Chemical Engineering Course Design Reform Practice

Principles of Reform of Chemical Engineering Course Design and Practice Qiu Xiuzhong (College of Chemical and Environmental Engineering, Anhui University of Technology, Maanshan 243002, Anhui Province) Measures to cultivate students' innovative spirit and comprehensive quality, and to improve the quality of teaching in the course of Chemical Engineering curriculum design.

The Chemical Engineering Course is an important technical basic course for chemical engineering students. The principle of chemical engineering curriculum design is the engineering design work carried out independently by the students after the theoretical teaching of the course, and it is an important practical teaching link for cultivating the students' engineering quality. Through this link, students will have a preliminary grasp of the basic procedures and methods of chemical unit operation design, familiar with the technical data, national technical standards, the correct choice of formulas and data, the use of simple text and engineering language to correctly express the design ideas and results; In this process, students' scientific attitudes of seeking truth from facts are cultivated so that they can gradually establish correct design ideas, economic views, and rigorous and conscientious work styles, raising the ability of students to apply the learned knowledge comprehensively and independently solve practical engineering problems. To this end, under the direct organization and guidance of department heads, we conducted a series of reform attempts and achieved some results after years of practice.

First, to strengthen engineering practices and implement design serialization chemical design is a creative work. Designers must have a deep understanding of the characteristics of chemical production, the current state of chemical technology development at home and abroad, and have a certain degree of basic knowledge and skills in chemical engineering design. Based on theory and practice, using the correct design ideas and economic perspectives to guide the design, it is possible to independently undertake the design tasks of the project.

To this end, the department's leadership organization chemical industry and basic class teachers, mechanical professional teachers to discuss, from the mechanical drawing, chemical machinery basic design, chemical engineering curriculum design and chemical plant design practice links to make overall arrangements to strengthen the engineering practice, the implementation of design courses Serialization education. Such as the combination of mechanical drawing teaching arrangements for chemical equipment parts mapping, so that students master the basic knowledge of surveying and mapping; chemical machinery basic design topics for the design of chemical reactors, more close to the actual needs of chemical plant production, highlighting the characteristics of chemical machinery. Principles of chemical engineering curriculum design using coking plant distillation, absorption, extraction and other unit operations, students through the understanding of internship has a specific perceptual knowledge, understanding of the theory of chemical engineering courses in more in-depth understanding of the completion of course design tasks feel more handy.

The design of chemical plants is a design link that must be passed before graduation design of chemical engineering students. It is planned to make a relatively complete design of chemical workshops, which lays a solid foundation for the graduation practice of students.

Second, adjust the design time, enrich the design content In the past, the chemical engineering curriculum design was only selected as a unit operation of the monomer equipment, such as tube heat exchangers or distillation towers, and the schedule was one week, after deducting the lectures of teachers on the first day and The last day's reply requires students to thoroughly understand the design ideas within three days, collect information, demonstrate, calculate, draw, and make instructions. It is extremely difficult to complete tasks according to quality and quantity. In view of this situation, the design time of the chemical engineering principle was adjusted to two weeks in order to enrich the content of the chemical engineering curriculum design. We have designed different sections for coking plants for different specialties, such as crude benzene distillation for chemical process specialty and extraction of phenolic wastewater for fine chemicals. The students had enough time to digest and absorb the relevant theories, technical guidelines, and specifications relating to engineering design. They took time to think about it, completed each design step by step in quality and quantity, and eliminated the ills of past progress and copying. The expansion of design content includes a complete design of the work section. Students are required to complete program demonstrations for different technologies, equipment selection demonstrations, and process calculations. The main equipment structure design is performed based on calculation and production experience to determine the overall size of the equipment and the size and orientation of nozzles. It also requires the selection and calculation of auxiliary equipment, and finally draws the main equipment diagram and the process flow chart with control points. As a result, the students understand the operation of the unit more profoundly, have a better understanding of the relationship between the main equipment and auxiliary equipment in the actual production of the chemical plant, the configuration of the workshop piping, and better mention the engineering quality.

Third, the computer technology that intensifies the rapid development of the computer application has penetrated every department of the national economy, which puts forward more demanding requirements for students' computer application capabilities. Since the design time was extended to two weeks, students had more time to use the computer for design calculations and program demonstrations, use CAD drawings, and compile design specifications. This has played a good role in computer teaching. When students hold their own carefully designed, hand-made, beautifully framed design specifications, the joy of their feelings overflowing in words. Teachers also share the joy of harvest. Students drawing with AutoCAD software reflect that the actual training through computer graphics has enabled them to master drawing techniques such as frame settings, proportions and line type selection, text editing, dimensioning, and equipment, instrumentation, and tube fittings, which will help them adapt to future practical projects. New design requirements. However, we are also aware that computer graphics as a modern drawing tool is indeed a necessary basic skill for contemporary engineering and technical personnel. For beginners, it is very important to cultivate the basic skills of drawing, but it is also not allowed to use the ruler to draw drawings. The basic skills of training should recognize that this is the essential foundation for computer graphics. It is necessary to strengthen the cultivation of student's ability to read pictures, cultivate students' spatial imagination, and enable students to have strong ability to conceive sketches in order to enable them to carry out computer-aided design with ease.

(Editor Zhou Yunqing>