Programming Lab (http://eecs.wsu.edu/~veupl), Dr. Hundhausen pursues research on computer-based visualization, simulation, and programming environments for science and engineering education.Melissa Stefik, Washington State University Melissa Stefik is a graduate student in computer science in the School of Electrical Engineering and Computer Science at Washington State University. Page 12.1592.1© American Society for Engineering Education, 2007 Visual Learning in a Material/Energy Balance Class The material and energy balance class is frequently the “gateway” class inchemical engineering. Our
-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
material. The pre-test might be especially valuable for studentswho are using the ICC for review. Students who are learning about applications of CoM for thefirst time may find the pre-test helpful in organizing their prior knowledge8 about the topic. Theweb site also displays a score for the student who takes the test and provides a chance to improvethis score after going through the topic notes, exercises, and examples in the ICC. Pre-testquestions are being revised and updated continuously. A future plan is to ask the students takingthe material and energy balances course in each semester to develop new concept questions andcontribute to the concept inventory. This technique is especially useful as the students oftenidentify a difficult concept
officer in Texas A&M University Student Chapter of AIChE. She has significantly contributed to the implementation of the service learning project as directed studies and also served as a mentor to the participating students both in Fall 2006 and Spring 2007 semesters.Janie Stratton Haney, Texas A&M University Janie Haney has graduated with a B.S. degree from Artie McFerrin Chemical Engineering Department in December, 2006. Prior to her graduation, she has served as a teaching assistant in introductory level material and energy balances course for three semesters consecutively. She has participated fully in the implementation of the service learning project and also mentored the
comparison. We can make a few preliminary observations. First, the “Future”includes much more material in the systems category than we are suggesting here. For example,“Future” includes general modeling based on material and energy balances and many topics thatwe consider professional skills, e.g., ethics, globalization, intellectual property and so forth.While these topics are important, their link to PSE are tenuous; as a result, the systems topiccould be diluted into an “everything else” category that would not represent its centralimportance. Second, the “Future” proposes coverage of molecular level and multiscale topicsthat require further definition. We will observe the warning that “God (or the devil) is in thedetails”, and therefore, we
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
asked the students to organize themselves into groups of three andfour, presented them with a fairly extensive material and energy balance problem (Problem 8.74of the course text), and gave them about five minutes to itemize the information they would needand the approach they would take to solve the problem. We told them that the exercise wasintended to give them a preview of what the course was about and a taste of how we would beconducting the lectures and problem sessions, and we assured them that while we would collecttheir outlines, we would not grade them. At the end of five minutes they signed and turned intheir papers. On the last day of class, we gave them the identical in-class exercise and thenreturned their first-day efforts to