An inverted classroom approach to educate MATLAB in chemical process control

Li, Xian‐Hua; Huang, Zuyi

doi:10.1016/j.ece.2016.08.001

Cited by 40 publications

(38 citation statements)

References 12 publications

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“…For example, Microsoft® Excel® can be utilised to solve systems of linear equations, perform statistical tests, act as a database for physical property information, numerically integrate and differentiate, handle problems involving ordinary and partial differential equations, carry out linear and nonlinear regression analysis, and tackle optimization problems (Billo, 2011;Law, 2013). Simulink, a graphical programming environment within MathWorks MATLAB, has been used to illustrate the simulation and tuning of process control loops in taught courses (Li and Huang, 2017;Love, 2007). Others have advocated the teaching of computer programming skills within chemical engineering courses, using languages such as Visual Basic for Applications (VBA) to extend the power of Microsoft® Excel® (Chambers, 2006;Wong and Barford, 2010) or by combining courses in structured programming and object-oriented programming to develop problem solving skills needed for Industry 4.0 (dos Santos et al, 2018).…”

Section: Use Of Software Toolsmentioning

confidence: 99%

New chemical engineering provision: Quality in diversity

Brown

Campbell

Belton

et al. 2019

Education for Chemical Engineers

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Section: Use Of Software Toolsmentioning

confidence: 99%

New chemical engineering provision: Quality in diversity

Brown

Campbell

Belton

et al. 2019

Education for Chemical Engineers

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“…Were Matlab skills limiting the learning of different transferable skills? Matlab is a justified choice of toolbox for this course, as a comparison with different software packages shows that Matlab excels in demonstrating multivariable iterative processes and has been verified to promote a deeper understanding of process-modelling techniques [42]. The course combines aspects of data science and computational modelling in a project-oriented manner, as suggested by Giabbanelli and Mago [43], to be the way forward in teaching computational science.…”

Section: Study Settingsmentioning

confidence: 99%

An Exploratory Study of the Learning of Transferable Skills in a Research-Oriented Intensive Course in Atmospheric Sciences

Ruuskanen¹,

Vehkamäki²,

Riuttanen³

et al. 2018

Sustainability

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Transferable skills, such as learning skills as well as oral and written communication skills, are needed by today’s experts. The learning of transferable skills was studied during a multidisciplinary two-week, research-oriented intensive course in atmospheric sciences. Students were assessed on their experience of learning data analysis, writing reports and articles, oral presentation, learning and teaching, as well as project and time management skills and the importance of learning these transferable skills in the beginning and at the end of the course. The learning outcomes were constructively aligned with the course and it supported the learning of transferable skills needed by researchers working with multidisciplinary research questions. The methods of teaching were group work, data analysis of real scientific questions and real scientific data, a few expert lectures, discussions with experts and peer-support, and the course evaluation that was based on the groups’ oral presentations and a written report. The groups consisted of seven to eight students and four to six assistants who were working side-by-side for the period of the course. Students considered data analysis, including the formulation of research questions, as the most important transferable skill of the course and stated that it was also what they learned the most. We conclude that the students felt that working with real scientific questions and data in multidisciplinary groups supports the learning of transferable skills. The findings suggest that the students may have learned transferable skills from peers, assistants, and teachers while working in small groups of students in different stages of their studies. The study was conducted from student feedback from one course only, but we have observed while organizing over 50 similar courses that working on real scientific questions and data in a multidisciplinary and multicultural course has been motivating for both the teachers and the students. We recommend this method to be used by research groups who are training the future generation of researchers and experts in atmospheric sciences and other fields.

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“…Moreover, a significant number of computer‐aided educational experiences by using mathematical software packages or programs, which were developed both commercially and individually by instructors, can be also found in the chemical engineering‐pedagogical field. Some illustrative examples are described below: (a) IPython software was applied for teaching kinetics of complex heterogeneously catalyzed reactions ; (b) DHXA software was used to teach transient analyses of shell‐and‐tube heat exchangers ; (c) a submerged membrane bioreactor simulator was built with a friendly interface ; (d) Chemical Workbench system was used for the simulation of a wide spectrum of physical and chemical phenomena ; (e) CHEMSIMUL simulator was applied for chemical kinetics ; (f) heterogeneous chemical kinetics at a gas‐surface interface was analyzed by CHEMKIN ; (g) XSEOS is an Excel add‐in for computer properties with thermodynamic model often used for teaching chemical engineering thermodynamics ; (h) Matlab is used for educating students in chemical process control , for the design of continuous contacting countercurrent unit operations and for solving chemical engineering problems using the arc‐length continuation method ; (i) polymath can be employed for both chemical equilibrium calculations and chemical reaction engineering (e.g., modeling isomerization of unsaturated fatty acid with catalyst deactivation) ; (j) MATHEMATICA was used to illustrate important aspects of nonlinear dynamics drawn from the chemical and biochemical engineering field and to estimate the parameters of several models that describe transient chemical engineering processes .…”

Section: Introductionmentioning

confidence: 99%

Using Mathcad to facilitate the design of chemical reactors involving multiple reactions

Cuadri

Martín‐Alfonso

Urbano

2019

Comp Applic In Engineering

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The pedagogy of teaching chemical reaction engineering is continually advancing through the use of new computational tools and, therefore, the integration of these new tools into the Chemical Engineering degree is challenging. This paper reports an educational experience dealing with the use of Mathcad software to complement and to facilitate the design of chemical reactors involving multiple reactions. A continuous stirred‐tank reactor taking place series reactions and two reactors (continuous stirred‐tank reactor or plug flow reactor) arranged in series involving parallel reactions were presented as case studies. This experience, which was carried out with the third‐year chemical engineering students enrolled in the chemical reactors course, revealed that Mathcad facilitates the understanding of the theoretical concepts related to multiple reactions and also reduces the complexity of mathematical calculation to a minimum. Thus, the use of this computer tool allows the teacher (a) to delve deeper into more issues related to the design of chemical reactors, and (b) to consider this tool perfectly useful for other courses corresponding to the Chemical Engineering degree.

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An inverted classroom approach to educate MATLAB in chemical process control

Cited by 40 publications

References 12 publications

New chemical engineering provision: Quality in diversity

New chemical engineering provision: Quality in diversity

An Exploratory Study of the Learning of Transferable Skills in a Research-Oriented Intensive Course in Atmospheric Sciences

Using Mathcad to facilitate the design of chemical reactors involving multiple reactions

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