asynchronous learning of chemical reaction engineering · department of chemical engineering,...
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Asynchronous Learning of Chemical Reaction Engineering
Revitalization of Chemical Engineering Workshop III
June 12, 2003
H. Scott FoglerUniversity of Michigan
Department of Chemical EngineeringAnn Arbor, Michigan
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Department of Chemical Engineering, University of Michigan, Ann Arbor 2HSF, 6/20/2003
Introduction
Asynchronous Learning (AL) means that students learn at different times and locations. Asynchronous Learning is a part of Problem Based Learning because students are given a homework problem set to work on and they and they must then find and use the necessary learning resources to solve the problem.
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Department of Chemical Engineering, University of Michigan, Ann Arbor 3HSF, 6/20/2003
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Department of Chemical Engineering, University of Michigan, Ann Arbor 4HSF, 6/20/2003
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Department of Chemical Engineering, University of Michigan, Ann Arbor 5HSF, 6/20/2003
Asynchronous Learning
Students can be located both with and outside the United States
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Department of Chemical Engineering, University of Michigan, Ann Arbor 6HSF, 6/20/2003
Asynchronous Learning
ØWith increased focus on technology, AL is rapidly becoming an alternative to traditional lecture-based classes (synchronous learning).
Ø AL also has the advantage of accommodating students who are on a co-op assignment or who can not make it on a regular basis to lecture.
Ø Some feel that a better description of AL is Location Independent Learning (LIL)
Ø ChE 344, Chemical Reaction Engineering (CRE), is the first class offered asynchronously in the chemical engineering department at the University of Michigan.
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Department of Chemical Engineering, University of Michigan, Ann Arbor 7HSF, 6/20/2003
Asynchronous Learning Main Web Page
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Department of Chemical Engineering, University of Michigan, Ann Arbor 8HSF, 6/20/2003
CDROM/WEB Resources
l Chapter outlinesl Web modulesl Summer notes with audio notesl Equation derivationsl Self testsl Video Clipsl Living example problemsl FAQ’sl Interactive computer modules
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Department of Chemical Engineering, University of Michigan, Ann Arbor 9HSF, 6/20/2003
Asynchronous Learning
The student progression for the asynchronous CRE course at the University of Michigan is shown below:
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Department of Chemical Engineering, University of Michigan, Ann Arbor 10HSF, 6/20/2003
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Department of Chemical Engineering, University of Michigan, Ann Arbor 11HSF, 6/20/2003
Critical and Creative Thinking
lThinking critically is the process we use to reflect on, assess, and judge the assumptions underlying own and others’ ideas and actions.
lCreative thinking is the process we use to develop the ideas that are unique, useful, and worthy of further elaboration.
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Department of Chemical Engineering, University of Michigan, Ann Arbor 12HSF, 6/20/2003
Felder/Soloman’s Learning Style Inventory
l Active learners/Reflective learners
l Global learners/Sequential learners
l Visual learners/Verbal learners
l Sensing learners/Intuitive learners
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Department of Chemical Engineering, University of Michigan, Ann Arbor 13HSF, 6/20/2003
Learning Styles Explained
Global vs. Sequential learnersØ Global learners tend to learn in large jumps, absorbing
material almost randomly without seeing connections, and then suddenly “getting it”.
Ø Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one.
Active vs. Reflective learnersØ Active learners like to learn by doing or trying things
out in order to understand them.Ø Reflective learners like to learn by reflecting, trying to
understand things before experimenting with them.
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Department of Chemical Engineering, University of Michigan, Ann Arbor 14HSF, 6/20/2003
Global vs. Sequential Learners
Neutral32%
Sequential53%
Global15%
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Department of Chemical Engineering, University of Michigan, Ann Arbor 15HSF, 6/20/2003
Active vs. Reflective
Reflective16%
Active38%Neutral
46%
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Department of Chemical Engineering, University of Michigan, Ann Arbor 16HSF, 6/20/2003
How the CD ROM and Web Can Help Your Learning Style
l Activel Use all the hot buttons to interact with the materiall Use self tests as a good source of practice problemsl Use living example problems to change
settings/parameters and see the resultsl Review for exams using the ICM’s
l Reflectivel Self tests allow you to consider the answer before
seeing itl Use web modules to think about topics independently
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Department of Chemical Engineering, University of Michigan, Ann Arbor 17HSF, 6/20/2003
How the CD ROM and Web Can Help Your Learning Style
l Globall Use the summary lecture notes to get an overview of
each chapter on the CD and see the big picturel Review real world examples and pictures on the CDl Look at concepts outlined in the Interactive Computer
Modules (ICMs)
l Sequentiall Use the derive hot button to go through the derivations
in lecture notes on the webl Follow all derivations in the ICMs step by stepl Do all self-tests, audios, and examples as you progress
through the CD ROM lecture notes step by step.
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Department of Chemical Engineering, University of Michigan, Ann Arbor 18HSF, 6/20/2003
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Department of Chemical Engineering, University of Michigan, Ann Arbor 19HSF, 6/20/2003
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Department of Chemical Engineering, University of Michigan, Ann Arbor 20HSF, 6/20/2003
Lecture Outlines
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Department of Chemical Engineering, University of Michigan, Ann Arbor 21HSF, 6/20/2003
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Department of Chemical Engineering, University of Michigan, Ann Arbor 22HSF, 6/20/2003
Lecture Notes
Include colored notes with audio clips, examples, and self-tests.
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Department of Chemical Engineering, University of Michigan, Ann Arbor 23HSF, 6/20/2003
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Department of Chemical Engineering, University of Michigan, Ann Arbor 24HSF, 6/20/2003
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Department of Chemical Engineering, University of Michigan, Ann Arbor 25HSF, 6/20/2003
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Department of Chemical Engineering, University of Michigan, Ann Arbor 26HSF, 6/20/2003
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Department of Chemical Engineering, University of Michigan, Ann Arbor 27HSF, 6/20/2003
Self Tests
Allow for practice and understanding of lecture material
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Department of Chemical Engineering, University of Michigan, Ann Arbor 28HSF, 6/20/2003
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Department of Chemical Engineering, University of Michigan, Ann Arbor 29HSF, 6/20/2003
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Department of Chemical Engineering, University of Michigan, Ann Arbor 30HSF, 6/20/2003
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Department of Chemical Engineering, University of Michigan, Ann Arbor 31HSF, 6/20/2003
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Department of Chemical Engineering, University of Michigan, Ann Arbor 32HSF, 6/20/2003
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Department of Chemical Engineering, University of Michigan, Ann Arbor 33HSF, 6/20/2003
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Department of Chemical Engineering, University of Michigan, Ann Arbor 34HSF, 6/20/2003
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Department of Chemical Engineering, University of Michigan, Ann Arbor 35HSF, 6/20/2003
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Department of Chemical Engineering, University of Michigan, Ann Arbor 36HSF, 6/20/2003
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Department of Chemical Engineering, University of Michigan, Ann Arbor 37HSF, 6/20/2003
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Department of Chemical Engineering, University of Michigan, Ann Arbor 38HSF, 6/20/2003
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Department of Chemical Engineering, University of Michigan, Ann Arbor 39HSF, 6/20/2003
Kinetics Challenge I
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Department of Chemical Engineering, University of Michigan, Ann Arbor 40HSF, 6/20/2003
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Department of Chemical Engineering, University of Michigan, Ann Arbor 41HSF, 6/20/2003
Venom kills within 30 minutes Antivenom is only known treatment
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Department of Chemical Engineering, University of Michigan, Ann Arbor 42HSF, 6/20/2003
Effects of Cobra Venom
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Department of Chemical Engineering, University of Michigan, Ann Arbor 43HSF, 6/20/2003
Effects of Cobra Venom
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Department of Chemical Engineering, University of Michigan, Ann Arbor 44HSF, 6/20/2003
Cobra Venom Reactions
Adsorption of venom onto site:
S S
V
V
Adsorption of antivenom onto site:
S S
A
A
V + S VS Rate constant = kv
A + S AS Forward rate constant = kAReverse rate constant = k-A
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Department of Chemical Engineering, University of Michigan, Ann Arbor 45HSF, 6/20/2003
Cobra Venom Reactions
Reaction of venom with antivenom on site:
S S
V AV
Reaction of antivenom with venom on site:
S S
A
V + AS S + AV Rate constant = kSA
A + VS S + AV
A
AV
V
Rate constant = kSV
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Department of Chemical Engineering, University of Michigan, Ann Arbor 46HSF, 6/20/2003
Cobra Venom Reactions
Reaction of venom and antivenom in blood:
Removal of products and reactants from system:
V + A AV Rate constant = kP
V excreted
A excreted
VA excreted
Rate constant = k0V
Rate constant = k0A
Rate constant = k0P
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Department of Chemical Engineering, University of Michigan, Ann Arbor 47HSF, 6/20/2003
Rate Law and Material Balances contd.
Concentration of venom in the blood
−
−
+
−
=
body theleaving venomofion concentrat
reaction antivenom-by venom occupied being sites ofion concentrat
m with venoreacting are thatantivenomby covered
already sites offraction
by venom uncoveredbeing sites offraction
sites free ofion concentrat initial)(
dtCd V
( ) VOVAVPVSASAVSVSV CkCCkCfkCfkC
dtCd
−−−−= 0)(
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Department of Chemical Engineering, University of Michigan, Ann Arbor 48HSF, 6/20/2003
Rate Law and Material Balances contd.
Concentration of antivenom in the blood
−
−
−
+
+
−
=
body theleaving venomofion concentrat
reaction antivenom-by venom occupied being sites ofion concentrat
antivenom with reactingare that by venom covered
already sites offraction
sites free ofion concentrat initial
antivenomby uncoveredbeing sites offraction
antivenomby coveredbeing sites offraction
sites free ofion concentrat initial)(
dtCd A
( ) AOAAVPASVSVSAAASASA CkCCkCfkfkCfkC
dtCd
−−−+−= −0)(
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Department of Chemical Engineering, University of Michigan, Ann Arbor 49HSF, 6/20/2003
Base Case: Polymath Input
Assumptions:
1. Body is a batch reactor2. Body is well-mixed
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Department of Chemical Engineering, University of Michigan, Ann Arbor 50HSF, 6/20/2003
Polymath Solution for the Base Case
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Department of Chemical Engineering, University of Michigan, Ann Arbor 51HSF, 6/20/2003
Polymath Solution for the Antivenom Case
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Department of Chemical Engineering, University of Michigan, Ann Arbor 52HSF, 6/20/2003
Hippo
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Department of Chemical Engineering, University of Michigan, Ann Arbor 53HSF, 6/20/2003
Potato
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Department of Chemical Engineering, University of Michigan, Ann Arbor 54HSF, 6/20/2003
Aerosol Reactors
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Department of Chemical Engineering, University of Michigan, Ann Arbor 55HSF, 6/20/2003
Oscillating Reactions
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Department of Chemical Engineering, University of Michigan, Ann Arbor 56HSF, 6/20/2003
Reactive Distillation
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Department of Chemical Engineering, University of Michigan, Ann Arbor 57HSF, 6/20/2003
Membrane Reactors
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Department of Chemical Engineering, University of Michigan, Ann Arbor 58HSF, 6/20/2003
Creative Thinking
Elementary Principles of Chemical Processes, 3/e
- Felder and Rousseau
CREATIVITY EXERCISE
The costs of petroleum and natural gas have increased dramatically since the early 1970’s, and there is some question about their continued long-term availability. List as many alternative energy sources as you can think of, being as creative as you can, and then go back and suggest possible drawbacks to each one.
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Department of Chemical Engineering, University of Michigan, Ann Arbor 59HSF, 6/20/2003
Vehicles to Develop Creative Thinking Skills
“Thinking creatively is an active, purposeful, cognitive process we use to develop ideas that are unique, useful, and worthy of further elaboration.”
l Techniques to develop creative ideas
l Solving Open-Ended Problems (OEPs)
l Solving OEP enhanced home problems
l Learning how to choose open ended problems
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Department of Chemical Engineering, University of Michigan, Ann Arbor 60HSF, 6/20/2003
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Department of Chemical Engineering, University of Michigan, Ann Arbor 61HSF, 6/20/2003
Des Plaines River Wetlands
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Department of Chemical Engineering, University of Michigan, Ann Arbor 62HSF, 6/20/2003
Des Plaines River Wetlands
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Department of Chemical Engineering, University of Michigan, Ann Arbor 63HSF, 6/20/2003
Des Plaines River Wetlands
Corn Fields
Wetlands to degrade Atrazine
Des Plaines River
ProductsA 1k
→
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Department of Chemical Engineering, University of Michigan, Ann Arbor 64HSF, 6/20/2003
Des Plaines River Wetlands
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Department of Chemical Engineering, University of Michigan, Ann Arbor 65HSF, 6/20/2003
Modeling a Treatment Wetland as a simple PFR
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Department of Chemical Engineering, University of Michigan, Ann Arbor 66HSF, 6/20/2003
The EquationsWetlands
Mole Balance AA rdVdX
F −=0 (1)
Rate Law AA Ckr 1=− (2)
Stoichiometry m
ozWQ
ρυυ
**+= (3)
υ
0AA
FC = (4)
Combine
om
AA zWQ
XCC
υρ ***
1
)1(00
−
−= (5)
Solve
−−=
o
m
DWk
WQ
om
zWQzX
υυρ
υρ
***
**1
1
0
***
11)( (6)
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Department of Chemical Engineering, University of Michigan, Ann Arbor 67HSF, 6/20/2003
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Department of Chemical Engineering, University of Michigan, Ann Arbor 68HSF, 6/20/2003