The application of simulation technology in chemical engineering education

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Driven by the continuous advancement of computer technology, chemical process simulation technology has developed rapidly, and chemical process simulation software has become increasingly sophisticated. However, chemical engineering simulation research and teaching in some institutions in our country are rather lagging behind; relevant courses are only offered in a small number of engineering schools, which makes it difficult to achieve the goal of cultivating innovative talents in these institutions. To this end, it is extremely urgent to establish chemical engineering simulation laboratories to promote research and teaching in chemical engineering technologies, as well as to continuously improve the teaching materials related to chemical engineering simulation. I. Overview of Chemical Process Simulation Technology Teaching simulation in chemical engineering is nothing other than chemical process simulation technology. This technology is based on the laws governing chemical processes; it involves creating mathematical models to enable the reproduction of these processes on computers. Operations in the chemical industry, such as production processes, the use of centrifugal pumps, and processes involving absorption, evaporation, and heat exchange, can be replicated using chemical simulation software. This allows chemical industry professionals to acquire operational skills and understand process knowledge in a realistic environment. The Chemical Engineering Simulation Laboratory is aimed at students majoring in chemical engineering and chemistry; it is a virtual laboratory that utilizes computer technology as a medium to carry out research and teaching activities related to chemical engineering simulations, experimental simulations, and data analysis of experiments. Chemical process simulation technology essentially involves using a computer-based simulation system to recreate chemical processes, thereby mimicking the control system environments and chemical production operations found in real life. Based on this, processes such as accident handling, emergency shutdown, normal operation, and restart can be carried out, allowing students to feel as if they are part of those processes and learn the specific operations involved in chemical processes. Simulation software enables the virtual operation of instruments, equipment, and devices on a computer, and the experimental equipment simulated in such software helps students gain a deeper understanding of actual experimental setups. II. The necessity of implementing chemical engineering simulation systems in teaching practices. First, the funding for experiments in some institutions is extremely limited, which hinders the development of students’ practical skills. Through the simulation training system, the problems of insufficient experimental funding and the inability of students to carry out hands-on operations have been effectively resolved. Secondly, at present, the experimental courses offered by institutions are conducted in group form, which is affected by factors such as teaching staff, experimental equipment, class time, and available space; as a result, it is difficult for students to carry out experiments on their own, leading to a formalistic approach to these courses. Implementing simulation-based experimental teaching can effectively address this issue. Third, since it is a simulated operation, reliability and safety are high, so students experience no psychological pressure during the process. In chemical production, there are numerous equipment and pipelines, the processes are complex, and the production process is highly continuous. If traditional chemical experiments are carried out, errors may occur, which could damage the equipment or even lead to safety accidents. In simulation-based teaching, the software can provide feedback in response to students’ incorrect operations, preventing any safety incidents. In addition to normal operation as well as starting and stopping, the chemical process simulation system allows students or teachers to manually introduce faults and simulate their effects, thereby fostering students’ ability to analyze and solve problems. Fourthly, through chemical engineering simulation teaching, students can observe the entire process of chemical production without having to go to a factory. They can operate independently using the knowledge provided in the textbooks, thereby integrating theory with practice and improving the quality of education. III. Application of Chemical Engineering Simulation Technology in Chemical Engineering Education 1. Application of Chemical Engineering Simulation Technology in Instrumental Analysis Teaching Instrumental analysis is a required course for students majoring in chemical engineering and chemistry; it is a method used to determine the chemical structure, state, and composition of substances, as well as to carry out quality control and scientific research. Furthermore, through instrumental analysis, it is possible to determine the selectivity and yield of certain complex chemical reactions. The traditional teaching approach involves the presentation of course materials along with explanations by the teacher. However, class time is very limited, making it difficult for students to memorize and understand the operating methods and principles of these instruments. Especially in the case of some precision instruments such as fluorescence analyzers, infrared spectrometers, and ultraviolet analyzers, students lack the opportunity to practice hands-on, which hinders their ability to learn how to use these instruments and understand their working principles. Through the instrumental analysis simulation system, students can gain a clear understanding of the internal structure of instruments, and simulate the entire process of instrumental analysis. This not only facilitates teaching by instructors but also enables students to effectively master the characteristics and usage methods of such instruments. Of course, simulation cannot completely replace the actual site; students must go to the site in person to see the complex production processes and large-scale chemical equipment. Currently, DCS systems are control systems used in various chemical manufacturing enterprises. Students can quickly master these control systems, understand and grasp the process flows swiftly, and combine site visits with simulations to achieve better results with less effort. 2. Application of simulation technology in the teaching of chemical engineering processes. The core course in the chemical engineering program is chemical engineering processes, which encompasses knowledge from areas such as chemical engineering design, instrument automation, chemical engineering thermodynamics, and fundamental principles of chemistry. By studying chemical engineering processes, students need to apply basic chemical engineering knowledge to learn fundamental methods of heat and mass balance, understand major equipment, process flows, production methods, as well as the principles underlying chemical processes. Generally speaking, teachers use a lecturing approach, forcing students to memorize certain manufacturing processes by rote, which causes students to lose interest in learning. The chemical engineering simulation course can effectively stimulate students’ enthusiasm for learning; they can operate various process flows on the DCS interface and modify the operational parameters at will in order to explore the most optimal process conditions and routes. To achieve more satisfactory simulation results, students can start with basic chemical unit operations, proceed to advanced control of chemical processes and dynamic simulation of such processes, and finally carry out optimized simulations of these processes. For example, in the case of filtration operations, students should first conduct simulation tests to become familiar with the operational procedures, dynamic parameters, and process flow before carrying out the actual experiments, thereby achieving better results. By conducting simulation before going to the actual site, it is possible to gain a deeper understanding of process parameter control and equipment. In summary, the use of simulation technology in chemical engineering education can boost students’ enthusiasm, improve their practical skills, and help them to better understand the relevant teaching content.