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

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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Asynchronous Learning

Students can be located both with and outside the United States

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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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Asynchronous Learning Main Web Page

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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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Asynchronous Learning

The student progression for the asynchronous CRE course at the University of Michigan is shown below:

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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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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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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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Global vs. Sequential Learners

Neutral32%

Sequential53%

Global15%

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Active vs. Reflective

Reflective16%

Active38%Neutral

46%

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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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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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Lecture Outlines

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Lecture Notes

Include colored notes with audio clips, examples, and self-tests.

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Self Tests

Allow for practice and understanding of lecture material

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Kinetics Challenge I

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Venom kills within 30 minutes Antivenom is only known treatment

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Effects of Cobra Venom

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Effects of Cobra Venom

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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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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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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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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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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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Base Case: Polymath Input

Assumptions:

1. Body is a batch reactor2. Body is well-mixed

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Polymath Solution for the Base Case

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Polymath Solution for the Antivenom Case

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Hippo

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Potato

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Aerosol Reactors

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Oscillating Reactions

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Reactive Distillation

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Membrane Reactors

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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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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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Des Plaines River Wetlands

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Des Plaines River Wetlands

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Des Plaines River Wetlands

Corn Fields

Wetlands to degrade Atrazine

Des Plaines River

ProductsA 1k

→

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Des Plaines River Wetlands

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Modeling a Treatment Wetland as a simple PFR

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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 68HSF, 6/20/2003