Departamento de Engenharia Química Rua Dr. Roberto Frias, S/N | 4200465 Porto| Portugal [email protected]http://lsre.fe.up.pt Teaching Product Engineering A.E. Rodrigues Emeritus Professor Laboratory of Separation and Reaction Engineering (LSRE) Associate Laboratory LSRE/LCM Department of Chemical Engineering, Faculty of Engineering, University of Porto (FEUP) CNaPPES, IPL, July 3,2015
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Teaching Product Engineering - CNaPPES · Non-conventional teaching 12 I just gave a couple of lectures to introduce the course content and justify its existence Students (30-40)
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Departamento de Engenharia Química Rua Dr. Roberto Frias, S/N | 4200-‐465 Porto| Portugal [email protected]
http://lsre.fe.up.pt
Teaching Product Engineering A.E. Rodrigues
Emeritus Professor
Laboratory of Separation and Reaction Engineering (LSRE)
Associate Laboratory LSRE/LCM
Department of Chemical Engineering,
Faculty of Engineering, University of Porto (FEUP)
CNaPPES, IPL, July 3,2015
OUTLINE Context- Why a Product Engineering course?
Objectives and audience Methodology Evaluation and Transferability
Conclusions
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Chemical Engineering Evolution
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Chemical Engineering today ChE=M2P2E
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HISTORY
PRODUCT ENGINEERING COURSE Introduced in MIEQ/FEUP in 2008 following a change in the curriculum - three branches in the second cycle (Process and Product
Engineering, Energy and Environment, Bioengineering) I taught the course from 2007/2008 until retirement (forced) in 2013 I had the help of Viviana Silva (now at BASF, Germany) until 2011 and Miguel Teixeira (now at IFF, Holland) in 2011/2013
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Response to the changing nature of jobs for Chemical Engineers
Why a course in Product Engineering?
Saraiva and Costa, ChERD, 2004 based on Cussler and Moggridge book
Product engineering course at MIEQ/FEUP
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Products & examples from LSRE
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Devices: Simulated Moving Bed
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Course Content
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Course information
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Two classes of 2 hour each in a weekly basis 14 weeks 56 hours contact time 189 h of work load 7 ECTS credits
Non-conventional teaching
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I just gave a couple of lectures to introduce the course content and justify its existence Students (30-40) of 4th year of MIEQ were divided in groups of 4 In one class each group presented one chapter of reference books; the discussion was made by other groups and myself In the other class of the week each group will present the progress of their projects
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Evaluation & Transferability
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Final exam 50% Weekly presentations 20% Report and Oral presentation of the project 30%
Limited to classes up to 50 students
Types of projects
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! !
Vanillin from kraft black liquor
Aletria com sabor a baunilha
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!
Conclusions:
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The future of the lecture
Traditional- John Calvin (1509-1564)
new version MOOCs (Massive Open Online Course)
Active – Socrates (469-399 BC) asks leading questions; then students develop ideas…
Flipped – Nancy Lape teacher of Thermodynamics at Harvey Mudd College taped lectures + classroom discussion
Lecture format: Cussler classification
Things didn’t change much….
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From Ed Cussler, Perspective, The future of the lecture, AIChEJ, 1472 (2015)