The role of chemical engineering simulation operating systems in practical training

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With the rapid development of computer technology today, new challenges and requirements have arisen for vocational education and teaching, as well as new demands on the teaching methods employed by teachers. It is urgent to find ways to make traditional teaching content more vivid in order to stimulate students’ enthusiasm for professional courses. The emergence and application of chemical engineering simulation systems have transformed the concepts in chemical engineering vocational education. By simulating real chemical production processes, these systems provide students with an authentic production environment, thereby greatly enhancing their enthusiasm and initiative in learning. I. Applications of Chemical Engineering Simulation Systems in Teaching: The use of chemical engineering simulation systems in the teaching of chemical engineering principles. Chemical engineering principles is a fundamental course for students majoring in chemical engineering processes; every specialized course in this field relies on knowledge of chemical engineering principles. Practical training in these principles is one of the key elements in developing students’ engineering skills. At present, most of the practical training courses on chemical engineering principles offered in vocational colleges use the traditional group-based training approach. The main problem with this approach is that there are many students while the number of training facilities is relatively limited. Due to constraints related to space and equipment, it is difficult for students to carry out the training tasks independently. As a result, some students are unable to fully understand the characteristics and operations of the equipment during the training, and they cannot conduct thorough and detailed observations, recordings, and analyses of various phenomena that occur during the training ； Some, in an attempt to save effort, simply look at the practical exercises completed by other students and then copy their reports based on the data from their own group, rushing through the task in a careless manner and failing to achieve the desired results from the practical exercises. By using a simulation operating system for chemical engineering principles training, and taking into account the characteristics of the course, basic training activities such as centrifugal pump operation, level control, heat transfer in shell-and-tube exchangers, and distillation units are demonstrated virtually and through hands-on practice. These training exercises cover topics related to heat transfer, mass transfer, and momentum transfer in the chemical engineering principles course; they accurately simulate the dynamic behavior of these various training devices, as well as all the operations involved in starting up, shutting down, and handling accidents. Students acquire knowledge of chemical engineering principles and related training practices through interaction with an intuitive and user-friendly human-machine interface. The application of chemical engineering simulation systems in the teaching of chemical engineering processes. Chemical engineering processes is a core course in the chemical engineering program; it encompasses knowledge from areas such as principles of chemical engineering, chemical engineering automation instruments, and physical chemistry. The traditional teaching method involves instructors presenting the content according to the syllabus, while students memorize the process flows. Understanding of these processes occurs only during factory visits as part of practical training, where students passively listen to explanations from technical staff without the opportunity to operate the equipment themselves. The introduction of simulation technology into teaching can enable students to shift from a passive to an active role. Students can become familiar with the process flow through the illustrated DCS interface, and carry out operations according to the prescribed steps. For example, in the synthesis section, students learn about and operate ammonia synthesis on the simulation system, conducting a detailed analysis and setting of the process flow, dynamic parameters, and precautions. In particular, when normal control parameters change, the entire system is disrupted; to restore balance, operators need to have the ability to adapt, the skills to analyze and solve problems, as well as a comprehensive understanding of engineering principles. After such training, when they go to the actual production site, they gain a deeper understanding and awareness both of the equipment and systems and of how to control process parameters, which strengthens their engineering mindset. II. Application of Chemical Engineering Simulation Systems in Production Practice At present, large chemical enterprises also use DCS systems for their control systems. Through simulation-based teaching, students can understand the models of chemical production facilities without having to go to the factory; real process flows can be simulated, so that students do not feel unfamiliar when they are on-site. They can quickly grasp how to use the DCS system in the control room, as well as understand the instruments, switches, valves, various pumps, and their control parameters. Students generally agree that conducting simulation training before going to the factory for practical training yields good results. They also believe that simulating operations prior to the practical training helps students gain a better understanding of the production processes, equipment, instruments, and operating procedures; by seeing these processes and equipment in person, the effectiveness of the simulation-based teaching is further enhanced. The characteristics of simulation systems in actual production provide students with ample opportunities for hands-on practice; they can repeat tasks such as starting and stopping the machine, handling accidents, and operating it under normal conditions on the simulation system, which is difficult to achieve through actual on-site practice or visits ； High-quality simulation devices feature strong interactive capabilities, allowing students to define the types and quantities of equipment to be used through configuration software. This enables them to take an active role during the simulation process, resulting in outstanding practical outcomes ； The simulation system can provide special signals such as shutter settings, condition freezing, time scale settings, output modes, score evaluation, trend recording, alarm recording, and parameter settings, facilitating teachers in implementing various new teaching and training methods ； All the hardware devices on-site can be quickly configured on the simulator through the system, with the students becoming the main subjects of learning. Students can choose to study according to their own specific circumstances and any working status they are in* ； Simulation training is safe; students conducting accident drills using simulators are not at risk of physical harm. Therefore, the simulation training system represents the safest method for expanding students’ knowledge ； Save money. Since the simulation system is used in teaching, there is no material consumption, and it does not cause equipment damage or environmental pollution, **reducing various costs such as those for raw materials, equipment, and operation. III. Conclusion In summary, the introduction of the simulation teaching system has greatly enhanced students’ interest and enthusiasm for learning; their learning efficiency has improved significantly. It has also deepened their understanding of the manufacturing processes and equipment, strengthened their engineering awareness, and yielded notable results by enabling a better integration of theoretical knowledge with practical skills. To make dry theoretical teaching more vivid ； At the same time, the time students spend in factories is reduced relatively, which can help alleviate the issue of insufficient funding for schools. However, compared to simple course lectures, simulation-based teaching is more variable and harder to control, requiring teachers to have a thorough mastery of it. Teachers must first break free mentally from traditional teaching models, thoroughly understand this new teaching concept of simulation-based instruction, and continuously explore and innovate in the process of educational reform.