how we teach: chemical engineering thermodynamicsinnovative practices - approach •non-graded...
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How we teach: Chemical Engineering Thermodynamics
AIChE 2018
The AIChE presentation is the preliminary presentation of these results. For the “archival” version of results, please reference the forthcoming proceedings paper from ASEE 2019;
because that version of the results will incorporate any late survey responses, results may change slightly
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Overview
• Survey Results - Margot Vigeant
• Perspectives on Thermodynamics - Don Visco
• Audience participation & Discussion - Everyone! Facilitated by David Silverstein
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Survey Results - AIChE EdDiv Survey Committee Report
Kevin DahmLaura Ford
Christy WestLucas LandherrDavid SilversteinMargot Vigeant
The AIChE presentation is the preliminary presentation of these results. For the “archival” version of results, please reference the forthcoming proceedings paper
from ASEE 2019; because that version of the results will incorporate any late survey responses, results may change slightly
![Page 4: How we teach: Chemical Engineering ThermodynamicsInnovative Practices - Approach •Non-graded concept tests to start lectures •Mini-design project •Spiral curriculum that spreads](https://reader034.vdocuments.site/reader034/viewer/2022042215/5ebc9c7d272e37672c466ca6/html5/thumbnails/4.jpg)
Mission - AIChE EdDiv Survey Committee• The AIChE EdDiv Survey Committee is a volunteer group that seeks to
compile, analyze, and broadly share timely and comprehensive information with the chemical engineering community on the content, pedagogy, and implementation of undergraduate chemical engineering courses and curricula.
• The goal of our work is to enable more informed course and curriculum design throughout the chemical engineering community.
Active since 2008ALL past surveys
linked here!
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Previous Thermo Surveys
• 1973
• 1976
• 1982
• 1992 <—- Used for comparison here, where possible
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Department Demographics# Faculty / Instructors
0
6
12
18
24
30
0-5 6-10
11-15
16-20
21-25
26-30
31-35 35
+
Students
0
6
12
18
24
30
0-25
26-50
51-75
76-10
0
101-1
25
126-1
50
151-1
7517
5+
Thermo Class SizeGraduates / Yr
81 Programs Reporting
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Courses and Credits
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Courses
Total # PChem& Thermo
Courses
14%
25%
48%
11%2%
0 1 2 3 4 or More
PChem
4%7%
51%
38%0123 or More
ChemE Thermo
4%
57%
36%
4%
0123 or More
1992: 53% 1 course, 47% 2
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We like home cooking!• Only four respondents indicated they require a “thermodynamics” class
that is not “chemical engineering thermo” class
• (X2) “Students Take General Engineering Thermodynamics and then Chemical Engineering Thermodynamics”
• “Thermo 1 is through the dean of engineering, Thermo 2 is co-offered with materials thermodynamics, Thermo 1 is not a pre-req for Thermo 2 (unfortunately)”
• “General Thermo, then ChemE Thermo, then ChemE Thermo Lab (1 unit)”
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When is each course typically taken?
First/Only P-Chem First/Only Thermo
First Year 6 0
Second Year 11 54
Third Year 31 22
Fourth Year 1 0
1992: 85% in 3rd year
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How many credit hours does your CHE Thermo course(s) receive?
# Credits # Respondents % Respondents
3 38 46.9
4 (or 4.5) 20 24.7
6 20 24.7
7-9 3 3.7
1992: 76% were 3.0 hr courses, no lab
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Content
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Textbook8%5%
10%
10%
13%14%
39%Smith, van Ness, Abbott, & SwihartSandlerElliott & LiraDahm & ViscoKoretskyCengel, Boles, & KanogluOther
1992: Smith & van Ness 68%, Sandler 22%
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Thermo Fundamentals
0%
25%
50%
75%
100%
Firs
t Law
Seco
nd L
aw
1st &
2nd
to U
nit O
ps
Idea
l gas
law
Stea
m
Reve
rsib
ility
Max
wel
l's re
latio
ns
PChemENGR ThermoChemE Thermo IChemE Thermo IINot covered
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Cycles
0%
25%
50%
75%
100%
Carn
ot c
ycle
Carn
ot re
frige
rato
r
Pow
er c
ycle
s
Refri
gera
tion
cycl
es
PChemENGR ThermoChemE Thermo IChemE Thermo IINot covered
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More on cycles#
Prog
ram
s
0
15
30
45
60
Rankine OVC Otto Stirling Brayton Diesel
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Molecular Thermo & Models
0%
25%
50%
75%
100%
Fuga
city
Chem
ical
pot
entia
l
EOS
1 co
mp.
VLE
EOS
mul
ti-co
mp
VLE
Activ
ity m
odel
s
Parti
al m
olar
pro
perti
es
Stat
istic
al m
echa
nics
PChemENGR ThermoChemE Thermo IChemE Thermo IINot covered
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Other Equilibria & Phase Behavior
0%
25%
50%
75%
100%
Ioni
c co
mpo
unds
Polym
ers
Solid
s
LLE
Reac
tion
equi
libriu
m
PChemENGR ThermoChemE Thermo IChemE Thermo IINot covered
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Other topics covered• Three-phase systems or VLLE (2)
• Distillation columns or separations technology (2)
• Electrochemical equilibria (2)
• Supercritical fluids (1)
• Kinetic theory of gases (1)
• Complex reaction mechanisms (1)
• Surface tension (1)
• Quantum mechanics (1)
• Activity models use for describing the behavior of food (1)
• Inclusive teaming (1)
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What safety is included in ChE thermo courses?• Pressure calculations for sealed vessels • Flash point • Flammability limits • Emissions • BLEVE • SAChE certificates • Purging
Safety
26%
17%57%
NoYesMaybe
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ABET Assessments
# of
Pro
gram
s
0
6
12
18
24
30
Eval
uatio
n of
Info
rmat
ion
Env/
Pol
/ So
c
Com
mun
icat
ions
Safe
ty
Ethi
cs
Life
-long
Lea
rnin
g
Com
putin
g
Desig
n
Prof
essio
nalis
m
Tech
onl
y
Oth
er
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Process
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Assessment Types
• Project Types
• 1/3 computer-based
• 28% involve calculations too complex for a test/quiz
• 7% make videos
• 1/3 are 1-month to 1-semester long
% o
f Pro
gram
s
0%
20%
40%
60%
80%
100%
Test
s
Prob
lem
Set
s
Conc
ept Q
uest
ions
Qui
zzes
Proj
ects
Lab
Repo
rts
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Medium
# of
Pro
gram
s
0
16
32
48
64
80
Pape
r
e-Bo
ok
OER
(non
-edi
tabl
e)
OER
(edi
tabl
e)
Illega
l
Hom
emad
e
Required Type
67%
31%
3%Only e-bookOnly PaperMixed
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Computing
• “Other” = Software with book or homemade
% o
f Pro
gram
s
0%
20%
40%
60%
80%
100%
Spre
adsh
eets
Mat
lab
& Si
mila
r
CHEM
CAD
& Si
mila
rAS
PEN
Ther
mo
& Si
mila
r
Sim
ulat
ion
Oth
er
1992: 2/3 programs require computer use for homework 15% use a process simulator
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Instructional Settings
• Everyone teaches class
• Labs are primarily physical (one program reporting a mix of simulation and experiment)
% o
f Pro
gram
s
0%
20%
40%
60%
80%
100%
Clas
s
Lab
Rece
tatio
n
Stud
io
Oth
er
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Innovative Practice - Content• Created direct connection between thermodynamics course and
modeling/simulation course taught same semester • Environmental-oriented applications (Environ. Eng. are required to take
the course) • Combinatorial enumeration of states of simple lattice model to give
molecular description of entropy and from it other properties and driving forces for transport • Individual presentations about food production followed by community
service at food bank or urban farm, learning about food insecurity • Interactive study modules, available on www.LearnChemE.com • Build a Stirling engine • Process emphasis with spreadsheet and Aspen Plus
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Innovative Practices - Approach• Non-graded concept tests to start lectures • Mini-design project • Spiral curriculum that spreads classical and chemical
engineering thermodynamics over 4 7-week long courses • Coaching model with in-class problems • Wheel of Doom to choose students to call on in class • Flipped classroom of various types, with concept tests, peer
instruction, and group problem solving in class • Homework due every class period
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Conclusions
• Thermo - still core to the curriculum
• Computational emphasis
• Big Ideas: Energy/Entropy; property and equilibrium modeling (1 and multi-component)
• Reactions, solids, LLE, ions, electricity……