Recent Evolutions and Trends in the Use of Computer Aided Chemical Engineering for Educational Purposes at the University of Liège

Abstract

The present paper addresses the evolution and perspectives in the teaching of CAPE methods in the Department of Chemical Engineering at the University of Liège. The transition that happened in the 90ies with the arrival of commercial software is highlighted, as the learning outcomes evolved from the ability of building programs to solve chemical engineering problems towards the ability to use complex commercial software and to understand their limitations. Moreover, CAPE methods were extended to non-dedicated CAPE courses, which is illustrated here by the goals and challenges of their use in courses like "Reactor Engineering" and "Life Cycle Analysis". It was observed that students sometimes assume that CAPE softwares provide straightforward and trustworthy solutions without the need of understanding their mathematical bases and assumptions. Thus, solutions to make students aware of these limitations are proposed, including the creation of an integrated project focussing on complex multidisciplinary issues, evidencing the need for critical input from the operator.

Agile process systems engineering education: What to teach, and how to teach

“…The modules present in almost all undergraduate Chemical and Biochemical Engineering undergraduate curricula that have PSE content are the ubiquitous courses covering integrated process design, process dynamics and control, and often courses in process modeling, simulation, and process optimization. In some universities where the undergraduate program is not specifically focusing on Chemical Engineering (CE) but more generally on engineering, PSE courses may be only briefly introduced at undergraduate level, while most PSE modules are taught at postgraduate level (e.g., Léonard et al, 2017).…”

A Review on Explorations of the Oxygen Blast Furnace Process

“…[102] Finally, it should be noted that the TBF process has been developed for more than 200 years, whereas the OBF process only for about 50 years, with little activities in the 1990s and first years of the present century. Therefore, many potential difficulties in the OBF as well as in the auxiliary systems, such as top gas heating and CO 2 capture technology [127][128][129][130][131] must be solved in the future. Table 7.…”

“…Finally, it should be noted that the TBF process has been developed for more than 200 years, whereas the OBF process only for about 50 years, with little activities in the 1990s and first years of the present century. Therefore, many potential difficulties in the OBF as well as in the auxiliary systems, such as top gas heating and CO 2 capture technology [ 127–131 ] must be solved in the future. It is essential to pay due attention to solving both theoretical and practical difficulties of the OBF process to reach long‐term benefits, including suppressing CO 2 emissions and enhancing the productivity and material and energy efficiency of the ironmaking process.…”