Ramirez, D. D. C., & Macías, M. E. (2013, June), Solving Material Balance Problems at Unsteady State using a Remote Laboratory in the classroom  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22462

\bibitem{asee_peer_22462}
  Ramirez, D. D. C., \& Macías, M. E. (2013, June), \emph{Solving Material Balance Problems at Unsteady State using a Remote Laboratory in the classroom}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22462

Darinka del Carmen Ramirez and Manuel E Macías.  "Solving Material Balance Problems at Unsteady State using a Remote Laboratory in the classroom".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/22462 Internet.  24 May, 2025

\bibitem{asee_peer_22462}
  Darinka del Carmen Ramirez and Manuel E Macías.
  "Solving Material Balance Problems at Unsteady State using a Remote Laboratory in the classroom".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/22462 Internet.  24 May, 2025

@INPROCEEDINGS{asee_peer_22462
author = "Darinka del Carmen Ramirez and Manuel E Macías"
title = "Solving Material Balance Problems at Unsteady State using a Remote Laboratory in the classroom"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22462}
number = {10.18260/1-2--22462}
}

TY  - CPAPER
AB  -      Solving Material Balance Problems at Unsteady State using a Remote                         Laboratory in the classroomEngineering education when explaining material balances at unsteady state means solvingproblems formulated as differential equations with respect to time, in other words, for thestudents means hard mathematics without seeing what is actually happening in real processes.The aim of this paper is to review the experience of teaching material balances at unsteady state(or transient state) but having access to the laboratory from the classroom at the same time.Therefore, the teacher is able to explain and to show (in real time) what is going on in theprocess. Students can do experiments and calculations from their desks.In addition, this remote laboratory could be used to explain many different options and ideas ofthe concept of unsteady state processes. Also the impact of this teaching class’s dynamics couldenhance the understanding of the concept, the processes and the applications of mathematicstowards the problem solution.Another advantage is that using one lab the teacher is able to help many more students thantrying to bring the students to the lab all the time. There is a matter of cost and equipmentlimitation. The experimental lab unit consists of a simple vessel equipped with all the necessaryinstrumentation to allow access from the class, but the real impact on the learning processes forthe future engineers happens in the classroom.We are dealing with a new generation of engineers, they are used to see, to touch, to experiencemore than ten years ago, they were born in the era of technology and they are highly motivatedwith the things they can see and understand. The results show some of these statements, but farfrom this the teacher can get the students happily engaged and learning all the time.
AU  - Darinka del Carmen Ramirez
AU  - Manuel E Macías
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Solving Material Balance Problems at Unsteady State using a Remote Laboratory in the classroom
UR  - https://peer.asee.org/22462
DO  - 10.18260/1-2--22462
ER  -