoparticle composition, size, morphology, and surface area. The results of these experiments were compared with certificates of analysis for particles, provided by the vendor, and the differences in measured properties were discussed. Assessment was performed through evaluation of laboratory memos and presentations, a question in the end of semester final exam, and a student survey. The modular nature of these experiments allows for them to be implemented, with modifications as needed, in other higher education institutions, or in high schools, to familiarize students with nanoparticle characterization.

A Prelaboratory Framework Toward Integrating Theory and Utility Value with Laboratories: Student Perceptions on Learning and Motivation

Laboratory-based learning can be weakened by a lack of connection with underlying theory and limited contextualization to enhance motivation. To address these shortcomings, a framework for the development of web-based multimedia prelaboratory modules is proposed. The framework incorporates supportive information (content), utility value (context), multimedia design principles (design), and questions/explanatory feedback (formative assessment). On the basis of this framework, prelaboratory modules were developed for three second-year organic chemistry experiments in a chemical engineering course. Each module consists of a few short animation videos and a few questions. The videos include explanation of theories and justification for experimental procedures (supportive information), as well as explanation of utility value to increase student motivation. The effectiveness of the modules was assessed through multiple strategies including a survey with learningLaboratory-based learning can be weakened by a lack of connection with underlying theory and limited contextualization to enhance motivation. To address these shortcomings, a framework for the development of web-based multimedia prelaboratory modules is proposed. The framework incorporates supportive information (content), utility value (context), multimedia design principles (design), and questions/explanatory feedback (formative assessment). On the basis of this framework, prelaboratory modules were developed for three second-year organic chemistry experiments in a chemical engineering course. Each module consists of a few short animation videos and a few questions. The videos include explanation of theories and justification for experimental procedures (supportive information), as well as explanation of utility value to increase student motivation. The effectiveness of the modules was assessed through multiple strategies including a survey with learning and utility value/motivation constructs, student grades for the modules, time spent on the modules, and the number of times videos were watched. Students in general expressed positive views regarding the prelaboratory modules in terms of understanding and relating theory to procedures, and understanding the utility value of the material. Half of the students reported increased motivation as a result of understanding the utility value of the knowledge they acquired. Thus, prelaboratory exercises based on this framework may alleviate some of the educational challenges in undergraduate laboratories. and utility value/motivation constructs, student grades for the modules, time spent on the modules, and the number of times videos were watched. Students in general expressed positive views regarding the prelaboratory modules in terms of understanding and relating theory to procedures, and understanding the utility value of the material. Half of the students reported increased motivation as a result of understanding the utility value of the knowledge they acquired. Thus, prelaboratory exercises based on this framework may alleviate some of the educational challenges in undergraduate laboratories.

Gameq: Software for Teaching in Chemical Engineering

The use of gamification in chemical engineering is still scarce. This paper presents a gamification-base implementation applied to a chemical engineering course of SENAI CIMATEC University Center in Salvador State/Brazil. The technique is implemented in a game software called GAMEQ. The design of the gamification framework considers the sequence that a regular chemical engineer would follow that comes from access to the industry to the design and simulation of equipment. All these steps are accomplished using the game phase idea and the student is rewarded as he increases his level in the virtual industry. The results showed that the students considered this application positive and they demonstrated more interest in the course where the tool was used.