Abstract

Thermodynamics can be widely used in various areas of science and practice. For instance, it is widely considered as one of the key elements in the higher education of process (or chemical) engineering. However, there is no general agreement on how thermodynamics should be taught. Some curricula focus on theory and scientific principles, whereas others emphasize the role of utilisation of thermodynamics in various applications. The programme of process engineering at the University of Oulu in Finland is based on a so-called DAS-formalism, in which studies proceed from descriptive studies to holistic synthesis via analysis-studies, that form the main core of the B.Sc. level curriculum. Methodological skills and knowledge (needed in R&D of process engineering) are emphasized in an attempt to bind theory with practical elements of engineering. It has been noticed that this helps to motivate also practice-oriented engineering students to study theoretical topics such as thermodynamics. Engineering courses emphasizing the methodological skills may be based on e.g. experiments, analyses or modelling. In comparison to experiments and analyses, modelling and simulation often offer an easier, safer and cheaper way to introduce methodological aspects to engineering curricula. This paper focuses on the possibilites to use computational thermodynamics (CTD) at different stages of higher engineering education using HSC Chemistry -software as an example.