Departamento de Engenharia Química Rua Dr. Roberto Frias, S/N | 4200-­‐465  Porto|  Portugal lsre@fe.up.pt  

http://lsre.fe.up.pt

Teaching Product Engineering A.E. Rodrigues

Emeritus Professor

Laboratory of Separation and Reaction Engineering (LSRE)

Associate Laboratory LSRE/LCM

Department of Chemical Engineering,

Faculty of Engineering, University of Porto (FEUP)

CNaPPES, IPL, July 3,2015

OUTLINE  Context- Why a Product Engineering course?

 Objectives and audience  Methodology  Evaluation and Transferability

 Conclusions

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Chemical Engineering Evolution

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Chemical Engineering today ChE=M2P2E

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HISTORY

PRODUCT ENGINEERING COURSE Introduced in MIEQ/FEUP in 2008 following a change in the curriculum -  three branches in the second cycle (Process and Product

Engineering, Energy and Environment, Bioengineering) I taught the course from 2007/2008 until retirement (forced) in 2013 I had the help of Viviana Silva (now at BASF, Germany) until 2011 and Miguel Teixeira (now at IFF, Holland) in 2011/2013

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Response to the changing nature of jobs for Chemical Engineers

Why a course in Product Engineering?

Saraiva and Costa, ChERD, 2004 based on Cussler and Moggridge book

Product engineering course at MIEQ/FEUP

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Products & examples from LSRE

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Devices: Simulated Moving Bed

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Course Content

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Course information

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Two classes of 2 hour each in a weekly basis 14 weeks 56 hours contact time 189 h of work load 7 ECTS credits

Non-conventional teaching

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I just gave a couple of lectures to introduce the course content and justify its existence Students (30-40) of 4th year of MIEQ were divided in groups of 4 In one class each group presented one chapter of reference books; the discussion was made by other groups and myself In the other class of the week each group will present the progress of their projects

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Evaluation & Transferability

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Final exam 50% Weekly presentations 20% Report and Oral presentation of the project 30%

Limited to classes up to 50 students

Types of projects

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! !

Vanillin from kraft black liquor

Aletria com sabor a baunilha

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!

Conclusions:

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The future of the lecture

Traditional- John Calvin (1509-1564)

new version MOOCs (Massive Open Online Course)

Active – Socrates (469-399 BC) asks leading questions; then students develop ideas…

Flipped – Nancy Lape teacher of Thermodynamics at Harvey Mudd College taped lectures + classroom discussion

Lecture format: Cussler classification

Things didn’t change much….

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From Ed Cussler, Perspective, The future of the lecture, AIChEJ, 1472 (2015)

The teachable moment: Ed Cussler

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TRIZ

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The innovation triangle

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