The Practice and Discussion of Computer Simulation in Higher Chemical Engineering Teaching Reform

Practice and Discussion on Computer Simulation of Higher Chemical Engineering Teaching Reform in 2003 by Dr. Yang Deming and Lin Xiping (Department of Chemical Engineering, Jiangsu University of Technology, Changzhou 213016, Jiangsu, China) The development of the chemical unit operation was combined with the characteristics of our school. The simulation teaching software of the production process of the chemical process, and the introduction of the new teaching concept of simulation teaching into the engineering practice teaching of the students, and achieved good teaching results.

Computer simulation; teaching reform; the rapid development of engineering practice computer technology, put forward new requirements and challenges for higher education and teaching. Higher chemical education should also change teaching and education concepts, adopt new education modes and teaching methods, apply computer simulation techniques to chemical engineering and other teaching, simulate real chemical processes, and give students a real chemical production environment to mobilize students. The enthusiasm for learning makes their learning process and learning methods more personalized, which not only improves the learning efficiency, but also optimizes the teaching process of experimental and practical aspects of chemical engineering. It is helpful for the development of students’ comprehensive ability and the practical operation skills of chemical industry. .

Simulation teaching is based on simulation technology, simulation machine as a tool, using a real-time dynamic mathematical model to replace the real device for teaching a new teaching philosophy. We used computer simulation technology in the "Chemical Principle Experiment" course and chemical engineering students' "chemical production practice", designed and developed a general simulation platform, and produced chemical simulation teaching software for students' experiments in chemical engineering and chemical production practice. Sex teaching, this article plans to make a summary and discussion of this work.

First, an important part of the practice of chemical engineering experiment simulation teaching is also an independent basic course. For engineering students in chemical engineering, the training of engineering concepts is very important. The "Chemical Principle Experiment" is close to the scale of the pilot plant, and it is closer to the production of Yang Deming (1966-) than males, associate professors and PhD students.

Actually, it can be said that "Chemical Principle Experiment" is one of the important links in cultivating students' engineering ability.

After the expansion of enrollment in universities, there are more students and less experimental facilities. This makes it impossible for every student to have the opportunity to practice, operate, and observe every aspect of the experiment, so it is difficult to ask every student to A good understanding of the characteristics of the device. In addition, because the students did not prepare well before the experiment, the purpose of the experiment, the flow of the device, and the operation steps were not very clear. As a result, when the device was operated, it was in a hurry, and some experimental phenomena could not be fully and meticulously studied. Observe, record, and analyze; some even greedy and save trouble, transcribe experimental reports after class, and rush to engage, so it is impossible to achieve the desired experimental results. All these can be reflected from the usual questions, experimental reports, and examinations of experimental courses. In order to make each student have a comprehensive understanding of the purpose of the experiment, the characteristics of the device, and the operation steps, etc. before the device is installed.

We use the Foxpro's I/A real-time control system to develop the “Chemical Principle Experiment” teaching simulation software under the Windows environment and combining the features of “Chemical Principle Experiment”. The simulation teaching software developed covers six basic experiments of fluid flow, centrifugal pump operation, heat transfer of the casing heat exchanger, solid air drying, gas absorption of packed towers, and liquid distillation. These experiments cover chemical engineering. Heat transfer, mass transfer and momentum transfer. The software can realistically simulate the dynamic characteristics of the above experimental devices and start and stop the operation process. The simulation experiment system is based on the powerful DCS function of the Department of Education Ministry of World Bank Loans for Higher Education Teaching Reform (Project Number: 1282B12121) in the 21st century. The man-machine interface, the perfect configuration function, can also configure all kinds of complicated relations to each link. Students have a wider range of choices, can conduct experiments according to their own conditions, and save a lot of time required for data processing. The software can directly display the calculation results, and save the results in a log file for easy viewing. Proofreading. Experiments are performed using teaching functions such as frozen freeze, traceback, storage and loading, and display acceleration and slowdown. The experimental results are analyzed to provide a good simulation environment for students to fully understand experimental principles, operation methods, and device characteristics.

The software has been applied to the teaching of chemical engineering experiments in 12 chemical classes and 5 professional students. Before the actual device operation, students first simulated operation on the simulator to understand the flow of operating procedures, dynamic characteristics and operation and other matters needing attention, teaching effect is remarkable. Judging from the students’ proficiency in the operation of the real device, examinations, and written tests, the experimental scores have been more prominent than in the previous sessions (without simulation teaching). These conditions show that after the introduction of the experimental teaching simulation system as an advanced teaching method, it has created better conditions for giving full play to the leading role of the teacher and the students' effective action, thereby effectively improving the teaching effect. The software received unanimous praise during the expert evaluation of the "Chemical Principle Experiment" key course.

Second, the simulation aids the practice of chemical production practice teaching Before simulation internship technology has not yet appeared, the school can only go the next factory internship. Because the factory takes care of safety and efficiency, students are generally not allowed to operate. Therefore, the internship effect of the factory is generally not good. In addition, due to tight funding, it is difficult for the school to bear a large number of internship expenses. Difficulties in student internships and poor internships have become a universal issue that has long plagued schools in running schools. Simulation internships can enable students to get the opportunity to drive, stop, and handle accidents without entering the factory. It can be said that simulation internship technology is the best choice and ideal method to solve the above problems. At present, the simulation practice technology has become an internationally recognized and highly effective modern teaching method.

In combination with the school's characteristics and students' training objectives, namely the project, we have developed some typical petrochemical production equipment simulation internship systems using LabVIEW software and graphic programming technology, such as the simulation of *800,000 tons/year diesel hydrocracking unit. Internship software, and supporting the preparation of the simulation operation handout.The development of the simulation practice system has working condition selection, state recovery and memory, accident setting, timing selection of simulation, parameter setting, process variable display, regulator parameters (PID) setting, etc. Simulation function.

In order to strengthen the teaching effect of simulation internship, we adopted the teaching method of simulation training after the first factory internship. For students who have never seen a real chemical process, it is necessary to go to the factory for a short-term understanding of the internship before the simulation practice. Through understanding the facts, you can understand the structural characteristics of various chemical unit equipment, the spatial geometry, the composition of the process, the composition of the control system, the direction of the pipeline, the size and location of the valve, and so on, so that students can establish a complete, real chemical Process concept. Then, on the basis of knowing the internship, familiarizing with the process, and starting and stopping procedures in the next factory, we will enter the simulation training stage. In order to achieve a better simulation internship effect, we begin with the operation of common typical chemical units, followed by operation practice at the station level, and finally open, stop, and simulate accidents for large complex industrial processes.

For the complex full-process simulation internship, in order to improve the simulation internship effect, we use the teaching method to enable the students to simulate the process flow of the internship object, including the equipment position number, test control point number, and normal operating conditions. The process parameters range, the principle of the control system, the role of valves and operating points, as well as the knowledge of opening and stopping procedures, etc., have a detailed understanding. If necessary, take a written flowchart to fill in the blanks to test the quiz so that you can understand the student's mastery of the process. Practice has proved that if you do not start the simulation practice directly without the above content, the student will not be able to start. The teacher will face a lot of questions from the students and be overwhelmed. It will not achieve the expected teaching effect.

After two sessions of students' first practice and post-emulation practice, we felt that the teaching effect was significantly improved. On the one hand, because the simulation practice is required after the end of the internship, the student must have a deep understanding and comprehensive mastery of the internship during the internship at the next factory, thus prompting him to use the opportunity of the next plant to the process. A thorough and in-depth understanding of the processes, installations' operating procedures, accident handling methods, etc., which in itself has achieved the purpose of factory internships. On the other hand, after the students return to the factory, they will perform simulation exercises on the simulator. This will enable students to better understand the operating principles of the chemical process system, exercise the students' ability to drive, stop and handle accidents in the chemical plant, and better master the adjustments. The basic operating skills of the device, and then familiar with the on-line tuning of PID parameters, so as to master the operation of the complex control system and adjust the technology, improve the analysis and decision-making ability of the dynamic operation of complex chemical processes, so that students really grasp the characteristics and basic operation of the chemical process skill.

Third, the chemical simulation teaching discussion 1 teaching theory and practice show that: in a specific teaching process, all kinds of teaching methods have their own strengths, but also have their limitations in computer simulation in the higher chemical teaching reform practice and discussion . Only by properly and effectively combining all kinds of teaching methods can we receive the best teaching results. Excessive reliance on or neglect of a certain teaching method will have an adverse effect on the teaching effect. As an advanced experimental (practicing) teaching method, computer simulation technology is organically combined with other theoretical teaching links and experimental (practicing) operation links. It is a practice that has no ready-made experience and needs to be explored in practice. Question. How to give full play to the strengths of the simulation teaching system, the author felt in the teaching practice, the dynamic demonstration of the simulation system in experimental principles and experimental procedures, the designability of experimental parameters, the interaction of teaching and learning, and the evaluability of the exercises and the experimental summary Other aspects have the effect that is difficult to achieve in a typical classroom presentation. In the course of clarifying the physical meaning of the experiment, analyzing the experimental phenomena, and the difficulties in the experiment, the tips of the lesson, etc., the general effect of the lecture will be better. Specific to an experiment, how to combine the two must be specifically analyzed. Therefore, the teacher is required to fully grasp all the information of the experiments performed in the simulation system before class, understand the design ideas of the software, and design the best combination according to the different conditions of the experiment. It is particularly important to teach in a targeted manner.

2. As we all know, the traditional teaching method is "teachers speak, students remember". This teaching method has not yet fundamentally changed. The process of human acceptance of knowledge is a multi-channel integrated process. These channels mainly include sensory channels, motion channels, and thinking channels. Traditional teaching methods only use less channels, such as visual and auditory, so teaching efficiency is not high. Simulation training is a multi-channel integrated teaching method. The students are placed in the simulation environment and can fully mobilize the learning function of the sensory channel, the movement channel, and the thinking channel. The efficiency of receiving knowledge is significantly improved. In addition, the simulation training system is an environment that can give full play to the students’ sense of creativity. Students can self-learn without a teacher, and repeatedly experiment with self-designed driving plans, parking plans, and accident elimination programs. Therefore, the simulation training can be repeated until the learned knowledge (on page 96) library, student apartments, canteens, teaching staff quarters to increase the cultural facilities, beautify the campus environment, create and improve a good educational environment.

(2) Establish and improve the quality assurance system: Optimize the allocation of school resources, strengthen the construction of teaching staff, reform curriculum and teaching methods, promote modern education methods, pay attention to the construction of campus culture, improve teaching management, and provide service levels.

(3) Improve quality management and monitoring systems: Give full play to the role of supervisors, counselors, head teachers, and class cadres, strengthen supervision and control over teaching, ensure the quality of teaching, reform examination methods and examination modes, and establish information collection and innovation. heart.

3. Simulation training has special effects for students to understand the dynamic characteristics of the process and control system of the chemical process and to improve the operation and control of the process. This ability to run, adjust and control reflects the level of students’ use of theoretical knowledge to solve practical problems. Therefore, simulation training is a new type of teaching method that uses high-tech means to strengthen students' mastery of knowledge and theory in connection with reality. With the advent of the information age, simulation technology has become an important means of reforming traditional teaching methods for thousands of years.

4. In practice, we also feel that the following factors have a greater impact on the effectiveness of simulation teaching. The first is the degree of intelligent development of the simulation system. The simulation system is intuitionistic and comprehensive in the simulation of experimental phenomena, the self-consciousness, simplicity, and image of the operation, various difficulties and problems in the experiment, and the experimental procedures. The level of development of fault-tolerance and comprehensive error correction prompts will directly affect the quality of teaching. This requires the continuous improvement, upgrading and improvement of simulation teaching system in teaching practice. Secondly, it is the combination of hardware conditions and other external conditions. If a part of the real running equipment is added to the simulation machine, the entire simulation experiment (practice) process of the students can combine the real process with the simulation operation organically, and no doubt will be received. To better results. Again, with the aid of multimedia technology, multimedia simulation software is further developed on the basis of the simulation system, so that the interaction between teaching and learning will be greatly improved, and the student's learning initiative will be better played.

5. The teacher's emphasis. The introduction of the simulation teaching system, like many other education reform measures, is difficult to achieve in the short term, and the teacher's workload for teaching has become more tedious and difficult to grasp than the simple classroom instruction. Therefore, teachers must first break through the previous teaching mode of thinking, seriously grasp the new teaching concept of simulation teaching, and constantly innovate and explore in the teaching reform.

Feedback mechanism to grasp teaching dynamics in time = (4) Establish a periodical assessment system for on-campus teaching quality, formulate reasonable and standard quality assessment standards according to the actual conditions of the school, and conduct an assessment on each major each year to promote professional development and overall school development. .

The talents cultivated in popular education and other education must all accept the final inspection of the job market. The quality of personnel training reflects the level of education in schools. Only by steadfastly carrying out educational reforms such as swearing through education and running schools in accordance with the laws of education can we cultivate a full range of qualities. Professional workers with strong innovative ability.