Conference Session

Innovative Topics in ChE Curriculum

Collection

2005 Annual Conference

Authors

Timothy Ward; Robert Busch; Abhaya Datye; David Kauffman

general education component, with no minimum specified.The ABET program-specific criteria for chemical engineering specify what they consider theminimum components of an undergraduate chemical engineering program. In addition to athorough grounding in chemistry and a working knowledge of advanced chemistry, ABETincludes the following engineering-related curriculum components for chemical engineering, allof which must be covered for a program to achieve accreditation: “…working knowledge, including safety and environmental aspects, of material and energy balances applied to chemical processes; thermodynamics of physical and chemical equilibria; heat, mass, and momentum transfer; chemical reaction engineering

Conference Session

Innovative Topics in ChE Curriculum

Collection

2005 Annual Conference

Authors

Daniel Fichana; Ann Marie Flynn; Robert P. Hesketh; C. Stewart Slater; Jim Henry

corecourses from material and energy balances to plant design. In addition, faculty have developedmodules for multidisciplinary offerings such as freshman-level introduction to engineering andupper-level system dynamics and control. This paper will review some of the innovativemodules developed and show how they can be used in the chemical engineering curriculum.This educational project’s goal is to integrate green engineering concepts horizontally andvertically into the curriculum by taking existing courses and integrating topics as appropriatethrough examples, problems and case studies. Using green engineering principles at the start ofthe design process can lead to processes and products of a sustainable future.Support for this project is funded

Conference Session

Innovations in ChE Labs

Collection

2005 Annual Conference

Authors

Richard Zollars; Jim Henry

outcomes arising from the objectives outlined above are intended to partially satisfyABET outcomes a, c, e, and k as well as the AIChE outcomes of demonstrating aworking knowledge of material and energy balances applied to chemical processes,process dynamics and control, and appropriate modern experimental and computationaltechniques.In the past this course was taught in a traditional manner – covering the mathematicalbases of process dynamics (unsteady-state balances, Laplace transforms, etc.) first beforegoing on to cover control and tuning. Starting in the Fall Semester of 2003 the coverageof topics was changed with students analyzing process dynamics and tuning first,followed by coverage of the mathematical aspects and then more recent

Conference Session

Design and Computation in ChE Courses

Collection

2005 Annual Conference

Authors

Michael Elly; Mordechai Shacham; Michael Cutlip

Copyright © 2005, American Society for Engineering Education”than 0.1 otherwise the message "No Convergence" is shown. It should be pointed out that fouriterations of the secant method were sufficient for convergence in all the cases tested.5. Using the Sample Problem as Assignment in Various CoursesTable 1 summarizes the implementation details of the problem solving process for the sampleproblem in four core chemical engineering courses.The emphasis on the "Stoichiometry" course is usually placed on the preparation of themathematical model using the material and energy balance equations, a critical analysis of theresults, and proper documentation of the solution. Consequently the mathematical model shouldbe prepared by the student in detail. Aspen

Conference Session

Innovation in ChE Teaching

Collection

2005 Annual Conference

Authors

Michael Elly; Mordechai Shacham; Michael Cutlip

Education”Bibliography 1. Edgar, T. F. “Computing Through the Curriculum: An Integrated Approach for Chemical Engineering,” Technical Report, CACHE Corporation, 2003. 2. Henley, E. J.; Rosen, E. M. Material and Energy Balance Computations, Wiley: New York, 1969. 3. Ingham, J., Dunn, I. J., Heinzle, E. and J. E. Prenosil, Chemical Engineering Dynamics, VCH, Weinheim, 1994 4. Kneale, M. and G. M. Forster, “An Emergency Condensing System for a Large Propylene Oxide Polymerization Reactor”, I. Chem. E. Symp. Series No. 25, 98 (1968)Biography of the AuthorsMORDECHAI SHACHAM is professor and a former chair of the Department of Chemical Engineering at the Ben-Gurion University of the Negev in

Conference Session

IE/EM Skills in Real World Concepts

Collection

2005 Annual Conference

Authors

Jessica Matson; David Elizandro; Jane Fraser

2000 Criteria. Table 1. Program Criteria Related to Curriculum.Program Type Program must demonstrate that graduates haveChemical Thorough grounding in chemistry.Engineering Working knowledge of advanced chemistry such as organic, inorganic, physical, analytical, materials, chemistry, or biochemistry, selected as appropriate to the goals of the program. Working knowledge, including safety and environmental aspects, of material and energy balances applied to chemical processes; thermodynamics of physical and chemical equilibria; heat, mass, and momentum transfer; chemical reaction engineering

Conference Session

ChE Department and Faculty Issues

Collection

2005 Annual Conference

Authors

Hassan Alfadala; Andrew Wilson

and in working with a group. The group environment should divide the labor fairly utilizing the particular strengths of the group members. 3. Be able to apply the Chemical Engineering fundamentals in the professional environment. The student can apply the following fundamental areas of Chemical Engineering: • Material and energy balances • Fluid mechanics • Thermodynamics • Process control • Heat and mass transfer • Unit operations and separation processes • Kinetics and reactor design • Engineering economics This would include knowing how to find data and information necessary to make use of these fundamentals. The application of these fundamentals will include the following activities: • Application of