Education for Chemical Engineers最新文献_第3页

Causation in chemical engineering education: Application of machine learning in fault diagnosis 化学工程教育中的因果关系：机器学习在故障诊断中的应用

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-10-01 Epub Date: 2025-06-24 DOI: 10.1016/j.ece.2025.06.006

Manasvinni Laul, Daniela Galatro

This study integrates the design and preassessment of an exercise, incorporating a causation modeling approach into the Tennessee Eastman Process (TEP) dataset to enhance engineering students' understanding of process monitoring and fault diagnosis. The dataset, which contains 41 measured and 11 manipulated variables under normal and faulty conditions, was used to illustrate the application of the machine learning algorithm causal random forests (CRF) and treatment effect estimation in chemical process analysis. This approach differs from traditional ways of teaching/learning complex chemical engineering phenomena through governing equations, heuristics, and lab experiments. Three learning outcomes were developed for this exercise: understanding the impact of dataset composition on model interpretation, understanding how the model performance metrics differ when applied to regression and classification tasks, and understanding causality using different treatment variables. These learning outcomes were proposed to provide students with strong foundations in data integrity, model evaluation, and causal inference. In the context of engineering education, our preassessment of the effectiveness of applying this exercise to a course cohort was conducted by a summer student and closely supervised by the instructor. While the 3-hour session proved valuable and somehow feasible, some logistic challenges were gathered from this preassessment, mainly regarding time constraints and the complexity of the dataset, suggesting that breaking the exercise into smaller sessions and offering additional resources would enhance student understanding, as well as providing students with clearer explanations of technical concepts, and interactive feedback to increase engagement in future implementations.

本研究整合了一个练习的设计和预评估，将因果关系建模方法纳入田纳西伊士曼过程（TEP）数据集，以增强工程专业学生对过程监控和故障诊断的理解。该数据集包含41个正常和故障条件下的测量变量和11个操纵变量，用于说明机器学习算法因果随机森林（CRF）和处理效果估计在化学过程分析中的应用。这种方法不同于传统的通过控制方程、启发式和实验室实验来教授/学习复杂化学工程现象的方法。本练习开发了三个学习成果：理解数据集组成对模型解释的影响，理解模型性能指标在应用于回归和分类任务时的差异，以及理解使用不同处理变量的因果关系。这些学习成果旨在为学生提供数据完整性、模型评估和因果推理方面的坚实基础。在工程教育的背景下，我们对将此练习应用于课程队列的有效性的预评估是由一名暑期学生在导师的密切监督下进行的。虽然3小时的课程被证明是有价值的，并且在某种程度上是可行的，但从这个预评估中收集了一些逻辑挑战，主要是关于时间限制和数据集的复杂性，这表明将练习分成更小的课程并提供额外的资源将增强学生的理解，以及为学生提供更清晰的技术概念解释，以及互动反馈以增加未来实施的参与度。

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引用次数: 0

The influence of proactive personality on laboratory safety attitude of graduate students: Chain mediating role of safety self-efficacy and safety motivation 主动性人格对研究生实验室安全态度的影响：安全自我效能感和安全动机的连锁中介作用

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-10-01 Epub Date: 2025-07-12 DOI: 10.1016/j.ece.2025.07.005

Zijian Xu , Xiaoyan Wang , Xinglong Jin , Minghua Zhou

This work examined how the proactive personality influence the laboratory safety attitude with safety self-efficacy and safety motivation as mediators. The results demonstrated the chain mediation of safety self-efficacy and safety motivation between proactive personality and laboratory safety attitude. Proactive personality indirectly influences laboratory safety attitude through safety self-efficacy. And proactive personality does not directly affect safety motivation and laboratory safety attitude. The research findings remind us to provide regular safety training to improve graduate students’ safety skills and knowledge, thereby increasing their safety self-efficacy. The safety motivation should also be focused on. Furthermore, safety interventions based on personality traits and psychological needs should be customized, as well as the cultivation of team safety climate.

本研究以安全自我效能感和安全动机为中介，考察了主动性人格对实验室安全态度的影响。结果表明，安全自我效能感和安全动机在主动人格和实验室安全态度之间具有链式中介作用。主动性人格通过安全自我效能间接影响实验室安全态度。而主动性人格不直接影响安全动机和实验室安全态度。研究结果提醒我们要定期开展安全培训，提高研究生的安全技能和知识，从而提高他们的安全自我效能感。安全动机也应得到重视。个性化的基于人格特质和心理需求的安全干预措施，以及团队安全氛围的培养。

引用次数: 0

Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis to improve teaching of the chemical and environmental engineering department in master's studies 优势、劣势、机会和威胁（SWOT）分析改进硕士化学与环境工程系教学

IF 2.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-10-01 Epub Date: 2025-08-12 DOI: 10.1016/j.ece.2025.08.002

Alicia Ronda, Esmeralda Portillo, Luz M. Gallego Fernández, Carmen Arnaiz, Yolanda Luna-Galiano, Mónica Rodríguez-Galán, Custodia Fernández-Baco, Rosario Villegas, Fernando Vega, Carlos Leiva, Fátima Arroyo-Torralvo

University teaching must be continuously evaluated to identify weaknesses and propose the improvement actions to avoid the lack of motivation by the students and to encouraged them to participate into the learning process. The analysis is not always carried out efficiently due to its complexity. For this reason, this study evaluates the application of a SWOT analysis in the teaching of the Environmental Engineering Master (EEM) and Chemical Engineering Master (CEM) at the University of Seville (US). The SWOT methodology consisted of identifying weaknesses and suggesting ways to improve, which were implemented through various teaching innovation projects. Several weaknesses were identified such as difficulties with the initial adaptation process, high academic workload and poor academic performance. A portfolio of improvement actions was designed and applied in the CEM and EEM. It was observed that the duration of studies decreased 0.85 and 0.13 years for EEM and CEM, respectively and that the number of students presenting their Master's theses in the same year of enrolment increased by 27 %. The main results were the high level of student satisfaction - 4.21/5.00 in the last survey and the significant improvement of key learning aspects such as interdisciplinarity, learning outcomes and student/professor engagement.

大学教学必须不断进行评估，找出不足，提出改进措施，以避免学生缺乏动力，鼓励他们参与到学习过程中来。由于其复杂性，分析并不总是有效地进行。因此，本研究评估了SWOT分析在塞维利亚大学（美国）环境工程硕士（EEM）和化学工程硕士（CEM）教学中的应用。SWOT方法主要是找出不足，提出改进建议，并通过各种教学创新项目实施。确定了一些弱点，如初期适应过程困难、课业繁重和学习成绩差。我们设计了一套改善措施，并在电子商务管理和电子商务管理中加以应用。据观察，EEM和CEM的学习时间分别减少了0.85年和0.13年，同年发表硕士论文的学生人数增加了27% %。主要结果是学生满意度很高，在上次调查中为4.21/5.00，在跨学科、学习成果和学生/教授参与度等关键学习方面有了显著改善。

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引用次数: 0

Application of AI teaching assistant to college education of principles of chemical engineering 人工智能助教在高校化学工程原理教学中的应用

IF 2.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-10-01 Epub Date: 2025-08-21 DOI: 10.1016/j.ece.2025.08.004

Fuhai Yu , Jingning Lv , Hong Han , Yongjie Zhang , Jian Zhang

With the development of large language models(LLM) in Artificial Intelligence(AI), AI assistants have been widely applied across various sectors and lead to tremendous enhancing in the work efficiency. However, there is hardly any comprehensive studies on the application of AI assistants to the teaching and evaluation process of Principles of Chemical Engineering course for college education. Therefore, this paper integrates and optimizes the teaching and evaluation processes of Principles of Chemical Engineering course with the assistance of AI technology. By leveraging AI technology for instructional support, the course content is integrating with real-life scenarios and cutting-edge scientific research. In the meanwhile, students' systematic thinking, innovative and entrepreneurial skills as well as the critical thinking can get fostered. Moreover, integration of knowledge across disciplines, majors, and even virtual-real scenarios can get accelerated and expanded with the AI assistant. During the reform, the following modulus, including interactive conversation led by guide words, optional module expansion for practical applications, error-spotting games for figures and literatures, curriculum design and composition of business plans are facilitated by the AI assistant to improve the interest, breadth and depth of the curriculum contents. The implementation of this case effectively advances the reform of college education in the boosting backdrop of AI, equipping students with thoughts and abilities to apply the latest AI technologies to their study and research projects. The implementation of the case has been proven to be practically feasible, and shows great potentials for further applications.

随着人工智能领域大语言模型（LLM）的发展，人工智能助手在各个领域得到了广泛的应用，极大地提高了工作效率。然而，关于人工智能助手在高校化学工程原理课程教学与评价过程中的应用，目前还没有全面的研究。因此，本文借助人工智能技术对《化学工程原理》课程的教学与评价流程进行整合与优化。通过利用人工智能技术进行教学支持，课程内容与现实场景和前沿科学研究相结合。同时培养学生的系统思维、创新创业能力和批判性思维。此外，通过人工智能助手，跨学科、专业甚至虚拟现实场景的知识整合可以得到加速和扩展。在改革过程中，AI助手辅助完成了引导语引导的互动对话、实际应用的可选模块拓展、人物和文献的猜错游戏、课程设计、商业计划书的撰写等模块，提高了课程内容的趣味性、广度和深度。本案例的实施有效地推进了人工智能助推背景下的高校教育改革，使学生具备将最新的人工智能技术应用于学习和研究项目的思想和能力。实践证明，该案例的实施是切实可行的，具有广阔的应用前景。

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引用次数: 0

Accreditation of chemical engineering degrees: Recent changes and case studies in curriculum development 化学工程学位认证：课程发展的最新变化和案例研究

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-10-01 Epub Date: 2025-07-08 DOI: 10.1016/j.ece.2025.07.003

Jarka Glassey

引用次数: 0

Games in engineering: Exploring the use of spreadsheet-based Sudoku within a chemical process optimisation class 游戏在工程：探索使用电子表格为基础的数独在化学过程优化类

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-10-01 Epub Date: 2025-06-25 DOI: 10.1016/j.ece.2025.06.002

Godfrey K. Gakingo , Peter N. Kabia

Game-based learning has long been recognised to facilitate learning through various ways such as improved motivation among students and improved cognitive skills (critical thinking, content understanding). Consequently, educators in different fields have incorporated various games into their teaching practice. Building on these efforts, this work sought to introduce spreadsheet-based Sudoku to a Chemical Process Optimisation course and to gather students’ feedback on the initiative. A 4 × 4 Sudoku problem was presented using two implementation methods (integer space formulation and binary space formulation) as part of a class-based tutorial. Thereafter, the students were tasked to solve a 6 × 6 problem using both approaches and a 9 × 9 problem using any preferred approach. The findings from the submitted assignment as well as responses to an exit questionnaire suggested that the initiative led to an enhanced interest while giving the students an opportunity to learn new skills. Furthermore, it was observed that the success of the students was not likely to be influenced by the problem size or the students’ familiarity (or lack thereof) with Sudoku or the relevant software platforms as long as adequate tutorials were given beforehand. Finally, it was observed that the students had a preference for and obtained better success with the binary space formulation though it was more involving in its setup procedure as compared to the integer space formulation. The former gave a linear programming problem that solved easier than the non-linear programming problem obtained using the integer space formulation.

长期以来，人们一直认为基于游戏的学习可以通过各种方式促进学习，例如提高学生的动机和提高认知技能（批判性思维，内容理解）。因此，不同领域的教育工作者将各种游戏融入到他们的教学实践中。在这些努力的基础上，这项工作试图将基于电子表格的数独引入化学过程优化课程，并收集学生对该计划的反馈。作为基于类的教程的一部分，使用两种实现方法（整数空间公式和二进制空间公式）提出了一个4 × 4数独问题。此后，学生们被要求使用两种方法解决一个6 × 6的问题，并使用任何首选的方法解决一个9 × 9的问题。从提交的作业和离职问卷的结果来看，这一举措提高了学生的兴趣，同时也给了他们学习新技能的机会。此外，我们观察到，只要事先给予足够的指导，学生的成功不太可能受到问题大小或学生对数独或相关软件平台的熟悉程度（或缺乏）的影响。最后，我们观察到学生更喜欢二进制空间公式，并获得了更好的成功，尽管它比整数空间公式更涉及其设置过程。前者给出了一个线性规划问题，比用整数空间公式求解非线性规划问题更容易。

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引用次数: 0

Treating engineering students equally without treating them equally: exploring the multi-evaluator paradox of a capstone engineering design project 平等对待工程学生，但不平等对待他们：探索顶点工程设计项目的多评估者悖论

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-10-01 Epub Date: 2025-07-11 DOI: 10.1016/j.ece.2025.07.002

Martijn Pieter van der Steen , Mauricio Muñoz-Arias , Gerald Jonker

In engineering curricula, a final capstone project connects to daily practice in an (as much as possible) authentic setting, to test and prepare students for careers in the capital-intensive chemical engineering field. This paper examines a particular aspect of using capstone engineering design projects for experiential teaching: examination and evaluation of students’ practical work in firms. Such projects are as diverse as they are complex; therefore, performance evaluations of these projects tend to be particularly complicated. These projects do not typically correspond well to a singular set of performance criteria or rubrics, and therefore, a degree of inter-evaluator bias is to be expected. Drawing on a content analysis of the qualitative evaluations of individual design projects, completed by several cohorts of graduates of an engineering program, we uncover a phenomenon, which we call the multi-evaluator paradox of design projects. This phenomenon holds that statistically speaking, all examiners of these projects grade these projects essentially similarly, i.e. there is no significant inter-grader bias of both final and sub-category grades. Simultaneously, however, the verbal motivations of these grades vary greatly between examiners, even when there are structured rubrics underpinning their assessments. Using Computational Text Analysis (CTA), we examine this thus-far undocumented phenomenon and offer possible explanations for its existence. We question whether the existence of this phenomenon is detrimental to educational quality, and we provide suggestions for managing these consequences.

在工程课程中，最终的顶点项目与（尽可能）真实的环境中的日常实践相联系，以测试和准备学生在资本密集型化学工程领域的职业生涯。本文探讨了使用顶点工程设计项目进行体验式教学的一个特殊方面：对学生在公司的实际工作进行考试和评估。这些项目既复杂又多样；因此，这些项目的绩效评价往往特别复杂。这些项目通常不能很好地符合单一的绩效标准或准则，因此，预期会有一定程度的评估者之间的偏差。通过对个别设计项目的定性评估进行内容分析，我们发现了一个现象，我们称之为设计项目的多重评估者悖论。这一现象认为，从统计学上讲，这些项目的所有审查员对这些项目的评分基本上是相似的，即最终和子类别的评分都没有显著的年级间偏差。然而，与此同时，这些分数的口头动机在考官之间差别很大，即使有结构化的标准来支持他们的评估。使用计算文本分析（CTA），我们研究了这一迄今未记载的现象，并为其存在提供了可能的解释。我们质疑这种现象的存在是否对教育质量有害，并提出管理这些后果的建议。

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引用次数: 0

Revisiting Nukiyama’s experiment to enhance understanding of boiling heat transfer 重访Nukiyama的实验，加深对沸腾传热的理解

IF 2.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-10-01 Epub Date: 2025-07-01 DOI: 10.1016/j.ece.2025.06.005

José Díaz , María Manuela Prieto , Francisco Javier Fernández , María Pilar Castro-García

Pool boiling is a fundamental phenomenon in heat transfer and a critical aspect in many industrial processes, particularly in applications involving high power-to-size ratios. Consequently, it is a core topic in engineering heat transfer courses. Among the foundational contributions to its understanding, Nukiyama’s classical experiment remains a landmark, yet its didactic potential is still underexploited. Effective instruction on boiling phenomena benefits from combining physical insight with theoretical explanation, supported by learning modalities suited to the content. Classroom demonstrations are particularly effective in engaging students and overcoming conceptual barriers, while classical experiments add a historical perspective to learning. In this context, a novel experimental setup has been developed to replicate Nukiyama’s experiment and has been implemented in undergraduate heat transfer courses to support theoretical instruction and introduce practical engineering correlations. The device enables high-speed, real-time visualization of all boiling regimes and critical points under standard classroom conditions. The demonstration has proven highly effective in improving student performance, engagement, and perceived learning—highlighting the value of dynamic observation in bridging theoretical concepts with physical phenomena. This approach offers a valuable contribution to heat transfer education, combining historical experimental context with active learning strategies and multisensory feedback.

池沸腾是传热中的一种基本现象，也是许多工业过程中的一个关键方面，特别是在涉及高功率尺寸比的应用中。因此，它是工程传热课程的核心课题。在对其理解的基础性贡献中，Nukiyama的经典实验仍然是一个里程碑，但其教学潜力仍未得到充分利用。对沸腾现象的有效指导得益于将物理洞察力与理论解释结合起来，并辅以适合内容的学习方式。课堂演示在吸引学生和克服概念障碍方面特别有效，而经典实验则为学习增添了历史视角。在这种背景下，一个新的实验装置已经被开发出来，以复制Nukiyama的实验，并已在本科传热课程中实施，以支持理论教学和引入实际的工程相关性。该设备能够在标准教室条件下实现所有沸腾状态和临界点的高速实时可视化。该演示已被证明在提高学生表现、参与和感知学习方面非常有效——强调了动态观察在连接理论概念和物理现象方面的价值。这种方法将历史实验背景与主动学习策略和多感官反馈相结合，为传热教育提供了宝贵的贡献。

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引用次数: 0

ChEngBoost: Vitaminised and gamified problem-based learning of chemical engineering bases in biotechnology ChEngBoost：生物技术化学工程基础的维他命化和游戏化问题学习

IF 2.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-10-01 Epub Date: 2025-07-25 DOI: 10.1016/j.ece.2025.07.006

J.D. Badia-Valiente, O. Gil-Castell

This study presents a gamification-driven project-based learning (PBL) approach to enhance formative learning in chemical engineering education for biotechnology students. The core methodology, ChEngBoost, consists of the incardination of five progressively challenging in-class problem-solving sessions on mass and energy balances under steady and non-steady conditions. Gamification principles such as exclusivity, opportunity, surprise, and competition were incorporated to boost intrinsic and extrinsic motivation. A pass/fail grading criterion for each submission, at limited times, was focused on efficacy and efficiency. A structured scoring system to vitaminize the challenges, awarded individual 5 % bonuses, up to a maximum 20 %, to be assigned to either exam or task marks, with no penalty for non-delivery or incorrect solutions. Grade inflation was controlled by capping improvements within 10 % of students’ individual marks. The actual grade increases were therefore modest, although, remarkably, engagement and motivation significantly improved, as over 90 % of students rated their experience at levels 4 or 5 on Likert-scale evaluations. Beyond academic engagement, the methodology contributed to foster key transversal skills such as problem-solving, teamwork, and decision-making under uncertainty. These findings support the potential of gamified PBL to enhance not only learning outcomes but also future professional performance. The positive reception and willingness to adopt this methodology in other subjects highlighted its potential for broader application in engineering education.

本研究提出一种游戏化驱动的专案学习（PBL）方法，以强化生物科技学生在化学工程教育中的形成性学习。核心方法是ChEngBoost，包括五个逐步具有挑战性的课堂问题解决课程，讨论稳定和非稳定条件下的质量和能量平衡。游戏化原则（游戏邦注：如独占性、机会、惊喜和竞争）被用于提升内在和外在动机。在有限的时间内，每次提交的合格/不合格评分标准集中在功效和效率上。一个结构化的评分系统，以维生素的挑战，奖励个人5 %的奖金，最高20% %，分配给考试或任务的分数，没有惩罚未交付或不正确的解决方案。分数膨胀被限制在学生个人分数的10% %以内。因此，实际成绩的提高是适度的，尽管引人注目的是，参与度和积极性显著提高，因为超过90% %的学生在李克特量表评估中将他们的经历评为4级或5级。除了学术参与之外，该方法还有助于培养关键的横向技能，如解决问题、团队合作和不确定性下的决策。这些发现支持游戏化PBL的潜力，不仅可以提高学习成果，还可以提高未来的专业表现。在其他学科中采用这种方法的积极接受和意愿突出了它在工程教育中更广泛应用的潜力。

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引用次数: 0

Implementation of a continuous assessment system through the creation of a problem book using DOCTUS in general chemistry subjects 在普通化学科目中使用DOCTUS制作问题册，实施连续评估系统

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-10-01 Epub Date: 2025-06-24 DOI: 10.1016/j.ece.2025.06.003

Carlos Leiva , Fátima Arroyo Torralvo , Yolanda Luna-Galiano , Alicia Ronda , David Muñoz de la Peña Sequedo

A continuous evaluation system, integrating both formative and summative assessments has been implemented in a Chemistry subject with a high number of students. This system employs a personalized problem notebook developed through an application (DOCTUS), enabling the generation of individualized complex problem statements, easy correction, and multiple submission opportunities. This approach facilitates effective feedback, promotes autonomous and cooperative learning, accelerates the learning process, and enhances activity achievement levels. The experience has been carried out with a group of 91 students enrolled per year in the subject 'Chemistry' corresponding to the first academic year in degree of Chemical Engineering at the Higher Technical School of Engineering (University of Seville), although only 71 have participated in the activity. The platform used, which offers free access, was utilized to create personalized problem notebooks for each student. It assigns identical problems with personalized data and corrects submissions via Excel files in under 10 s. An improvement in the results has been observed; since the students have obtained a numerical grade for their work instantly after delivery of the problem, and they can redo it at a short time (hours), when the students still have the problem in their mind, where they want and with the material that they consider, and without a large increase in the amount of time spent by the teacher. The final qualification was on average 1.2 points higher than previous years. Compared to other subjects in the same academic year, Chemistry had a lower percentage of students who did not participated in the subject (22 % compared to 30–54 % in other subjects from the same course). The number of approved students has increased, reflected in the number of repeaters, which decreased in the next year from 42 % to 29 %.

在学生数量较多的化学学科中实施了形成性和结论性相结合的连续评价体系。该系统采用了通过应用程序（DOCTUS）开发的个性化问题笔记本，可以生成个性化的复杂问题陈述，易于修改，并且有多种提交机会。这种方法有助于有效的反馈，促进自主和合作学习，加快学习过程，提高活动成就水平。这项经验是在每年91名参加“化学”课程的学生中进行的，这与塞维利亚高等工程技术学院（塞维利亚大学）化学工程学位第一学年相对应，尽管只有71名学生参加了这项活动。所使用的平台提供免费访问，用于为每个学生创建个性化的问题笔记本。它使用个性化数据分配相同的问题，并在10 s内通过Excel文件纠正提交。观察到结果有所改善；由于学生在交卷后立即获得了作业的数字分数，他们可以在很短的时间内（几个小时）重做，当学生仍然在他们的脑海中有问题，他们想要的地方和他们考虑的材料，并且没有大量增加教师花费的时间。最终的资格比往年平均高出1.2分。与同一学年的其他科目相比，化学科目不参加该科目的学生比例较低（22 %，而同一课程的其他科目为30-54 %）。获得批准的学生人数有所增加，这反映在留级生的人数上，第二年留级生的人数从42% %下降到29% %。

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引用次数: 0