Loading...
3 results
Search Results
Now showing 1 - 3 of 3
- Designing experiments with Aspen HYSYS simulation to improve distillation systems: Insights from a chemical engineering coursePublication . João, Isabel; Silva, JoãoDesigning experiments by simulation with process simulators, e.g. Aspen HYSYS, can be very effective in the optimization of several chemical engineering systems. It is important to enhance students' skills highlighting the value of applying problem specific knowledge, simulation tools and sound statistical techniques. This paper addresses the use of Aspen HYSYS by Portuguese chemical engineering master students to model distillation systems together with statistical experimental design techniques in order to optimize the systems. The paper presents a procedure followed in two projects beginning with the selection of two case studies from the literature, which the goal is to further improve with the help of design of experiments. The paper presents the work developed by the students in order to model steady-state and dynamic processes and optimize the distillation systems emphasizing the benefits of the simulation tools and statistical techniques in helping the students learn how to learn. Students strengthened their domain specific knowledge and became motivated to rethink and improve chemical processes in their future chemical engineering profession. The main results and conclusions provide a strong incentive from the teachers' perspective to a wider use of this kind of procedure by chemical engineering master students.
- Designing Solutions by a Student Centred Approach: Integration of Chemical Process Simulation with Statistical Tools to Improve Distillation SystemsPublication . João, Isabel; Silva, JoãoProjects thematically focused on simulation and statistical techniques for designing and optimizing chemical processes can be helpful in chemical engineering education in order to meet the needs of engineers. We argue for the relevance of the projects to improve a student centred approach and boost higher order thinking skills. This paper addresses the use of Aspen HYSYS by Portuguese chemical engineering master students to model distillation systems together with statistical experimental design techniques in order to optimize the systems highlighting the value of applying problem specific knowledge, simulation tools and sound statistical techniques. The paper summarizes the work developed by the students in order to model steady-state processes, dynamic processes and optimize the distillation systems emphasizing the benefits of the simulation tools and statistical techniques in helping the students learn how to learn. Students strengthened their domain specific knowledge and became motivated to rethink and improve chemical processes in their future chemical engineering profession. We discuss the main advantages of the methodology from the students’ and teachers perspective.
- Student engagement with statistical design of experiments by active learning projectsPublication . João, Isabel; Silva, João M.This paper illustrates the use of design of experiments in an active learning environment in a new Master course in Quality and Environmental Engineering at a higher education institution in Portugal. The study took place in the unit of Advanced Techniques for Quality. The aim of this work is vto explain how in an active learning environment the students worked on projects designed to use fractional factorial designs in order to improve a system including the impact that the approach had on students. Twelve master students took part of the classroom projects. Three groups of students worked on projects, created and developed by them contributing to increase their commitment and enthusiasm. In a classroom session the students made a presentation and the results were discussed. Each group also produced a video with the planning and execution of the fractional factorial designs which was helpful to start the debate. The active learning approach required that the students developed their own projects and decide when and how to do the experiments. Taking the responsibility of their activities was very enriching forcing the students to think about the things they did and questioning some of their own decisions.