Amoco Computer Simulation in Chemical Engineering Education

Abstract

Computer simulation of a chemical plant can provide students with a different learning environment, where they can investigate and understand the plant by changing the values of variables and observing responses. The Amoco Computer Simulation Model is a computer-based simulation of the Amoco Resid Hydrotreater that has been used as the final assignment for the chemical engineering design course taken by third year students at the University of Canterbury. This project allowed students to further develop their problem solving skills, implementing some of the techniques taught earlier in the course. Students investigated the chemical process by gathering data, performing data analysis and validating their results on the pilot plant. A control strategy was developed and tested to simulate the start up of a single reactor, controlling the operating conditions manually to reach steady state, and then ceasing control of the system, noting time elapsed before automatic shut down after 40 hours. Another important aspect of the project was that students worked together in groups of three, which the majority of students enjoyed. A questionnaire administered at the end of the course measured student responses to this learning experience. Tests, before and after using the simulation, assessed the learning outcome, and showed a significant improvement.

Learning to program through interactive simulation

“…This has been especially the case for simulations, which can make dynamic properties of a program more explicit and reveal more causal interactions between components (Soloway, 1986). Simulation has rarely been paid attention to in programming research, even though it has been widely used and discussed in the teaching and learning of mathematics and science in general (de Jong & van Joolingen, 1998;Huppert et al ., 1998;Ronen & Eliahu, 2000;Akpan & Andre, 2000;Hargrave & Kenton, 2000;Mackenzie et al ., 2001). The use of simulation has been found to be helpful in enhancing students' motivation to stay on-task and in helping them to realize their misconceptions in the science curriculum (Ronen & Eliahu, 2000).…”

Enhancing the Learning of Fluid Mechanics Using Computer Simulations

“…Many others have been using computer simulations in teaching engineering over a wide range of courses [2][3][4]. Some studies have developed useful simulations of complex industrial systems (see Jayakumar et al [5], MacKenzie et al [6], and Wankat [7]), and some have even used real-time simulation (Svrcek et al [8]). Other studies have developed simulations of laboratory experiences, for example, Mosterman et al [9], Campbell et al [10], and Wiesner and Lan [11].…”

Retrospective perceptions and views of engineering students about physics and engineering practicals

“…A number of educators in the US (Freund et al 1994, Vanegas et al 1994, Egemen et al 1998), Europe (de Jong and van Joolingen 1998, Baillie and Percoco 2001, Australia (Lindsay et al 2009) and New Zealand (Mackenzie et al 2001) have used computer-assisted learning and simulations in science education and engineering courses, such as environmental engineering, industrial engineering and construction engineering. However, these studies did not give a comparative analysis between the hands-on approach and a computer-based learning approach.…”