2025 ASEE Annual Conference & Exposition

Traditional unit operations labs face several limitations, including high equipment costs and restricted accessibility. Large-scale unit operations equipment, such as heat exchangers and distillation columns, are typically expensive and available only at well-funded institutions. Furthermore, limited availability of equipment in these labs forces students to rotate their usage, which constrains the hands-on learning experience. As a result, students often miss out on repeated trials that are essential for mastering engineering concepts and gaining confidence through experimentation and troubleshooting.

Miniaturing the pilot-scale equipment may enable the creation of more units, offer more accessible usage of the equipment, and reduce operational cost of running the lab. In this study, we explored the feasibility of integrating self-directed learning and 3D printing into lab-based chemical engineering education which may enhance student engagement and skill acquisition while meeting the expected learning objectives for the traditional experiments. An exciting aspect of this approach is the potential to create modular, combinable equipment pieces inspired by LEGO concepts. Using commercially available 3D printers and off-the-shelf (OTS) components, students can design and print modular parts that fit together to create a variety of unit operations, such as heat exchangers or distillation columns. This mix-and-match approach allows for greater flexibility in learning, as students can easily modify or expand their equipment configurations to suit different experiments.

By allowing students to design, print, and assemble their own experimental equipment at home, they gain hands-on experience in critical areas such as CAD design, 3D printing, and equipment engineering. In contrast, 3D printing technology helps lower financial barriers by enabling students at smaller institutions or even those working remotely to fabricate smaller-scale models of equipment that replicate the functionality of traditional unit operations. These models can be produced at a fraction of the cost, using open-source software and affordable 3D printing hardware, making this approach feasible for institutions with limited budgets. This democratization of equipment access allows students to repeat experiments, troubleshoot problems, and reinforce their learning at their own pace, addressing one of the critical challenges of traditional labs where access is constrained.

In this work-in-progress project, we developed miniaturized heat exchangers based on the physical pilot-scale heat exchangers located in the undergraduate teaching laboratory. We first reverse-engineered the current system, modularizing parts into 3D-printable components, and identified OTS components/hardware needed. Then, we evaluated the performance of the finished models and iterated the process to create a functional unit. Such a system can be further modified to enable various configurations of heat exchanger internals that were unavailable in the physical lab. In addition, educational materials were created to guide students through the process of assembly and operation. User feedback on their experiences using these modular, 3D-printed setups was collected and analyzed to refine the designs for future iterations.
Incorporating 3D printing and modular design offers a scalable, cost-effective solution to the limitations of traditional unit operations labs. By enabling students to create, combine, and repeatedly use these modular systems, this experiential learning enables deeper engagement and personalized learning.