A brief discussion on the application of chemical engineering simulation software in the teaching of chemical technology majors

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Modern chemical production is becoming increasingly highly centralized, continuous, and automated. The operating conditions are very strict, and the equipment is becoming more and more complex and expensive. If the operation is wrong, it will be extremely dangerous. Therefore, the operating level and operating skills of the personnel before taking up the job will directly affect the economic benefits and safe production of the enterprise. In view of the characteristics of the chemical industry involving some flammable, explosive, toxic gases and liquids as well as production safety, the traditional teaching model can no longer meet the requirements. Chemical simulation technology uses computers as tools and uses real-time dynamic mathematical models to replace real factories for teaching and learning. * It is a new technology that aims to quickly cultivate talented personnel with rich accident handling experience for enterprises under the conditions of no input of materials and no danger. Simulation training teaching allows students to get operational opportunities such as driving, parking and accident handling without entering the factory. Therefore, colleges and universities, technical schools and chemical plants all use simulation training software for on-the-job training in order to improve students' high professional application skills and achieve the purpose of cultivating technical and skilled talents. In 2016, our school introduced the chemical simulation technology of Qinhuangdao Yuandao Development Co., Ltd. for use in the "Chemical Unit Operation Training" and "Chemical Production Equipment Training" courses, and achieved good teaching results. 1. Chemical engineering simulation system simulation is an applied technical science that conducts experiments and research on models that replace real objects or systems. It is divided into two categories: physical simulation and digital simulation according to the model used. Chemical engineering simulation technology is a branch of system simulation technology. Its establishment must be based on the actual production process. It is based on the objects and system rules in the production device. It is a research method to establish a mathematical model to reproduce the process on the computer. It is used for the operating methods and operating skills training of chemical production device operators. It is an advanced and funny modern training method recognized by most chemical companies and vocational education departments. The simulation training room has a teacher station and multiple student stations, including simulation software for typical chemical units and production devices. The multi-functional teacher station issues operating instructions to the student stations and displays the students' operation results and scores. Students can skillfully complete operations such as cold start-up, parking and accident handling of units and production devices through the interface. The teacher understands the current operation situation of each student in great detail through the teacher's host computer. During classroom teaching, teachers and students operate the startup, normal operation, accident handling, and parking of typical units and production sections on simulation software to simulate the actual production process. Students understand the production and operation of production devices in a realistic operating environment. Theory and practice are integrated to achieve good training results. 2. The application of chemical engineering simulation in teaching 2.1. The application of unit simulation in the teaching of chemical engineering principles. Chemical engineering principles are a basic course and a compulsory course for the chemical technology major in secondary vocational schools. It is also an important part of the teaching of chemical engineering master control (intermediate) in our school's major. The knowledge of chemical engineering principles plays a supporting role in the chemical engineering professional courses. The practical training of chemical engineering principles cultivates students' practical ability, observation ability, comprehensive analysis and problem-solving ability. The current practical training course on chemical engineering principles in our school is a traditional group training. In this way, there are many students and relatively few devices. Coupled with the limitations of the venue and practical training devices, it is difficult for students to complete the training independently. Furthermore, some students lack a comprehensive understanding of the training purpose, device processes and steps before the practical training. As a result, they appear to be in a hurry when operating the device, and cannot observe, record and analyze the experimental data in a comprehensive and detailed manner. ； Even trying to save trouble, they just copied the report based on the data of the students in the same group and got through it. It was difficult to achieve the expected training effect and teaching purpose. The chemical engineering unit simulation teaching software used by our school covers fifteen units of centrifugal pumps, tube heat exchangers, liquid level control, tubular heating furnaces, distillation towers, absorption analysis, compressors, boilers, fixed bed reactors, sulfurized bed reactors, vacuum systems, tank areas, intermittent reactors, catalyst extraction, and CO2 compressors, including the "three transmissions and one reverse" in the chemical engineering principles course. It realistically simulates the driving, parking, accident handling and other operating processes of each typical device. Operating on a vivid and friendly human-machine interface, students not only master the knowledge of chemical engineering principles and practical training, but also stimulate learning. * Interest, closely integrates theoretical teaching with practice, and improves classroom teaching efficiency and teaching quality. 2.2. Application of chemical production device simulation in chemical process teaching Chemical process is the main course of the major. It is based on the basic knowledge, basic principles and basic technologies required for chemical process job operations. It uses typical chemical product production as an example to enable students to master the basic knowledge, principles and technologies of chemical production, laying the foundation for moving to production positions. In traditional teaching, the teacher is the main teacher and the students are supplemented. Students are required to memorize the process flow and practice in factory production. * During the tour, students were "walking around" to listen to the technical staff's explanations instead of being able to operate by themselves. Simulation technology was introduced to make students change from passive to active. Students follow the steps on the DCS screen with pictures, text, audio and video to familiarize themselves with the process, such as: In the methanol synthesis section, students understand and operate the process on the simulator, analyze and set its process flow, dynamic parameters and precautions in detail. Changes in normal control parameters will cause disturbances in the overall system. If the system is to be re-balanced, the operator needs to have certain adaptability, analysis and problem-solving abilities. After such repeated training, they can then go to the actual site for implementation. * , so that students will have a deep understanding and awareness of the understanding of equipment devices and the control of process indicators, and strengthen students' engineering awareness. In summary, in the teaching of chemical process majors, chemical engineering simulation software is used to intuitively display the equipment structure, operating principles, processes and equipment working conditions in chemical unit operations, and also vividly reproduce the process operating principles, process flow and generation process operations of chemical production equipment. Changed the static classroom and boring textbooks, increased the interest of classroom teaching, and effectively stimulated students' learning. * Interest has significantly improved the teaching effect of professional courses. At the same time, students' engineering awareness has been strengthened and their comprehensive professional abilities have been greatly improved.