Education for Chemical Engineers 26 (2019) 24–29

Contents lists available at ScienceDirect

Education for Chemical Engineers

journal homepage: www.elsevier.com/locate/ece

Learning by doing: Chem-E-Car® motivating experience

C. Negro ∗ , N. Merayo, M.C. Monte, A. Balea, E. Fuente, A. Blanco
Department of Chemical Engineering, Complutense University of Madrid, Avda Complutense s/n, 28040, Madrid, Spain

a r t i c l e i n f o a b s t r a c t

Article history: Since 2013 a group of professors from the Chemical Engineering Department of Complutense University
Received 15 March 2018 of Madrid (UCM) has implemented a teaching tool based on the concept of “learning by doing” that has
Received in revised form been successfully used in the US to increase motivation of students. This tool consists of a competition,
11 December 2018
called Chem-E-Car® , which helps to teach not only specific, but also transversal competences of the
Accepted 14 December 2018
undergraduate students. They have to design, build and move a car controlled by a chemical reaction
Available online 18 December 2018
that it has to travel a specified distance while carrying a certain amount of water.
The Chem-E-Car® World Competition took place at the 10th World Congress of Chemical Engineering,
Keywords:
Chemical engineering
in 2017, and the students’team from UCM presented a Chem-E-Car® moved by a battery based on an
Chem-E-Car® oxidation-reduction reaction and stopped by means of an iodine timer. It has been the first time that
Innovation in learning UCM has competed and the first time that the competition has taken place in Spain.
Learning by doing Chem-E-Car® has contributed to develop both the application of Chemical Engineering knowledge and
Project management professional skills. Chem-E-Car® project has allowed the students to incorporate new abilities, such as
team-working, leading, facing personal and professional troubles, interpreting and applying rules, project
management and safety hazards.
© 2018 Institution of Chemical Engineers. Published by Elsevier B.V. All rights reserved.

1. Introduction qualifying procedure for the national competition was established

Chemical Engineering undergraduate students have the oppor-
tunity to participate in the Chem-E-Car® Competition under
the direction of the American Institute of Chemical Engineering
(AIChE). The competition, which involves multiple regional com-
petitions and a final competition at the Annual Student Conference,
increases awareness of the Chemical Engineering discipline among
the society, industry leaders, educators and other students.
The first Chem-E-Car® competition took place in the 1999
Annual meeting in Dallas. Five cars, from Florida Institute of Tech-
nology, University of Iowa, University of Michigan, University of
Nevada (Reno) and Washington State University, were able to
compete. The student chapters committee, seeing the number of
spectators and their enthusiasm, decided that the car competition
would be the featured competition for future meetings. At the 2000
Annual meeting in Los Angeles, 16 teams brought their cars to
the competition. Given the increase in the number of participat-
ing schools, and the time needed for running the competition, a
∗ Corresponding author.
E-mail addresses: cnegro@ucm.es (C. Negro), nmerayoc@ucm.es (N. Merayo),
cmonte@ucm.es (M.C. Monte), anabalea@ucm.es (A. Balea), helenafg@ucm.es
(E. Fuente), ablanco@ucm.es (A. Blanco).
(Zollars et al., 2009).
Lately, the interest has grown among international schools of
Chemical Engineering and that led to include, besides the regional
and national competitions, a world competition. The world com-
petition took place in Barcelona (Spain) during the 10th World
Congress of Chemical Engineering (WCCE10) and it was won by
Persian Gulf University from Iran.
The objectives of the AIChE Chem-E-Car® Competition are: pro-
viding a great opportunity for undergraduate Chemical Engineering
students to participate as a team in the design and construction of a
small chemical powered model car; demonstrating the ability of the
students to control a chemical reaction; and encouraging students
to become actively involved in their professional society. Moreover,
Chem-E-Car® challenge will promote networking and co-operation
among the general society, industry leaders, educators and other
students.
The Chem-E-Car® competition involves the design and con-
struction of a chemically powered car that has to travel a specified
distance (15–30 m) while carrying a certain amount of water
(0–500 ml) which both are given one hour before the competition.
Additionally, the car must fit into a box no larger than 40 cm x 30 cm
x 18 cm and the student team must be composed of members from
at least two undergraduate classes (Chem-E-Car® Official Rules,
2017).

https://doi.org/10.1016/j.ece.2018.12.003
1749-7728/© 2018 Institution of Chemical Engineers. Published by Elsevier B.V. All rights reserved.
 C. Negro et al. / Education for Chemical Engineers 26 (2019) 24–29
Safety was not a part of the original Chem-E-Car® concept
and, with the growth of the event, some accidents occurred, some
with personal injury. In April 2006, as a result of two accidents
in the Indianapolis 2005 competition, the Board suspended the
competition until a safety management plan could be developed
and implemented with confidence. SACHE committee (Safety and
Chemical Engineering Education) and AIChE Safety and Health
Division started to develop a comprehensive safety training and
inspection program (Zollars et al., 2009). Nowadays, the safety
program includes several aspects: a) new rules and guidelines
to prevent accidents; b) mandatory training of all teams prior to
the competition; c) completion of an Engineering Documentation
package (EDP); and d) independent inspection and audit by indus-
trial/academic practitioners in safety.
Professional or transferable skills, which complement technical
skills, are defined as d̈esirable qualities for certain forms of employ-
ment that do not depend on acquired knowledge”. Professional
skills are a combination of social graces, communication abilities,
language skills, personal habits, cognitive or emotional empathy,
time management, team-work and leadership traits. Several stud-
ies have suggested that in a number of professions, professional
skills may be more important over the long term than occupational
skills. Particularly, those organizations dealing with customers are
generally more successful if they train their staff to use these
skills. For this reason, professional skills are increasingly sought out
by employers in addition to standard qualifications (Giusti, 2008;
Kamaruddin et al., 2012). However, traditional teaching courses do
not seem to succeed in helping students to acquire this sort of skills.
Most of them are mainly focused on teaching technical contents, in
which the teacher plays the role of information dispenser while
the students act as passive receptacles (Kamaruddin et al., 2012).
Recently, many organizations pointed out the importance of edu-
cating students with appropriate skills and knowledge (Negro et al.,
2018).
However, the bridge between theory and practice is one of
the most important barriers that engineering students should face
while working for the first time. Seeking to reduce this bridge,
a methodology based on “learning by doing” or active learn-
ing has received considerable attention over the past years. This
methodology engages students in learning through their participa-
tion in different activities in which teachers are facilitators rather
than one way providers of information. Examples of active learn-
ing techniques include: role-playing, case studies, group projects,
think-pair-share, peer teaching, debates, just-in-time teaching, and
short demonstrations followed by class discussion.
In 1991, Bonwell and Eison, 1991 wrote the first review on
active learning and they concluded that this methodology leads to
better student aptitudes and improvements in studentś thinking
and writing. Although traditional teaching can be effective for pre-
senting large bodies of factual information that can be memorized
and recalled in the short-term, an active learning methodology has
consistently been found more effective than straight lecturing to
facilitate long-term retention of information (Felder et al., 2000).
Most experts agree that students learn best when they take an
active role in the education process, discussing what they read,
practicing what they learn, and applying concepts and ideas. More-
over, the inclusion of active methodologies forces the students to
work on their transferable skills, essential for their professional
growth (Chickering and Gamson, 1989; Prince, 2004; Wankat and
Oreovicz 1993). The core elements of active learning are student
activity and engagement in the learning process (Prince, 2004).
Additionally, students who learned with an active orientation (e.g.
working in collaborative groups; problem solving; participating
in debates or round tables; game based learning; teaching the
material learnt to another student, etc.) would be more intrin-
sically motivated to learn and would learn more than students
25
who learned with a passive orientation (Benware and Deci, 1984;
Kommula et al., 2009; Phipps et al., 2001; Sulaiman and Herman,
2010).
Although the use of active learning in engineering courses
improves traditional teaching by promoting more participation and
engagement of the students, this methodology can be very sen-
sitive in courses with a large number of students and teachers.
Estévez-Ayres et al. (2015) proposed a methodology that combines
gathering feedback and decision-making processes to iteratively
improve active learning courses where many teachers and stu-
dents are involved. This methodology has been successfully applied
to improve an undergraduate active learning programming course
with an average of 257 students and 9 teachers, allowing for the
detection of problems of different nature, such as team working,
methodological and organizational problems.
In the last decade, engineering education has evolved in many
ways to meet society demands. Acero et al. (2017) have recently
shown that a methodology based on “learning by doing” could be
useful to connect engineering education and social impact on a
rural context, where students designed solutions for the inadequate
water management in one town of Colombia.
In this scenario, the Chem-E-Car® concept based on active learn-
ing methodology could be useful to help in developing technical
and professional skills of Chemical Engineering students providing
a challenging arena for the demonstration of Chemical Engineering
concepts. To promote the competition among Chemical Engineer-
ing students of Complutense University of Madrid (UCM) and
to include an additional design experience in the undergradu-
ate curriculum, the Chem-E-Car® challenge was implemented in
2013–2014 as part of a teaching innovation project. In the last
Chem-E-Car® Competition at the WCCE10, a student team from the
UCM presented a Chem-E-Car® moved by an oxidation-reduction
reaction and stopped by an iodine timer. It has been the first time
that the UCM competed and the first time that the competition took
place in Spain.
2. Methodology
The professors have developed and executed three projects in
the framework of the program of Innovation and Improvement of
Teaching Quality of UCM.
The first project (PIMCD-UCM-103) was focused on the prepa-
ration of teaching tools to help the students to be able to perform
and control a chemical reaction safely. The teaching tools were:
• A data base of different chemical reactions.
• Teaching material to guide the student through auto-learning
about the calculus to design the Chem-E-Car® .
• A methodological guide to help the students to identify, analyze,
assess and control the hazards related to chemical reactions, and
a test to evaluate the students’ knowledge about those hazards.
• Teaching material to guide the student to select the construction
materials.
• Material about environmental requirements that the car should
accomplish.
The second project (PIMCD-UCM-28) was a continuation of the
first one, but focused on the use of the teaching material, pre-
pared in the first project, by the students to design a theoretical
Chem-E-Car® , accomplishing the rules of the official Chem-E-Car®
competition. The professors gave support to help the students with
each step they made.
The third project (PIMCD-UCM-120) was focused on the con-
struction of a prototype, going from the theory (first and second
projects) to the doing. In this part, the “learning by doing” concept
26 C. Negro et al. / Education for Chemical Engineers 26 (2019) 24–29
Fig. 1. Evolution of the total number of the students and their distribution in the different courses of Chemical Engineering during the different phases of Chem-E-Car®
project.
was implemented, allowing the students to walk by themselves
to construct a viable prototype. The students had all the prepared
tools available, but professors were always supporting their work.
3. Results and discussion
3.1. Chem-E-Car® and chemical engineering teaching innovation
projects
The three Teaching Innovation Projects of the UCM helped both
professors and students to implement a successful project based
on “learning by doing” concept.
During this first Innovation Project, the majority of the effort was
made by the professors to elaborate the material, which takes one
academic year with an average dedication of 2 h/week of a team of
10 professors. All of this teaching material was available in the Vir-
tual Campus for the students. During the second Innovation Project,
the main effort was made by the students closely followed by the
professors. The average contact hours invested in this project were
1 h every two weeks of a team of 3 professors during one academic
year. Finally, in the third project the majority of the effort was made
by the students and the average contact hours in this project were
1 h/week of a team of 5 professors during one academic year. It was
necessary to provide the students with laboratory space and equip-
ment as well as with reagents to start their essays. Afterwards, they
have to look for a sponsor to pay part of the car.
Since the beginning of the project until finally compete with a
Chem-E-Car® , the number of the student and their distribution in
the different courses of Chemical Engineering has varied (Fig. 1). 32
students began the project, but every year some students finished
their degree and new students were incorporated so the number
of students involved per year was different. Additionally, some of
them left the project due to the lack of time.
Regarding the students’ experience, from the beginning of the
Chem-E-Car® project to finally compete with a Chem-E-Car® , sev-
eral steps have been accomplished (Fig. 2). The Chem-E-Car®
project started up with the conceptual design based on the
theoretical concepts that are taught in the degree of Chemical Engi-
neering. The subjects directly related to this step of the project are
Math, Chemistry, Fundamentals of Chemical Engineering, Chemical
Reactions, Thermodynamics, Kinetics, Thermal Engineering, Envi-
ronmental Technology and Biochemistry because in the first phase
of the project, the students have to work with mass balances, chem-
ical reactions, their thermodynamics and kinetics to select and
propose their propulsion and stopping mechanisms. All these con-
cepts were easily available for the students thanks to the data base
of chemical reactions and all the teaching material related to the
Chem-E-Car® project prepared by the professors (First and Second
Innovation Projects). This first step also includes experimentation
in the laboratory to assess the chemical reactions performance.
The second step of this project was focused on the mechanical
design and construction of a prototype. The Chem-E-Car® project
performed by UCM professors was looking for the motivation of
Chemical Engineering students but, in order to take advantage of
possible synergies, the project was directed mainly to both Chem-
ical and Material Engineering students, including professors of
both fields in the project. At this step, a materials virtual space
was prepared, including the availability to use a specialized soft-
ware to select the adequate materials and also to design the car
for the 3D printing. The subjects related to this step are Physics,
Fundamentals of Chemical Engineering, Electrical and Automation
Engineering, Material Science, Mechanical Engineering, Graphic
Expression, Computer Science and Solids Operations, due to the
students had to include all of this disciplines to select the materials
for the car, looking for the lightweight materials, but also resistant
to the chemicals used. The related material teaching prepared by
the professors (First and Second Innovation Projects), as well as the
required software, were available to the students to accomplish the
objectives of this second step of the project.
The third step began with the built prototype, in which stu-
dents performed tests with the prototype and made the appropriate
design corrections to get a viable Chem-E-Car® to compete. This
step is characterized by bigger difficulties for the students because
they have to deal with practical problems, which usually they do
not know how to overcome. At that point, the support of profes-
sors is critical to encourage the students to look for solutions and to
try alternatives without fear to fail. At the same time, students can
incorporate those important cross-curricular abilities intensively.
The subjects involved at this step are Physics, related to the material
selection, Statistics, related to laboratory results data treatment,
Quality Control, as the materials and processes work properly, Envi-
ronmental and Security Management, as students must take into
account these issues to accomplish with the competition rules.
The last step was to compete with the built Chem-E-Car® . In the
case of the UCM team, students participated in the Chem-E-Car®
World Competition, during the WCCE10 in Barcelona (Spain). This
 C. Negro et al. / Education for Chemical Engineers 26 (2019) 24–29 27

Fig. 2. Chem-E-Car® Challenge: Steps followed since the beginning of the project to finally compete with a Chem-E-Car® .

step of the project allows the students to put all the work they made
to the test. Additionally, they can learn from the work made by other
teams, exchange experiences with students of Chemical Engineer-
ing all around the world and enjoy the satisfaction of being able to
get there. The subjects related with this step are Applied Statistics;
Design and Management of Projects; Quality, Environmental and
Safety Control and Computer Sciences.

3.2. Chem-E-Car® of the UCM team to compete in the

Chem-E-Car® world competition

The car that the UCM students built for the Chem-E-Car®
World Competition was a 3D printed design, powered by copper-
magnesium cells assisted by CuSO4 /H2 O2 as electrolytic solution
impregnated in commercial sponges and nanocellulose mem-
branes to improve the efficiency of the battery. The car stops by
an iodine clock reaction.
The 3D design and the selection of the material were made by
the Material Engineering students always under professors’ super-
vision and also with the advice of the 3D printer service staff (Fig. 3). Fig. 3. Chem-E-car® vehicle built by UCM.
The selected material was polylactic acid (PLA) due to the resis-
tance and lightness of this material. This selection was made using
the GRANTA software. which allow moving the car once the cells are connected to the
The power source was a copper-magnesium battery (Fig. 4), that engine, regardless the distance al load required for the competition.
consists of 48 cells with two electrodes, individually packed, and The stopping mechanism for the car was an iodine clock reac-
each of them were prepared using both copper plate of 3 × 4 cm tion, that allows or not the light to pass through a dissolution.
as the cathode and magnesium plate of 3.5 × 1.5 cm as the anode. Initially, 40 ml of reaction solution were prepared with 0.25 g of
That combination of electrodes was selected after working with starch, 10 ml of hydrogen peroxide 6%, 10 ml of ascorbic acid solu-
other possible electrodes. Commercial sponges were impregnated tion (0.8 g/l) and 20 ml of water. The start-up procedure consisted of
in the electrolytic solution (220 g/l of CuSO4 and 1% w/w of H2 O2 ) the injection with a syringe of 14 ml of potassium iodine solution,
and placed between the two electrodes of each cell to assist the whose concentration will be adjusted depending on the distance
electronic flow, which helped to achieve better performance of the and weight and in which reactions 1 and 2 are involved.
battery. Additionally, membranes of bacterial cellulose wrap up
the magnesium electrode to further improve the performance of 2H+ (aq) + 2l− (aq) + H2 O2 (aq) → l2 (aq) + 2H2 O(l) (1)
the battery by increasing the intensity. The voltage and intensity
reached with this power source were 6 V and 300 mA, respectively, l2 (aq) + C6 H8 O6 (aq) → 2H+ (aq) + 2l− (aq) + C6 H6 O6 (aq) (2)
28 C. Negro et al. / Education for Chemical Engineers 26 (2019) 24–29
Fig. 4. Individual cell of the Copper- Magnesium Battery used in the Chem-E-Car®
of the UCM team.
Fig. 5. Mechanism of working of the stopping reaction used in the Chem-E-Car® of
the UCM team.
The reaction solution remains transparent and the LED light can
cross it, reaching the photodetector, while the complex KI-starch
is being formed. Once the dark complex is formed, the light cannot
cross through the reaction solution, opening the electric circuit and
stopping the car (Fig. 5).
Additionally to the Chem-E-Car® itself, the students prepared
the poster to present their car, the video to present the team and
all the additional information required to compete and included in
the Engineering Documentation Package (EDP). The EDP contains
all the information related to the car, explaining how the car moves
and stops, the reactions involved, the hazards analysis, the chem-
icals used and their hazards and disposal, the Standard Operating
Procedures (SOP) and the equipment list.
3.3. Competences acquired by the students
Students participating in Chem-E-Car® project of the UCM were
able to apply the knowledge they learn along the degree, reinforc-
ing the technical skills, but at the same time, acquiring professional
skills. The competences involved at each step of the project vary
depending on the knowledge involved, reinforcing different tech-
nical skills related with the degree (Fig. 6). However, transversal
competences were incorporated and reinforced along the entire
project, which provides the students with tools to better develop
their future jobs and, even, to easily find a job.
The biggest challenges that the students had to face during the
project required the use and develop of those transversal compe-
tences to be solved. Initially, planning and creativity were critical
to them to be able to move forward. Once the project was running,
solving problems and decision ability became very important com-
petences to achieve their final objective, to build the car. One of
the main transversal competency they needed to accomplish their
objective was the personal relationships, keeping a good working
environment and learning to work together.
At the different phases of the project, the competences acquired
by the students were evaluated. In the first phase, in which they per-
formed the conceptual design of the car, creativity, data base use,
chemical engineering concepts, environmental assessment and use
of standards were the competences assessed, as well as other
transversal ones, such as management of information, self-learning,
decision ability and personal relationships During this phase, stu-
dents showed initiatives skills developing decision abilities. For
example, although the professors prepared a database with differ-
ent alternatives, the students selected, based on their own criteria,
the most suitable option. Additionally, as they were working on
the project, they also included changes to improve the reactions
performance (Fig. 6).
In order to do that, the students were divided into two groups
that worked separately to propose two alternative options for the
propulsion and stopping the car. Two teams presented their pro-
posals through a written deliverable to the professors that revised
the works and gave the students some feedback to help them to
perform the next phase of the project. Only one of the options was
selected for the next phase due to the higher commitment of the
students working on it.
In the second phase of the project, the students had to mechan-
ically design and built up the prototype, testing it and making the
needed corrections in the design. The competences acquired were
related with the acquisition of specific knowledge (AutoCAD draw-
ing, materials properties, reactors design, electronics, automation
and control and devices principles), but also with design and man-
agement of experimental procedures, interpretation of the data
from laboratory results, and transversal competences including
critical thinking, planning, management of projects, self-learning,
solving problems, personal relationships, social and environmental
impacts and entrepreneurship (Fig. 6). All of them were evaluated
through the preparation of the EDP by the students, in which they
explained the car design, including the reactions and the laboratory
results, the mechanical design, the materials selection, the hazards
involved and all the standard operation procedures. This document
was revised by the professors as well as by the organization, with
the correspondent feedback to the students.
Finally, the competences acquired by students that partici-
pated in the third phase, the competition at WCCE10, were English
communication with audio-visual media, use of rules, marketing,
initiative and motivation (Fig. 6). In this case, the evaluation of that
competences was based on the poster elaborated by the students to
show their car to the judges of the competition, and also based on
their capacity to give an oral presentation in English to the judges
to explain how the car worked, answering all the judges’ questions.
4. Conclusions
Chem-E-Car® competition provides an opportunity to the
Chemical Engineering undergraduates to take part in a challenge,
involving the design and construction of a car powered by a chem-
ical reaction. The Chem-E-Car® experience shows that students
were very exciting about the perspective of working in the project
of constructing a car, but keeping the initial motivation was hard.
They have had to overcome difficulties in finding sponsors and
they had to manage several kinds of challenges in progressing
with car design, construction and working. This experience was
undoubtedly enriching for the students. Engineering analysis con-
cepts introduced through the Chem-E-Car® competition not only
provide an opportunity to reinforce theoretical concepts but also
provide a tool to enhance the technical and professional skills of
Chemical Engineering students.
 C. Negro et al. / Education for Chemical Engineers 26 (2019) 24–29
Fig. 6. Competences acquired by students working on Chem-E-Car® project.
The expected impact of this project was to motivate the students
in their degree studies through the “learning by doing” methodol-
ogy and that was achieved. In fact, the students involved showed
motivation to learn and solve the problems they found. Addi-
tionally, as the team participated in the competition, several new
students from the first years of the degree have shown interest and
they are working on improvements for a new car. Therefore, fur-
ther strategies to continue with this methodology are in progress
keeping in contact the new students with the experienced ones to
create a new car.
Acknowledgements
The authors wish to thank the Complutense University of
Madrid (Spain) for the financial support of the Teaching Innova-
tion Projects with references PIMCD-UCM-103, PIMCD-UCM-28
and PIMCD-UCM-120.
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