Simulation Approach to Learning Polymer Science

Abstract

Traditional engineering textbooks are substantially limited by approaches relying on analytical solutions where most of the applications are described by differential equations without simple analytical solutions. An alternative is to design a textbook around computer-program-based simulations, where the simulations progressively evolve through the textbook with the complexity of the content. Simulations can solve more complex problems with immediate utility in practical applications, and these capabilities are able to achieve higher levels of Bloom’s Taxonomy with quiz-based methods that can be performed in a few minutes. By example, the polymer engineering topic of thermoset polymerization has a global market of tens of billions of dollars; yet, the textbook coverage of the subject is sparse due to the inability of simple analytical solutions to provide useful solutions to practical applications. This paper provides a foundation and approach for a simulation-based-learning textbook to cover the important topic of polymer engineering which will also bridge the gap between student and researcher. A questionnaire was passed to two groups of college students to identify their response to the simulation-based learning of the subject of polymer engineering. The majority of students recommended this method.

Reassessing Undergraduate Polymer Chemistry Laboratory Experiments for Virtual Learning Environments

“…Additionally, there are existing simulations for kinetics, viscosity measurements, and thermal properties that can be used for students to generate raw data for analysis purposes and develop an intuition for structure–property relationships by generating data influenced by student inputs. 100 − 103 …”

Simulating the Effects of Excluded-Volume Interactions in Polymer Solutions

“…This modeling approach extends the recent interest in implementing simulation-based learning for introducing polymer properties. 4 The limitation of this approach is shown by the midterm exam results. While students comprehended the computational model well, their ability to apply the analytical theory was limited.…”

“…Moreover, interactive, dynamic polymer models can elucidate the complexity of macromolecular behavior, especially if students are able to modify and build their code. 4 However, most texts on computational modeling of polymers are intended for the graduate level, and assume prior knowledge on the subject. 5 The purpose of this paper is thus to suggest a method for introducing polymer simulations to undergraduate level courses or laboratories.…”

Implementation of Modeling Tools for Teaching Biorefinery (Focused on Bioethanol Production) in Biochemical Engineering Courses: Dynamic Modeling of Batch, Semi-Batch, and Continuous Well-Stirred Bioreactors

“…When designing the questionnaires, a number scale was used for the answers, where they scored a total of 9 items on a scale of 1 (strongly disagree-absolutely no) to 5 (strongly agree-absolutely yes). The questionnaire was adapted from questionnaires provided in their works by Al-Moameri et al [27], Larrañeta [28], and Zhu et al [29]. Results of this questionnaire let to identify some key areas of the modeling-simulation classes that could be improved.…”