by: the Coordinator of the Engineering Education, FKJ

Credit to: AP. Ts. Dr. Mohd Kamaruddin bin Abd Hamid (Deputy Dean - Academics & International, FKJ)

In-Class Exercises (ICE) are interactive, student-centered activities designed to enhance engagement and deepen understanding of complex concepts. By integrating theory with practice, ICE promotes active learning, critical thinking, and teamwork. These exercises encourage collaborative problem-solving and allow students to apply their knowledge in real-world contexts. ICE is particularly effective in engineering education, bridging gaps between theoretical learning and practical application while fostering essential skills for future professional success.

Implementation of In-Class Exercises (ICE)

The implementation of In-Class Exercises (ICE) begins with students engaging in independent studies through the self-paced Aspen HYSYS MOOC, focusing on selected chapters relevant to the course. This foundational phase allows students to familiarize themselves with key concepts and software functionalities. Following this, ICE is introduced during class sessions to deepen understanding through collaborative problem solving, practical applications, and team based discussions, bridging theoretical knowledge with hands-on engineering scenarios. 

Exampleof ICE 1 Implementationin Week 1

In Week 1 (18–22 March) of the KC32603 Process Simulation and Integration course, students began by independently learning about the basics of Aspen HYSYS through the MOOC. The modules covered included Chapter 1: Starting with Aspen HYSYS, Chapter 2: Equation of State, Chapter 3: Pump, Chapter 4: Compressor, Chapter 5: Expander, and Chapter 6: Heat Exchanger. 

Following this foundational self-learning phase, In-Class Exercise 1 (ICE 1) was introduced. The task involved designing and simulating two systems in Aspen HYSYS based on the providedfeed and final conditions: 

1. Situation 1 

   • Feed Conditions: Water, 35 °C, 1.5 atm, Peng-Robinson EOS, 100kmol/h 

   • Final Conditions: 90°C, 8 atm 

2. Situation 2 

   • Feed Conditions: Water, 200 °C, 6 atm, Peng-Robinson EOS, 100kmol/h 

   • Final Conditions: 130°C,1 atm 

Students applied their independent study knowledge to simulate these scenarios, reinforcing their understanding of key Aspen HYSYS functions. The exercise emphasized critical thinking, problem-solving, and practical application of engineering principles, with guidance provided through team discussions and breakoutsessions. 

Advantages of In-Class Exercises in Engineering Education

In-Class Exercises (ICE) are highly effective in enhancing the learning experience for engineering students. By actively engaging students in solving real-world problems, ICE fosters a deeper understanding of theoretical concepts and bridges the gap between theory and practice. This approach aligns with the active learning framework, encouraging students to take ownership of their learning process. 

One of the primary advantages of ICE is its ability to promote critical thinking and problem-solving skills. Engineering students often face complex challenges that require analytical approaches, and ICE provides a structured environment to practice these skills in real-time. Through collaborative discussions and simulations, students learn to identify issues, propose solutions, and make informed decisions, preparing them for professional engineering scenarios. 

Another benefit is the enhancement of teamwork and communication skills. Engineering projects are rarely individual endeavors, and ICE facilitates team-based learning, where students collaborate to achieve common goals. This not only improves their ability to work effectively in diverse teams but also builds interpersonal and leadership skills essential for their future careers. 

ICE also supports active engagement and retention of knowledge. Unlike passive lectures, these exercises involve hands-on activities and immediate application of learned concepts, which have been shown to improve information retention. For instance, using tools like Aspen HYSYS in ICE helps students gain practical skills and reinforces their understanding of simulation software. 

Lastly, ICE provides a safe space for trial and error, where students can experiment with ideas and learn from mistakes without significant consequences. This iterative learning process boosts their confidence and encourages a growthmindset. 

In summary, in-class exercises are instrumental in developing technical, cognitive, and interpersonal skills among engineering students, making them well-equipped to tackle the demands of modern engineering practice.