spreadsheet programs,and this finding was confirmed in this survey. In this survey we asked what were the major usesof spreadsheet programs and for each category shown in Figure 1. In each of these categories,respondents rated the use from 5 (high) to 1 (low) with an additional option to state ifspreadsheets were not used for this category. In Figure 1 the average score for this rating isshown. To compare this question to the 2003 survey in which only a yes or now response wasobtained, we grouped the 4 and 5 responses to indicate a yes. Using this criteria, spreadsheetsoftware is used by 70% of respondents for process data analytics, as well as economic studies(38%), engineering design (36%), material and energy balances (28%) and numerical analysis
-ups based upon patentable or other newtechnology. Instead, it is a much broader approach that challenges students to engage in the “3 C’s”(curiosity, connections, and creating value). EML is an excellent complement to project-based learning,collaborative pedagogies, and other student-centered activities both in and out of class. The KEENframework is summarized in Figure 1. In this paper we describe a unique project that was implemented in the first course in chemicalengineering (material and energy balances). We used the 1980 Titan missile accident in Damascus, AK asa focal point. Our EML module included basic mass balance analysis put in an historical context butextended to include a qualitative chemical process accident case study
unit operations they would undoubtedly hear about intheir future classes (especially the impending Material and Energy Balance course). Second, thestudents were able to make connections between their introductory sciences courses from theirfreshman year curriculum and these process units, effectively bridging the mental gap betweentheir prior coursework and their future chemical engineering courses. Third, the team exercisewas representative of the type of group work and oral presentations required in several chemicalengineering courses. By forming these relationships among the participating students, they couldbegin their sophomore year knowing their classmates and identify potential study partners. Inaddition to these activities, students
at all good.Thus, there may have been a significant change in UTA quality between the 2012 and 2013classes. Second, there is a tendency to recalibrate grading metrics based on current information.When students perform better, our expectations for their abilities also rise. Thus, the return tomore traditional grade distribution may be due to a normalization of grades based on theprevious years’ experience.2.3 Department of Chemical EngineeringImplementation of the UTA strand in the Department of Chemical Engineering has focused onthe first three courses students will take within the department, namely Introduction to ChemicalEngineering, Introduction to Materials Science, and Material and Energy Balances. In each ofthese courses, the UTAs
of expressions of North-South global inequality and its relationship to colonialhistories, each subsequent year presented new real-time insights into the same dynamics thatdeepened the case study and lent it continued currency.Module 1: Life Cycle Assessment in Mass and Energy BalancesCourse Context: A semester long project in Life Cycle Assessment (LCA) was implemented in asecond-semester first year mass and energy balances course. The course prepares students toformulate and solve material and energy balances on engineering systems and lays thefoundation for subsequent courses in thermodynamics, fluid mechanics, and advanced electivesin thermochemical processes. More fundamentally, it introduces the engineering approach toproblem solving
Assessing teaming skills and major identity through collaborative sophomore design projects across disciplinesAbstractCollaboration and student projects than span multiple departments are often seen as too difficultto pursue due to administrative, topical, or other logistics related barriers. This projectdemonstrates an approach at introducing true interdisciplinary design projects within asophomore level materials and energy balances courses in both Bioengineering and ChemicalEngineering programs at the University of Illinois at Urbana-Champaign. Engineering curriculahave been focused on integrating design in the freshman and senior years but often fail tointegrate projects into the sophomore and junior year courses. The study
. Plante, and J. A. Starke, “Long-term impact on environmental attitudes and knowledge assessed over three semesters of an environmental engineering sequence,” American Society for Engineering Education Annual Conference, #26444, Tampa, Florida, 15-19 June 2019.[6] L. Ballard and R. Felder, “A student-centered approach to teaching material and energy balances 2. Course delivery and assessment,” Chemical Engineering Education, vol. 41, pp. 167-176, 2007.[7] D. Ramirez Hernandez, “Solving Material Balance Problems at Unsteady State Using a Remote Laboratory in the Classroom,” American Society for Engineering Education, 2013.[8] K. Apostolou, “Effectiveness of blended learning for an energy balance course
times at the end of the term. It is important to note that a core class in the CHBE curriculum iscalled “Material and Energy Balances”, and is likely a strong contributor to this difference.The theme “diagrams” also had a significant increase in frequency from the start to the end ofterm from 0 to 15. This theme would be expected to increase since it is the first term thatstudents start interpreting and creating chemical engineering diagrams such as block flowdiagrams and process flow diagrams. Some other themes that had similar trends of high increasebetween start and end are “equilibrium” (1 to 12), “process control” (2 to 21), “reaction ratelaw/kinetics” (3 to 16), and “separation techniques” (0 to 11). All of these topics are
Paper ID #30669From Assessment to Research: Evolution of the Study of a Two-DayIntervention for ChemE SophomoresDr. Bradley Cicciarelli, Louisiana Tech University Brad Cicciarelli is a Senior Lecturer in the chemical engineering and mechanical engineering departments at Louisiana Tech University. He received his B.S. from the University of Florida and Ph.D. from M.I.T., both in chemical engineering. He teaches a variety of courses, including material and energy balances, thermodynamics, heat transfer, and mass transfer.Eric A. Sherer, Louisiana Tech University Eric Sherer is an Associate Professor in chemical engineering
): unit conversions, basic engineering calculations, graphing • Fundamentals of Chemical Engineering: material and energy balances in fuel cells and fuel reformers • Transport / Unit Operations 1 (Fluid Mechanics): pressure drop in bipolar plate channels, sizing air compressors for fuel cells, sizing cooling fans for fuel cell systems • Transport / Unit Operations 2 (Heat and Mass Transfer): design of membranes for use in fuel cell vehicles, thermal management, mass transfer through fuel cell electrodes, hydrogen leakage through fuel cell bipolar plates, finite element modeling of mass transfer in fuel cell applications • Chemical Engineering Thermodynamics: theoretical efficiency of fuel
material and energy balances, second order ordinarydifferential equations representing steady state heat conduction and diffusion, and secondorder partial differential equations describing unsteady state heat conduction in solids. Inseveral cases, solutions to these problems were generated by students using finitedifference techniques such as Euler’s method as well. Students were then able to realize Page 12.602.6the advantages in computation and presentation of solutions offered by MATLAB.MATLAB was also implemented in the junior level mass transfer and separations coursein three problems: for phase equilibrium calculations for x-y and T-x-y phase
. Representative slide illustrating an API synthesis “campaign.”Introducing Pharmaceutical Technology through Educational Materials for UndergraduateEngineering CoursesThis workshop module consisted of an interactive presentation integrated with example problemsand demonstrations. There were two major parts to this module: illustrative problem sets forlower-division chemical engineering courses focusing on topics from drug formulation toproduction; and life cycle methodology to evaluate API manufacture. The educational materialsconvey essential concepts in pharmaceutical terminology, drug delivery, and manufacturingwithin the context of a material and energy balance calculation. Problems introduce apharmaceutical “term of art,” manufacturing process, or
able to solve more sophisticated problems using appropriate applications software. Thetypes of problems include material and energy balances, optimization problems with constraints,and statistical data analysis.4. be familiar with software for computer-aided process design and analysis.5. have experience with computer-based instrumentation, process control, data collection, andanalysis.”This report also discussed the results of a CACHE survey of practicing engineers that revealedheavy use of computers by the majority of respondents and reliance on commercial software toolsfor a variety of applications. Software applications should be employed within the curriculum todevelop the required skills, and to prepare the students for professional
; Exposition Copyright 2001, American Society for Engineering EducationFor questions 8 to 16, select one of the following responses: 1) Strongly disagree 2) Disagree 3) Somewhat agree 4) Agree 5) Strongly agree8. You understand and are able to develop and use material and energy balance equations:9. You can create process diagrams for simple and moderately complex chemical systems:10. You can solve material and energy balance problems using various computational tools:11. This course provided you with an opportunity to develop an ability to identify, formulate and solve engineering problems:12. This course provided you with an opportunity to develop skills in engineering design:13. This course provided you an opportunity
Timmerhaus2 is in its fourthedition, took a much different approach, greatly emphasizing the economic aspects of plantdesign, including cost estimation and profitability analysis. In addition, extensive chapters wereprovided on design and costing of equipment for materials transfer and handling, heat transfer,mass transfer, and chemical reactions. In Peters and Timmerhaus, emphasis shifted from plantdesign to process design, but little attention was given to the synthesis of a process structure.Prior to the 1960s, the development, by practicing chemical engineers in industry, of a processdesign for a given process structure, including material and energy balances and overall sizing ofequipment, was carried out by hand calculations, which were often
and then develop a flowsheet of the process as they envision it.This gives the students an opportunity to see how the various pieces of equipment can come together to form asuccessful design. The students then perform detailed material and energy balances around the entire processand around selected pieces of equipment (material- and energy-balance problems associated with this casestudy may be found in the reference cited above). Depending on the timing of the case study during a semester,the material and energy balances either replace or reinforce homework problems. It is emphasized to thestudents that, at this early stage, they are not expected to know every detail of the design, but that by the end ofthe curriculum they will be able to
ethics education that crossescognitive, affective, psychomotor, and social domains of learning, driven by a motivational cyclethat includes autonomy and value. Studies have also found that engineering co-curricularactivities can contribute to students’ ethics education [11-13].A number of papers have been published that provide examples of ethics education in chemicalengineering courses [14-21]. Surveys of how key chemical engineering courses are taught havedetermined that within material and energy balances courses, ~44% include ethics, ~44% includesustainability, and ~62% include safety/health/environment [22]. Within capstone designcourses, the percentage that included various ESI topics were: 37% ethics, 16%sustainability/life-cycle analysis
questions used in the new SAM cur-riculum were similar to those from the traditional courses. Comparison of student performanceshowed that SAM students performed as well as or better than traditional students in both multi-ple choice and work-out problems in the area of dynamics. A similar study, but with a smallsample size, was conducted at the University of New Haven in the chemical engineering pro-gram23. The original sequence of two sophomore courses (Fundamentals of Chemical Engineer-ing I and II) focused on material and energy balance applications using a traditional approach.The new curriculum included a SAM course discussed earlier followed by a course that providedmore depth in material and energy balances. Student performance on the final
situations.3 However, science and engineeringclassrooms often reward students more for rote learning than for conceptual understanding.4, 5There is clearly a need for more emphasis on conceptual understanding and concept-basedinstruction.Concept-based instruction (e.g., ConcepTests, concept inventories) often depends on high qualityconcept questions. These questions can be time consuming and difficult to construct, posing oneof the biggest barriers keeping faculty from implementing this type of pedagogy.6, 7 The AIChEConcept Warehouse decreases this barrier by housing questions pertinent to courses throughoutthe core chemical engineering (ChE) curriculum (Material and Energy Balances,Thermodynamics, Transport Phenomena, Kinetics and Reactor Design
section of the course on Life Cycle Assessment [39] (LCA) which is a method formeasuring the environmental impact of an object through every step of its existence. We beginLCA with the basics of material and energy balances and explain the importance of the laws ofconservation of mass and energy to engineering calculations. We end the class by giving studentsperspective on the different stages in production that can drive environmental impact(particularly energy use and raw material extraction) and discuss minimizing environmentalimpact via their second project presentations.Student Learning OutcomesOur goals for student learning were most related to ABET outcomes two through five, especially2 and 4: 2. an ability to apply engineering design to
professor in the Department of Chemical and Biomolecular Engi- neering at the University of South Alabama, where she also serves as Director of the Office of Undergrad- uate Research. She holds a Ph.D. from Georgia Institute of Technology and a B.S. from the University of Alabama. She teaches material and energy balances and chemical reactor design, and endeavors to incorporate student professional development in her courses.Dr. Stephen W. Thiel, University of Cincinnati Stephen Thiel is a Professor-Educator in the Chemical Engineering program at the University of Cincin- nati (UC). He received his BS in Chemical Engineering from Virginia Tech, and his MS and PhD in Chemical Engineering from the University of Texas at
efficiency, can perform safety & risk analyses and life-cycle assessments, have project management and time management skills, and understand the basics of engineering economics and material and energy balances. 4. An understanding of the impact of underlying systems and environmental/societal policies on the global energy infrastructure. a. … the program should develop students with a capacity for systems-level thinking, ability to assess scale and scope of a project, be familiar with environmental policy and global competition for resources.Though the program is administratively housed in the Mechanical Engineering Department
well as faculty advisor for several student societies. She is the instructor of several courses in the CBE curriculum including the Material and Energy Balances, junior laboratories and Capstone De- sign courses. She is associated with several professional organizations including the American Institute of Chemical Engineers (AIChE) and American Society of Chemical Engineering Education (ASEE) where she adopts and contributes to innovative pedagogical methods aimed at improving student learning and retention.Dr. Vanessa Svihla, University of New Mexico Dr. Vanessa Svihla is a learning scientist and assistant professor at the University of New Mexico in the Organization, Information & Learning Sciences program
Specific Outcomes 1) The curriculum has prepared graduates to apply knowledge of mathematics through differential equations, probability and statistics, calculus-based physics, chemistry (including stoichiometry, equilibrium, and kinetics) 2) The curriculum has prepared graduates to apply knowledge of earth science, a biological science, fluid mechanics 3) The curriculum must prepare graduates to formulate material and energy balances, and analyze the fate and transport of substances in and between air, water and soil phases 4) Design environmental engineering systems that include considerations of risk, uncertainty, sustainability, life-cycle principles, and environmental impacts; and apply
testactually represent the latent construct instead of being an artifact of rater discrepancies [21]. Thispaper argues that the MFRM provides necessary evidence toward the validity of inferences thatcan be made regarding student learning outcomes in engineering education.MethodsParticipantsA total of 113 students were enrolled in an undergraduate Material and Energy Balance chemicalengineering course as part of a control cohort (23 students; 22% female) and a treatment cohort(93 students; 41% female) at two Midwest Universities. Table 1 shows different distributions forhighest mathematics courses completed by cohort. This discrepancy can be explained as aconsequence of the course sequence occurring in the sophomore year for the control cohort (falland
requirements but this exercise is not performed. To provide tools for theteachers to use in the classroom for visualization of the overall stoichiometric chemical processmaterial balances, the Multimedia Module “Material and Energy Balance” developed at theUniversity of Michigan and obtained from CACHE Corporation was used for “hands-on”experience3.Energy and Energy BalancesDiscussion of a chemical plant requires consideration of energy and energy balances of theprocess. The First Law of Thermodynamics for closed and open systems is applied to simpleproblems involving non-reactive and reactive energy balances, heat effects, phase changes,heats of reaction, mixing and solution. The chemistry concepts of thermochemistry,calorimetry, chemical bonds and
problems for the Material and Energy Balance Course. With continuing funding, fiveadditional core courses have been added: Kinetics and Reactor Design; Process Dynamics andControl; Heat and Mass Transfer; Fluid Dynamics; and Thermodynamics. Workshops were heldfor faculty to learn basic principles of biology and how engineering principles are applied inmany different aspects of modern biotechnology, from kinetics of biological reactions to fluidtransfer and process dynamics problems in whole organisms. Problems are organized bytextbook sections relevant for each course. There are over 300 problems posted on the websiteand the solutions to the problems are available only to registered faculty. The problems havebeen created by chemical engineering
paper describes theinstructional structure and design of a large sophomore level data analysis and statistics classbased on best educational practices. It is delivered to chemical, biological and environmentalengineers directly following the material and energy balance courses. The goal of the course is tohave students recognize that variation is inevitable, and teach them skills to quantify thevariation and make engineering decisions which account for it while still utilizing model basedproblem solving skills.The instructional design is based on constructivist and social constructivist models of learning. Aconstructivist perspective views learning as individually constructed based on the learner’s priorknowledge, interpretations, and
syllabus states the course objectives in the following words: 1. To help you apply classical thermodynamics (in particular, the first and second laws) to medical devices, laboratory systems, and living systems. 2. To enable you to write and solve macroscopic material and energy balances on laboratory devices and living systems. Such a knowledge will be useful in specifying and applying medical instrumentation, in analyzing existing and proposed medical devices such as artificial organs, and in the study of quantitative physiology and transport in BME 210, 251, 252, and later courses. 3. To provide a forum for solving problems and addressing relevant bioengineering issues in groups.Approaches to
group. Conversely, in upper level courses, wherestudents are more likely to have committed to engineering pathways and have developed effectivecoursework strategies, we see no significant relationship between changes in EI measures and receipt ofpersonalized feedback. This stands in contrast to students in the control group, who in the introductoryChemical Engineering course, had uniformly higher positive EI beliefs by the end of the term. It may bethat students who receive personalized feedback earlier, exit their early courses with higher levels of EI. Table 1. T-Tests of Difference: Engineering Identity by access to ChemLab Dashboard General Chemistry I General Chemistry II Material and Energy