CEO, co-founder, former Co-founder, co- UC Davis professor oversight authors,Programming in MATLAB UC Riverside professorProgram. Embedded SystemsDigital DesignData Structures EssentialsComputing Technology for All Scott Sirowy, Kathleen Hayes, Russ Anderson, Roman Lysecky,Computer Organization & Design Engin. Director, VP of Sales VP of Finance Assoc. Prof. of ECE,Material and Energy Balances UCR CS Ph.D. Univ of Arizona, co
thermodynamics as a stand alone subject that has little relationship to the othermaterial. The fact that thermodynamics underlies the material and energy balance andseparation process courses is often obscured because in teaching the methodology forthose courses, the thermodynamic information is simplified or taken for granted as beinggiven in the problem statements. Also, note that traditional students spend about three Page 3.39.2quarters of a year acquiring skills and concepts before actually applying them to anydesign tasks in the last part of the year. Moreover, after two terms of thermodynamics,students tend to forget the material balance skills they
based on recent statistics from 2019. 10 Second‐Year Courses: Group Project Reflections Second‐Year Course: Material and Energy Balances Incorporating these topics in second‐year courses is more challenging as a result of the highly technical course content. How is diversity and inclusion incorporated? There are four group projects throughout the semester. The students answer a series of reflection questions after each project that address: Individual strengths and weaknesses Individual behavior within the group Interactions with team members Demonstration of respect for group members
curriculumthat results in a large number of students either withdrawing or failing. In chemicalengineering this gateway class is the material and energy balance class. Statistics overthe past 24 years at Washington State University show that 35% of the students whoenroll in the material/energy balance class either fail, withdraw, or receive a grade lowerthan a “C”. A large majority of these (66%) never complete their chemical engineeringdegree. The students who fail to successfully complete the material/energy balance classshow a wide variety of academic abilities, as measured by SAT scores or high schoolGPA. However, the academic abilities of those students who fail to successfullycomplete the material/energy balance class and those who successfully
AC 2008-1886: DEVELOPING A SOFTWARE ENVIRONMENT FOR VISUALLEARNING IN INTRODUCTORY CHEMICAL ENGINEERING CLASSESRichard Zollars, Washington State UniversityChristopher Hundhausen, Washington State UniversityJonathan Brown, Washington State University Jonathan Brown is currently a Ph.D. student in the Computer Science program at Washington State University. Page 13.382.1© American Society for Engineering Education, 2008Designing a Software Environment for Visual Learning in Introductory Chemical Engineering Classes The material and energy balance class is frequently the “gateway” class inchemical
inthermodynamics and material and energy balance courses. Originally called YouTube Fridays, thefirst five minutes of Friday class sessions were dedicated to course related videos selected by agroup of students. At the end of the semester, surveys showed that the vast majority of studentsfelt they had better understanding of the field of chemical engineering from participating inYouTube Fridays [28]. In subsequent semesters, students selected YouTube videos and createdengineering estimate problems related to the course material. Surveys showed that the majority ofthe students felt they had a better understanding of the course topic of thermodynamics, couldrelate thermodynamics to real world phenomena, and felt confident solving engineering
phenomena, as fundamental asthermodynamics, and as crucial to the professional success of our graduates as a firm groundingin material and energy balances and process design. In this paper, instruction modules for ethics and professionalism and for environmentalhealth & safety are presented. We use these modules in the senior design class; however, theystand alone and can be used most anywhere in the curriculum. More details are available in anew, recently published textbook for the capstone design class.1 Ethics and Professionalism The purpose of this module is to teach students their ethical and legal responsibilities asprofessional engineers and to help them develop strategies to make the best
students that failed to successfully complete the material andenergy balance course had a cumulative GPA of 3.06 versus 2.95 for those that didsuccessfully complete the class. The SAT scores for these two groups were 1265 versus1300, respectively. The standard deviation for the GPA was 0.50 while that for the SATscores was 70. Why, then, do 35% of our students fail to complete the material andenergy balance course?Defining an Approach To explore why the material and energy balance course might be such a stumblingblock, we studied the problem solving activities of introductory chemical engineeringstudents. To do this, we ran an exploratory study in the Fall of 2006 using four pairs ofstudents and a SmartBoard√ electronic whiteboard to (a
for assessing individual contributions to the team assignments. The authors present an assessment of the impact of the abstracts, specifically addressing the following question: Did students attain the learning objectives of the course more thoroughly than students in a previous cohort, who completed comparable homework problems in teams of the same size, but who were not required to write abstracts? Introduction The introductory chemical engineering course at most universities focuses on material and energy balances. Historically this course has had the reputation of being a conceptually demanding course that induces fear in many studentsi. One of the greatest challenges faced by many students is the solution of “word problems” which
doingbut also by receiving critiques on their work from other students as well as providing critiquesthemselves to other students. Engineering students often do this in informal settings (e.g., studygroups) but rarely do so in a formal classroom setting. The critiquing activity is the strength ofthe learning activities in studio-based learning as it requires students to be active as well asencouraging students to evaluate and explain (teach) the material to others, thus strengtheningtheir understanding of the concepts.Over the past few years a team from the chemical engineering program and the computer scienceprogram have been working on developing a software package to aid students in developing theirskills in the material and energy balance
Teach” surveys focus on a particular core chemical engineering courseeach year and have recently covered topics of Capstone [1], Material and Energy Balances [2],Kinetics and Reactions [3], Intro Classes [4], Thermodynamics [5], Unit Operation Labs [6],Process Control [7], and Transport [8] individually. However, fundamental limitations arepresent with any survey, such as non-response bias, and misrecollection.This work serves to complement department surveys using three sources of publicly availabledata: 1. the ground truth of published course schedules; 2. Faculty numbers and position fromstaff pages on department websites; and 3. Each program’s recommended 4-year BS program,BS/MS program, and masters program. Data was collected from the 2022
- versity of Canterbury in New Zealand. His research involves the rheology of complex fluids, especially traditional and renewable energy fluids and materials, polymers, and colloids. His educational interests include developing problems from YouTube videos, active learning, learning analytics, and interactive textbooks. His interactive textbooks for Material and Energy Balances, Spreadsheets, and Thermody- namics are available from zyBooks.com. His website is: https://www.utoledo.edu/engineering/chemical- engineering/liberatore/ ©American Society for Engineering Education, 2023 Reading participation and assessment of spreadsheet skills across multiple cohorts when using an
learning,interactive technologies leverage the strengths of the digital native [24, 25]. Student engagementwith new technologies does not seems to be a detractor; recent surveys found a majority of currentengineering students, sometimes called digital natives, prefer interactive and/or electronictextbooks [26, 27]. However, many faculty authors of educational materials are not natives of thedigital age, so creation and adoption of interactive materials may be slow.Overall, fully interactive tools are becoming available for core chemical engineering courses, e.g.,material and energy balances zyBook [28]; however, the market size for chemical engineering ismuch smaller than foundational math or science courses (e.g., General Chemistry), so
to thetopic of the course (either thermodynamics or material and energy balances). Students’ feedbackon their comfort with open-ended problems was solicited. While a majority felt they had a betterunderstanding of the course topic of thermodynamics (63% strongly agree/agree), a larger majoritycould relate thermodynamics to real world phenomena and felt confident solving engineeringestimate problems (79% and 69% strongly agree/agree, respectively). In addition, over 40% of theclass thought YouTube Fridays helped them learn the course material. Recurring response fromthe free response questions stated that real situations are much harder than class problems sincethere are so many unknowns. The vast majority of the feedback on YouTube Fridays
any HTML5 compliant webbrowser without additional plug-ins. The lead author created a Material and Energy BalanceszyBook, available since January 2016. In 2018, a chapter on spreadsheets was added along withadditional spreadsheet content to help students solve material and energy balance problems. Thechapter on spreadsheet skills is the focus of this work, and this content is also available as a stand-alone title, Spreadsheets Essentials, for a price of $10 per student per semester. The Material andEnergy Balances zyBook is required for the course; reading participation and auto-gradedproblems account for 10% of the final course grade, which is detailed in another paper for thisconference. The necessity of interactivity to earn a grade
Achieved in: Introduce students to the engineering design process Lab Introduce students to engineering problem solving methods Lab Provide experience with measurements, including statistical analysis Both Introduce basic engineering calculations (material and energy balances, fluid Lecture mechanics, heat transfer) Introduce students to the engineering profession (especially the fields of Lecture Bioresource and Agricultural Engineering, Chemical Engineering, and Environmental Engineering) and professional ethics Provide experience working with computers and the Internet Both Develop students’ teamwork skills
database of videosand questions that reinforce important course concepts like energy balances and phase behavior.Additional pilots from the 2010-2011 academic years will be included in the talk. A set ofexample problems and videos will be presented from a sophomore level engineeringthermodynamics course and a sophomore level material and energy balances course. Studentevaluations found a vast majority (79%) of the students felt better at relating real worldphenomena to thermodynamics from participating in YouTube Fridays. Overall, YouTubeFridays is a student led activity that provides practice of problem solving on open-ended, courserelated questions.IntroductionToday, most students enrolled in higher education were born in the 1980s or 1990s and
Paper ID #33134What Kinds of Advice do Chemical Engineering Students Give to FutureStudents for Success in High-structure Courses?Dr. Justin Shaffer, Colorado School of Mines Dr. Justin Shaffer is a Teaching Associate Professor in Chemical and Biological Engineering at the Col- orado School of Mines. Dr. Shaffer’s research focuses on high structure course design and student atti- tudes towards biology. He teaches thermodynamics, material and energy balances, anatomy and physiol- ogy, and introductory biology. American c Society for Engineering Education, 2021 Work
capabilities: thesuccessive iterative calculations to close material and/or heat balance equations with a set ofthermodynamic equilibrium correlations and data that successfully model the physical chemistryof the process. The bookkeeping capabilities of these programs are valuable but not unique.Other programs (e.g., a spreadsheet like Excel) can easily provide the same capabilities forbookkeeping of material and energy balance equations—especially through the trial and errorcalculations. In practice, most simulators require a substantial amount of data entry and/orentering/fitting of thermodynamic parameters to provide any results (let alone meaningfulresults!). For many of the general purpose simulators support for inorganics and/orbiological
whichare integrated into the refrigeration system and used for cooling and condensing the compressedethylene to liquid.Design of An Industrial Refrigeration SystemOnce the temperature levels of the refrigerant and duties of the heat exchangers requiringrefrigerant have been decided, the design of the refrigeration system can proceed by contructinga process flow diagram (PFD) such as figure (2) The design of the system involves thegeneration of the material and energy balances for the process. Calculation of compressorhorsepower, duties of coolers and condensers and sizing of the flash drum follow. Like othermanufacturing processes, material and energy balances can be generated through the use of aprocess simulator. However, there are two basic
includeintroductory courses for freshmen, material and energy balances, fluid mechanics,introductory thermodynamics, and separations.Objectives and MotivationAlthough teaching is a critical mission of any college or university, today’s facultymembers are increasingly becoming involved in other scholarly activities. Thus, whenteaching a new course, developing a good set of instructional materials can be achallenging, time-consuming task. In this paper we provide a review of some of what weconsider the best practices in engineering education, applied to the following courses:freshmen chemical engineering, material and energy balances, fluid mechanics,introductory thermodynamics, and separations. Note that a companion paper whichcovers the upper-level
addition of a projectcomponent of such magnitude. In addition, the general engineering principles of the lower-levelcourses can be most readily applied and extrapolated to more general real-life challenges thatwould be the basis of the service-learning projects. The goals of increasing excitement andretention rates would be also better served by implementing service learning during the mostinfluential time of a student’s academic career, which typically coincides with the lower-levelcourses. Furthermore, the four learning outcomes of the material and energy balances coursewere defined with the goal of implementing service learning. Specifically outcome 4 is wellaligned with such objectives of a service learning project: community engagement
Session 1213 A Secret to Large Classes - Showing You Care Susan Montgomery University of MichiganINTRODUCTIONThe other speakers in this session are addressing some of the logistical issues involved inteaching large classes, as well as some ways of engaging large classes to obtain increasedparticipation. In this paper I wish to address some of the belongingness issues that areparticularly magnified in large classes. My experience with large classes comes from teachingthe material and energy balances class at the University of Michigan, which has had
the University of California, San Diego has integrated agroup project analyzing a chemical processing plant throughout the curriculum. The goal of theproject is to tie together concepts in the core courses, which can otherwise appear disconnected.Students first analyze the chemical plant in Material and Energy Balances. They then build uponthat analysis using the material they learn in Chemical Engineering Thermodynamics, ChemicalReaction Engineering, Separation Processes, Chemical Process Dynamics and Control, and,finally, in the capstone Chemical Plant and Process Design course.This paper presents quantitative and qualitative survey results from students at different stages inthe curriculum. A 5-point Likert scale was used to evaluate the
“ElementaryPrinciples of Chemical Processes” [12] and “Basic Principles and Calculations in ChemicalEngineering” [13] lately offer online versions, in parallel to hardcopy editions, with increasingover-the-years interactive elements, but at a significant cost. More recently, Matthew Liberatorepublished an impressive online-only textbook on “Material and Energy Balances” [14] withinteractivity and adaptability to the user, but not on an open licence. Regarding online resources,he most widely known is the LearnChemE repository from the University of Colorado Boulder[15] which includes numerous screencasts, simulations, and quizzes. Quite popular is also theAIChE Concept Warehouse from Oregon State University [16] which hosts a huge number ofquestions on
spreadsheet content to help students solve materialand energy balance problems. During the Spring 2018 semester, ~100 students were assignedreading and auto-graded homework for 12 sections related to spreadsheets (Table 1). Students paidless than $60 to access to both the material and energy balances and spreadsheet content for thesemester and can re-subscribe for a fee (
objectives (CLOs) 3. Establish the relationship between the CLOs and the POs 4. Establish the relationship between the CLOs and the course topics 5. For each performance criteria (PC), mark the appropriate box that corresponds to the highest Bloom’s level of coverage for the course. 6. Tabulate the relationships between CLOs, POs, and PCs.To demonstrate this six-task process, the development of a course profile for ABE 210 –Biological Applications of Material and Energy Balances (Introduction to Thermodynamics) willbe used as an example. The first task entails the listing of the topics and practices for the course.The course topics and practices for ABE 210 are shown in Table 6. Table 6. Course Topics and Practices for ABE
to begin to incorporate bio intotheir courses. The database would function as a supplementary solution manual to the textbooksolution manual. An NSF Course, Curriculum and Laboratory Improvement proposal was Page 14.1086.2 1funded in January, 2007 to the authors of this paper, and the plan was to develop 100 problemswith solutions for the Material and Energy Balance course.BioEMB has a number of useful attributes for faculty. Unlike a static solution manual, theproblems on BioEMB can be easily modified. Thus, mistakes in calculation, typo's and othererrors can be easily fixed and reposted
brain's way of healing: Remarkable discoveries and recoveries from the frontiers of neuroplasticity. 2016: Penguin Books.14. Liberatore, M.W., Improved student achievement using personalized online homework for a couse in material and energy balances. Chemical Engineering Education, 2011. 45(3): p. 184- 190.15. Liberatore, M.W., Active Learning and Just-in-time Teaching In a Material and Energy Balances Course. Chemical Engineering Education, 2013. 47(3): p. 154–160.16. Liberatore, M.W., High textbook reading rates when using an interactive textbook for a Material and Energy Balances course. Chemical Engineering Education, 2017. 51(3): p. 109- 118.17. Bullard, L.G. and R.M. Felder, A Student-Centered Approach To Teaching A
-sized silicon nitride powder, carbon nanotubes, and silicon carbide nanotubes. He has taught senior Chemical Plant Design courses since he joined OSU in 1989 and a sophomore level Material and Energy Balances for six years. He currently works with a US company as a senior consultant on commercialization of carbon nanotube mass production.Alexandre Yokochi, Oregon State University Alex Yokochi is an Assistant Professor of Chemical Engineering at Oregon State University. His research interests include the preparation and characterization of advanced materials, including nanostructured materials, and sustainable energy options