Simulation-based guided explorations in process dynamics and control

TY - JOUR

T1 - Simulation-based guided explorations in process dynamics and control

AU - Staehle, Mary M.

AU - Ogunnaike, Babatunde A.

PY - 2014

Y1 - 2014

N2 - Industrial chemical processes are dynamic, in the sense that their variables are constantly changing with time; yet in most chemical engineering programs, the first and only course that focuses on dynamic behavior is Process Dynamics and Control (PD&C). In this single course, students are expected to acquire an understanding of dynamics (how processes change in time in response to perturbations), and to develop the skills for controlling dynamic chemical processes. The concepts in question are difficult to grasp from a textbook alone, neither are the required skills easy to acquire merely by solving math problems. At Rowan University, we have developed an active learning strategy for teaching PD&C that integrates seamlessly with class material and is conducive to a variety of learning styles. In this course, the students are required to complete an in-class active learning module each week. Each assignment begins with conceptual questions that help the students recall the theory underlying the topic and provide additional problem-solving practice. Next, the assignment presents a case study with sufficient information that the students are required to use to create a simulation of the process along with an appropriate control system, in MATLAB/SIMULINK. The simulations are then used to simulate and explore process responses to both prescribed and selfselected changes in controller parameters. This guided exploration approach is designed to enable students to develop a thorough understanding of the entire process of control system design, and students who have completed these modules indeed claim that these experiences have helped them build an intuition regarding how systems respond to changes and consequently how they are best controlled. In this paper, we describe these simulation-based guided explorations and their effect on student learning experience in PD&C at Rowan University.

AB - Industrial chemical processes are dynamic, in the sense that their variables are constantly changing with time; yet in most chemical engineering programs, the first and only course that focuses on dynamic behavior is Process Dynamics and Control (PD&C). In this single course, students are expected to acquire an understanding of dynamics (how processes change in time in response to perturbations), and to develop the skills for controlling dynamic chemical processes. The concepts in question are difficult to grasp from a textbook alone, neither are the required skills easy to acquire merely by solving math problems. At Rowan University, we have developed an active learning strategy for teaching PD&C that integrates seamlessly with class material and is conducive to a variety of learning styles. In this course, the students are required to complete an in-class active learning module each week. Each assignment begins with conceptual questions that help the students recall the theory underlying the topic and provide additional problem-solving practice. Next, the assignment presents a case study with sufficient information that the students are required to use to create a simulation of the process along with an appropriate control system, in MATLAB/SIMULINK. The simulations are then used to simulate and explore process responses to both prescribed and selfselected changes in controller parameters. This guided exploration approach is designed to enable students to develop a thorough understanding of the entire process of control system design, and students who have completed these modules indeed claim that these experiences have helped them build an intuition regarding how systems respond to changes and consequently how they are best controlled. In this paper, we describe these simulation-based guided explorations and their effect on student learning experience in PD&C at Rowan University.

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M3 - Conference article

SN - 2153-5965

JO - ASEE Annual Conference and Exposition, Conference Proceedings

JF - ASEE Annual Conference and Exposition, Conference Proceedings

T2 - 121st ASEE Annual Conference and Exposition: 360 Degrees of Engineering Education

Y2 - 15 June 2014 through 18 June 2014

ER -