Numerical Simulation of Iron Ore Reactor Isobaric and Cooling zone to Investigate Total Carbon Formation in Sponge Iron

Isobaric and cooling zone of iron ore reactor have been simulated. In this paper, heat and mass transfer equation are formulated to perform the temperature and concentration of gas and solid phase respectively. Temperature profile for isobaric zone is simulated on the range temperature of 873-1163K while cooling zone is simulated on the range temperature of 733-1139K. The simulation results have a good agreement with the plant data. Total carbon formation in the isobaric zone is only 30% of total carbon contained in the sponge iron product. The formation of Fe3C in isobaric zone reduces metallization degree up to 0.58% whereas reduction of metallization degree in cooling zone up to 1.139%. The decreasing of sponge iron temperature in the isobaric and cooling zone is around 300 K and 600 K respectively.

Investigating the Relation between Student Engagement and Attainment in a Flexible Learning Environment

The use of technology is increasingly adopted to support flexible learning in Higher Education institutions. The adoption of more sophisticated technologies offers a broad range of facilities for communication and resource sharing, thereby creating a flexible learning environment that facilitates and even encourages students not to physically attend classes. However this emerging trend seems to contradict class attendance requirements within universities, inevitably leading to a dilemma between amending traditional regulations and creating new policies for the higher education institutions. This study presents an investigation into student engagement in a technology enhanced/driven flexible environment along with its relationship to attainment. We propose an approach to modelling engagement from different perspectives in terms of indicators and then consider what impact these indicators have on student academic performance. We have carried out a case study on the relation between attendance and attainment in a flexible environment. Although our preliminary results show attendance is quantitatively correlated with successful student development and learning outcomes, our results also indicate there is a cohort that did not follow such a pattern. Nevertheless the preliminary results could provide an insight into pilot studies in the wider deployment of new technology to support flexible learning.