Experiences with CDIO in an integrated Product and

Experiences with CDIO in an integrated Product- and Process Design Course Nicolas von Solms, Martin E. Vigild, Jan-Dierk Grunwaldt, Søren Kiil and Karsten H. Clement Department of Chemical and Biochemical Engineering, Technical University of Denmark, 2800 Kgs. Lyngby, Denmark

Outline • Introduction • What is Product Design? • What is Process Design? • How can CDIO help us teach/integrate these topics? • Experiences from 3 semesters of teaching • Future plans for the course

Introduction • All B. Eng. courses at DTU should follow CDIO • Product and Process Design final semester course for B. Eng. in Chemical Engineering • Final project should integrate curriculum with Reaction Engineering and Process Control • Process Design is a traditional chemical engineering capstone course done in teams (predates CDIO) • Product Design is a new, non-traditional course, where DTU has a strong focus • Individual evaluation is a requirement from the university • Courses at DTU taught in 4 -hour blocks (5 ECTS points). This course is 2 x 4 hour blocks (10 ECTS points) – all day on a Wednesday for 13 weeks

What is Product Design? For us (chemical engineers), products are items defined by their functionality rather than their composition. We can design/improve them using our chemical engineering skills A bulk chemical – we do this, but the stuff from L’Air Liquide is the same as the stuff from Air Products A bit more iffy – the composition is complex, but petrol from Shell is essentially the same as that from Total Definitely a product – not so much Chem E in it … or? A mobile phone battery is a product where Chem E skills could help

Products in Chemical Engineering

What is Process Design? Part 1. Overall process flowsheet – teams of 4 -5 Benzene Relatively low detail level Propene Cumene Benzene Propene Cumene PDIPB Benzene Propene PDIPB Design of a 100 000 tons/year plant producing cumene from benzene and propene

What is Process Design? Part 2. Individual design of major unit operations • Project defined by outcome of project 1 • All designs necessarily unique Reactor Heat Exchanger Distillation Column Part 3. Economic analysis of process (back in teams)

What is Process Design? Group 1 Group 2 Group 3 Group 4 Group 5 Project 1 Project 2 a Project 2 b Project 2 c Project 2 d Project 3 Students form informal groups cutting across the assigned groups …

Product vs. Process Design

How can CDIO help us teach/integrate these topics? 2. 1. CDIO The chemical standardengineering 3 – Integrated ”capstone” Curriculum design project has long embodied many CDIO principles: Pr Pr • Working in groups n tio g ac rin Re ee in g En es oc s es oc • Importance of interpersonal skills and communication s • Open-ended projects with ill-defined solutions ol tr n ig es n Co D Project which ”weaves” around disciplines

How can CDIO help us teach/integrate these topics? 2. CDIO standard 3 – Integrated Curriculum Reactor Distillation Column Process Design → Reaction Engineering Process Design → Process Control

How can CDIO help us teach/integrate these topics? 3. CDIO standard 7 – Integrated Learning Experience How does catalyst design influence our process?

How can CDIO help us teach/integrate these topics? 4. CDIO standard 6 – CDIO workspaces • Actually make and/or test a product in the innovation lab Hempel Student Innovation Lab at DTU Chemical Engineering 5. CDIO standard 8 – Active Learning • Actually make and/or test a product in the innovation lab • Simulate industrial process on a real industrial software tool 6. CDIO standard 9 – Enhancement of Faculty CDIO skills

Experiences from 3 semesters of the course What students liked • The interactive way the course is taught • The use of real-life software tools • The teaching method of lectures broken with problem-solving sessions • Working in groups • Focus on project work

Experiences from 3 semesters of the course What students liked less • Some students felt that the day became too long – especially in process design • Some felt that the product design was too open-ended • The connection between the two disciplines was lacking • Applying chemical engineering tools to products from daily life was a challenge for many students

Future of the Course • Actually implement the ideas in this presentation • Especially try to improve CDIO standard 7 – Integrated Learning Experience (i. e. closer integration of product and process design)