School teaching and training solutions – Simulation software for chemical engineering majors

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Simulation is a technical science that involves conducting experiments and research using models that replace real objects or systems. Based on the model used, they are divided into two categories: physical simulation and digital simulation. Physical simulation uses physical models that are created by scaling down or enlarging real objects or systems according to certain proportions or rules as the subjects of experiments. Digital simulation is research conducted on a simulator, based on the laws of real objects or systems, after establishing a mathematical model. A mathematical model is a numerical description of the similar real-time dynamic characteristics that reflect the laws governing real objects or systems. Mathematical calculation methods developed manually include, commonly, the algebraic equation method, the differential equation method, and the state equation method. Compared to physical simulation, digital simulation offers greater flexibility, enabling experimental studies on vastly different characteristic models; it provides a very effective and cost-efficient means for the analysis and design of real objects or systems. Chemical process simulation mainly involves the simulation of chemical process operations in distributed control systems. It is mainly used for training operators of chemical production plants in the operational methods and skills required for starting up, shutting down equipment, and handling accidents. Simulation training enables operators to significantly improve their skill levels in a short period of time, and it represents an advanced modern training method. The application of simulation technology in teaching, especially in higher education, demonstrates even greater advantages. The goal of higher education is to enable students to acquire both professional theoretical knowledge and practical application skills. Higher education content includes both what one should know and what one should be able to do, and it comprises three stages: theoretical teaching, experimental teaching, and practical teaching. Integrating simulation technology with Computer-Assisted Instruction (CAI) in theoretical teaching can not only compensate for the shortcomings of face-to-face classroom instruction but also change the teaching approach that cannot accommodate individual differences among students in group settings. It uses a combination of text, images, audio, and video to complement those aspects of classroom teaching that are difficult to demonstrate, describe, or explain. Moreover, it can **improve the quality of classroom teaching and reduce teaching time** ； Its interactive use can greatly stimulate students’ interest in active participation and provide them with ample opportunities to take action. Using experimental simulation not only saves on experimental costs but also enables the achievement of certain functions and effects that are impossible to obtain through real experiments. Using experimental simulation not only saves on experimental costs but also enables the achievement of certain functions and effects that are impossible to obtain through real experiments. Actual* teaching focuses on the instruction of content that needs to be mastered. Practical teaching often requires students to go outside the school and learn at actual sites. There are increasingly serious problems in practical training in the field of industrial processes: firstly, actual industrial sites feature large-scale continuous production facilities that require steady and uninterrupted operation; as a result, students can only observe but not engage in hands-on work during such training, which prevents the achievement of effective practical learning outcomes ； Secondly, large-scale production facilities are becoming increasingly systematic and automated; students can only see the surface and overall picture, without being able to understand them in depth or in detail. And these problems can be well solved and supplemented using simulation technology. A simulation teaching system that closely mirrors actual production facilities is utilized, allowing students to learn about real production units without leaving campus and to carry out repeated operations hands-on. This enables them to gain a good understanding of actual production processes while also practicing and improving their professional skills through practical experience, thus integrating the theoretical knowledge they have acquired with real-world production. Additionally, simulation technology makes it possible to develop simulation teaching systems for different types of processes and production units, meeting the practical teaching needs of various specialties or different aspects within the same specialty. Teachers can also organize the specific content of these simulation lessons, helping students to understand different production units in a more comprehensive, detailed, and in-depth manner. The Yuandao simulation software uses a virtual reality 3D simulation system to simulate operators and virtual environments, enabling 3D simulation operations and training. It presents users with an environment that resembles that of a real factory, serving as a software platform for emergency response drills in enterprises, as well as a tool for on-site operation training and safety knowledge acquisition. This simulation software enhances the interaction between design, virtualization, and simulation, enabling digital virtual applications for products throughout their lifecycle – from conceptual design and digital modeling, through scheme evaluation and production prototyping, to marketing. It plays a vital role in helping companies improve development efficiency, strengthen their capabilities in data collection, analysis, and processing, reduce decision-making errors, and lower business risks.