Conference Session

New Pedagogical Approaches in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

John L. Gossage, Lamar University

Tagged Divisions

Chemical Engineering

for a fixed number of stages in the column.In addition, this paper provides the VBA code to find real roots of any cubic equation: such afunction can also be useful in other Excel applications.The inputs to the spreadsheet are the x-y equilibrium data, the feed composition and “q-value”(usually, the liquid mole fraction of the feed: formally defined as the heat required to vaporizeone mole of feed at the entering conditions divided by the molar latent heat of vaporization of thefeed8 (equation 11.4-12, page 710)), the desired tops and bottoms purity, the reflux ratio, and theMurphree efficiency. The outputs are the location of the azeotrope (if present), the intersectionpoint of the feed line with the equilibrium curve, the required number of

Conference Session

Virtual and Web Learning in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessie Keeler, Oregon State University; Thomas W Ekstedt, Oregon State University; Ying Cao, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Chemical Engineering

recognizedthey needed to use the information in the graph to the right of the simulation. However, twodifferent errors caused Gerry to submit the wrong answer: Gerry: This is insulated which means Q is zero. So, ‘calculate the amount of work that the piston and block did on the system’. So as I can see in PV graph, this is [an] irreversible process, so the area under the PV curve will be the work that the piston did on the system. Since [the] system got the work, work will be a positive number. So I can just simply get the area under the curve which would be, I don’t know, 15 times 15? So 225 approximately.Figure 3. Procedural question from Work IVLGerry was correct that it is an irreversible process and that work is equal

Conference Session

Experiential Learning in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Negar Beheshti Pour, Washington State University; David B. Thiessen, Washington State University; Bernard J. Van Wie, Washington State University

Tagged Divisions

Chemical Engineering

= 0.6155x 800 Group #1 700 Group #2 600 Group #3 Q Cold [W] Group #4 500 Group #5 400 Group #6 300 Group #7

Conference Session

Chemical Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elizabeth M. Hill, University of Minnesota - Duluth

Tagged Divisions

Chemical Engineering

, 35.6. CEP Leadership Q&A: Taking a Leading Role in Process Safety. CEP 2015, January, 19-23.7. Felder, R.; Spurlin, J. Applications, Reliability and Valididty of the Index of Learning Styles. Int. J. Engng Ed 2005, 21, 103-112.8. Pike, R. W. Risk Assesment: This certificate uses a browser-based SAChE product to provide an overview of the methods used for risk assessment, management, and reduction with examples and exercises. http://sache.org/student_certificate_program.asp (accessed Sept 1, 2015).9. Chemical Safety Board Experiamenting with Danger. https://s3.amazonaws.com/csbsafetyvideos/3_5_Experimenting_with_Danger.mov (accessed Sept 1, 2015).10. AnonymousWhy Transition? Transitioning to Safer Chemicals. https

Conference Session

Chemical Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kevin P. Whittaker, Louisiana State University; Amiel Kirtikar, Louisiana State University; Adam T. Melvin, Louisiana State University

Tagged Divisions

Chemical Engineering

these sessions, the course instructors discussed the course objectives,expectations, topics to be covered, and the outline of the course. By learning about their coursesand meeting their professors in an informal environment, students could begin their courseworkwith more confidence and accurate expectations, aiding their overall performance in thesecourses. During the morning of the second day of camp, the chemical engineering upperclassmanheld an informal Q&A session regarding course scheduling to give the rising sophomoresfeedback and suggest a plan for the academic trajectory for the remainder of their college career.By developing this plan, camp attendees could begin to anticipate coursework necessary forpotential double-majors, minors