Preface

Chapter 7 **Evaluation of Solution Thermodynamic Properties of Mixed**

Chapter 8 **Azeotropy: A Limiting Factor in Separation Operations in**

**Modeling and Simulation on Binary Solutions of**

Raúl Rios, Adriel Sosa, Luis Fernández and Juan Ortega

Achsah Rajendran Startha Christabel, Danish John Paul Mark Reji

**Chemical Engineering - Analysis, Experimental Techniques,**

**Ionic Liquids at Different Temperatures**

**(293.15–343.15) K 123**

**VI** Contents

**Ester-Alkane 139**

and Anantharaj Ramalingam

Chemical engineering is a dynamic and ever-growing profession, which is reflected by the variety of scales and topics covered by this book, ranging from education to material science. The purpose of this book is to create a platform for the exchange of different experimental techniques, approaches and lessons, in addition to new ideas and strategies in teaching labo‐ ratory unit operations to undergraduate chemical engineering students. It is recommended for instructors and students of chemical engineering and natural sciences who are interested in learning about different experimental setups and techniques, covering a wide range of scales, which can be applied to many areas of chemical engineering. Fundamental knowl‐ edge of thermodynamics and energy and material balance principles is assumed.

The first section in this book explores new studies in the pedagogy of laboratory unit opera‐ tions to chemical engineering undergraduate students. The second section presents applica‐ tions of various experimental methods and techniques to different areas of interest in chemical engineering, such as kinetic growth of metallic layers, preparation and separation of enantiomeric mixtures, and hydrodynamic characterization of stirred tanks, among others.

It is hoped that this book will also appeal to academic and practicing professionals of many disciplines.

Finally, we would like to thank the authors for their noteworthy contributions and Ms. Maja Bozicevic and the rest of the IntechOpen team for their invaluable efforts in the preparation of this book.

> **Dr. Omar M. Basha** Department of Chemical, Biological and Bio Engineering North Carolina A&T State University, USA

**Professor Badie I. Morsi** Department of Chemical and Petroleum Engineering University of Pittsburgh, USA

**Section 1**

**Pedagogies of Laboratory Unit Operations**

**Pedagogies of Laboratory Unit Operations**

**Chapter 1**

**Provisional chapter**

**Utilizing a Differentiation Framework, Piagetian**

**Utilizing a Differentiation Framework, Piagetian** 

**Learning Activities in Chemical Engineering**

**Learning Activities in Chemical Engineering**

Additional information is available at the end of the chapter

Additional information is available at the end of the chapter

http://dx.doi.org/10.5772/intechopen.75646

Brenda Hutton-Prager

Brenda Hutton-Prager

**Abstract**

conducted.

**1. Introduction**

**Theories and Bloom's Taxonomy to Foster Experiential**

**Theories and Bloom's Taxonomy to Foster Experiential** 

This chapter will explore the development of laboratory experiments and analysis for undergraduate chemical engineering students, by utilizing a differentiation framework specifically adapted for university-level education. The differentiation framework explores the relationship between Piagetian and post-Piagetian *thinking skills* with differentiated *learning skills*, demonstrating links with Bloom's taxonomy and experiential learning theories. Experimental activities developed within such a framework will allow *all* students to participate fully in the learning experience intended, as they will be given opportunities to reflect on the learning, and put this new learning into action, *within* their current thinking operational level. This chapter provides an in-depth look into the educational framework proposed, and then shows examples of how it is used in the development of experimental activities. Educators following this advice will greatly enhance the educational outcomes of the experimental activities

**Keywords:** personalized learning, differentiation framework, Bloom's taxonomy,

Piagetian and post-formal thinking, experiential learning

© 2016 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution,

© 2018 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use,

distribution, and reproduction in any medium, provided the original work is properly cited.

and reproduction in any medium, provided the original work is properly cited.

There is no lack of pedagogical theories aimed at the K-12 education sector, many of which can be utilized together in order to provide an excellent education for children. Some of these theories are being employed in lower classmen with higher education to improve the educational outcomes of young adult learners [1–5]. Malcolm Knowles [6] popularized the term

DOI: 10.5772/intechopen.75646

#### **Utilizing a Differentiation Framework, Piagetian Theories and Bloom's Taxonomy to Foster Experiential Learning Activities in Chemical Engineering Utilizing a Differentiation Framework, Piagetian Theories and Bloom's Taxonomy to Foster Experiential Learning Activities in Chemical Engineering**

DOI: 10.5772/intechopen.75646

Brenda Hutton-Prager Brenda Hutton-Prager

Additional information is available at the end of the chapter Additional information is available at the end of the chapter

http://dx.doi.org/10.5772/intechopen.75646

#### **Abstract**

This chapter will explore the development of laboratory experiments and analysis for undergraduate chemical engineering students, by utilizing a differentiation framework specifically adapted for university-level education. The differentiation framework explores the relationship between Piagetian and post-Piagetian *thinking skills* with differentiated *learning skills*, demonstrating links with Bloom's taxonomy and experiential learning theories. Experimental activities developed within such a framework will allow *all* students to participate fully in the learning experience intended, as they will be given opportunities to reflect on the learning, and put this new learning into action, *within* their current thinking operational level. This chapter provides an in-depth look into the educational framework proposed, and then shows examples of how it is used in the development of experimental activities. Educators following this advice will greatly enhance the educational outcomes of the experimental activities conducted.

**Keywords:** personalized learning, differentiation framework, Bloom's taxonomy, Piagetian and post-formal thinking, experiential learning
