we look at chemical process design for zero waste,by reusing, recycling and/or renewing materials [11]. At the University of Toronto, sustainability topics have been vertically integrated into ourchemical engineering undergraduate curriculum through analyzing and/or designing a biodieselplant, whose elements/unit operations/principles have been discussed in several courses overdifferent years. In addition to this integration strategy, we have three design-related courses wheresustainability has been addressed: (i) CHE324 Process Design is a third-year course that introducesthe philosophy of chemical engineering design projects, including material and energy balances,design of unit operations, equipment specifications, and development
technology management course,” Proc. Can. Eng. Educ. Assoc. CEEA, Nov. 2019, doi: 10.24908/pceea.vi0.13760.[8] J. Nease, V. Leung, S. Ebrahimi, B. Levinson, I. K. Puri, and C. D. M. Filipe, “A learner’s journey towards a chemical engineering degree,” Can. J. Chem. Eng., vol. 99, no. 10, pp. 2149–2162, Oct. 2021, doi: 10.1002/cjce.24140.[9] J. E. Cooke, L. Weir, and B. Clarkston, “Retention following two-stage collaborative exams depends on timing and student performance,” CBE—Life Sci. Educ., vol. 18, no. 2, p. ar12, Jun. 2019, doi: 10.1187/cbe.17-07-0137.[10] J. F. Shaffer, “Student performance on and perceptions of collaborative two-stage exams in a material and energy balances course,” Chem. Eng. Educ., vol. 54, no. 2, pp. 52
Technology to improve the problem-solving skills ofthe students while improving the conceptual understanding of material and energy balance [2].The study found that the PSS significantly enhanced both aspects in students.A subsequent study was carried out by one of the authors to teach facilities layout planning anddesign using an adapted PSS technique. The purpose was to improve students’ ability to uselayout planning techniques to generate facility layouts that meet customer requirements,specifically the ability to execute steps of the Systematic Layout Planning pattern. These includeacquiring the necessary input information, using the specific tools, generating alternativesolutions, and evaluating solutions using criteria that are important to
engineering students engaging with the corechemical engineering curriculum. Over the course of the year, sophomores maycomplete Safety Modules in their material and energy balances, thermodynamics, andfluids courses. Juniors completed Modules in their heat and mass transfer, separations,and kinetics courses. Seniors might encounter Safety Modules in controls.Data CollectionThe pre survey was distributed at the start of the Fall 2018 term (in September 2018).The post survey was distributed at the end of the Winter 2019 term (April 2019). Thesurvey was left open for approximately 4 weeks before being closed; for the pre survey,this timeline was selected so students would fill out the survey before encountering anySafety Modules in their classes. The
in chemical engineering. From 2005 to 2015, he served on the faculty at the Colorado School of Mines. In 2018, he served as an Erskine Fellow at the Uni- 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
question-based reading strategy. Journal of Research in Science Teaching, 47(4), 363-379.[19] M.W. Liberatore, "High textbook reading rates when using an interactive textbook for a Material and Energy Balances course"," Chemical Engineering Education, vol. 51, no. 3, pp. 109-118, July, 2017.Appendix ATitle Sections included in study Types/Number of Reading ActivitiesMaterials Historical Perspective 1 Animation with 3 stepsScience 1 Question set with 3 learning questionsMaterials Materials science and 2 animations with 3-5 stepsScience engineering 2 question set with 6 learning questionsMaterials Why study materials
, were taught to provide background knowledgeof how energy systems work, concepts of material and energy balances, and how chemicalreactions can be manipulated in processes for sustainability and energy efficiency purposes.There were lectures and readings to develop understanding of the second goal, how sustainabletechnologies are implemented and regulated in Brazil. However, most of the learning of theseconcepts happened in interactions and visits to companies, government agencies, and/orcommunities to discuss how they implement technologies, policies, and/or engage inentrepreneur activities to implement sustainable technologies. Some examples of visits include asugarcane ethanol production plant, a biogas-producing landfill to produce energy
implementation of these technologies and/or practices will lead to a more sustainable manufacturing plant for Suzano (i.e. calculate reduction in fossil fuel use, reduction in GHG emissions, reduction in raw material usage by recycling materials, reduction in waste products). This should be done by implementing material and energy balances. • Include efficiency and saving techniques that should be implemented to reduce consumption of energy and/or materials. • Provide images/ drawings/ sketches on how these technologies/designs/plan would be implemented for your sector.You need to have all references in IEEE format. You need to use and reference at least
recitation sessionsattended by sophomores in ECHM 201. Recitation sections enroll approximately 20-25 studentsand are 50 minutes in length. In each session, the senior students will be tasked with helpingstudents as they work on a multi-unit material and energy balance problem using Excel. At thispoint in the semester, the sophomore students will have just learned the basics of material andenergy balances while the seniors will have applied a larger system-wide material and energybalance as a part of their design projects. The seniors will possess knowledge of the contextualrelevance of this exercise, having recently completed one of their own based on their designproject, while the sophomore students will be expanding on their newly acquired skills
, Donald P. Visco, Donald R. Woods, “How We Teach: Freshman Introduction to Chemical Engineering”, Proceedings of the 2010 Annual Meeting of the American Society for Engineering Education, 2010. 5. Silverstein, David L., Margot A. Vigeant, “Results of the 2010 Survey on Teaching Chemical Reaction Engineering”, Chem. Eng. Ed., 46(1), 31-40 (2012). 6. Silverstein, David L., Lisa G. Bullard, Margot A. Vigeant, “How We Teach: Material and Energy Balances”, Proceedings of the 2012 Annual Meeting of the American Society for Engineering Education, 2012. 7. Silverstein, D.L., Bullard, L.G, Sieder, W.D., Vigeant, M.A., “How We Teach: Capstone Design”, Proceedings of the 2013 Annual Meeting of the American Society for
, incorporating economics, process simulation, control, Proceedings of the 2008 American Society for Engineering Education Annual Conference & Exposition Copyright © 2008, American Society for Engineering Educationtransport, material and energy balances, thermodynamics, safety, and ethics (among otherelements). Due to the scope and scale of these projects, they are generally completedthrough calculation and simulation only.Senior design at Bucknell University is a two-semester sequence composed of two four-credit courses. In this paper, we describe how we moved from the traditional seniordesign sequence, in which both semesters focused on a single simulation-based design ofa styrene plant for a simulated company to one
. Production of steel Full material and energy balances in production of steels.Problem-solving focused tutorials provided the context for much of the student learning.Academic consultations, outside timetabled classes, provided further context for studentlearning. Tutorial problems were generally based on case studies such as fuel comparisons interms of economics, energy intensities and carbon footprint, or glass bottles design for thefermentation of sparkling wines. Other problems were derived from topics on health, wastewater treatment, mineral and food industries. Areas of knowledge, both in fundamental Page 14.466.5sciences and engineering
Paper ID #18898No More Death by PowerPoint! Using an Alternative Presentation Model ina ChE Unit Operations Laboratory CourseDr. Matthew Cooper, North Carolina State University Dr. Matthew Cooper is a Teaching Assistant Professor in the Department of Chemical and Biomolecular Engineering at North Carolina State University where he teaches Material and Energy Balances, Unit Operations, Transport Phenomena and Mathematical / Computational Methods. He is the recipient of the 2014 NCSU Outstanding Teacher Award, 2015 ASEE ChE Division Raymond W. Fahien Award, and currently serves as the ASEE Chemical Engineering Division’s
Annual Conference and Exposition. 2015.[7] Matthew W Liberatore, and New Orleans Jazzed Engineering Education. “An InteractiveWeb Native Textbook for Material and Energy Balances”. AEEE’s 134rd Annual Conference &Exposition, New orealns, LA. June 26-29, 2016.[8] Robert Gunn, Bruno David, Jean-Jacques Delannoy and Margaret Katherine, "The past 500years of rock art at Nawarla Gabarnmang, central-western Arnhem Land" in: Bruno David, PaulS.C. Taçon, Jean-Jacques Delannoy, Jean-Michel Geneste (eds.), The Archaeology of Rock Artin Western Arnhem Land, Australia (2017), pp. 303–328.[9] The Art of Ancient Egypt. A resource for educators. New York: The Metropolitan Museumof Art. P. 44. Retrieved July 7, 2013.[10] Tsien, Tsuen-Hsuin (1985). “Paper
designed to address many, but not all, of these outcomes and atdifferent levels. The specific course outcomes anticipated by successful completion of thecourse are listed below. This statement of course outcomes provides a broader perspective onthe overall objectives of the course.Outcomes a and e are central to the course. Atmospheric chemistry is the basis of manyanalytical measurements and treatment technologies. Knowledge of calculus is applied indispersion modeling and in performing material and energy balances. Much of the homeworkemphasizes the application of various basic science and engineering concepts used inquantitative and qualitative analyses of air sampling.Outcomes b and k are the focus of the laboratory component of the course
problemwith other chemical engineering courses, and d) think of a related problem. In this paper we willpresent the analysis of this valuable data set of student reflections as we seek to more deeplyanalyze students reflective writing in terms of (1) the specific technical content discussed and (2)the way the student engaged with the content, its connections to other ideas, and their ownunderstanding (“thinking about thinking,” or metacognition).IntroductionChemical engineering thermodynamics and chemical process control and safety are two requiredcourses taught in the fall and spring of the junior year, respectively. The prerequisites forthermodynamics include material and energy balances, organic chemistry, and multivariablecalculus, while the
Paper ID #14452The Solve - Personalize - Integrate - Think Approach in the Process ControlClassroomDr. Joshua A Enszer, University of Delaware Dr. Joshua Enszer is an Assistant Professor of Instruction in Chemical and Biomolecular Engineering at the University of Delaware. He has taught core and elective courses across the curriculum, from introduc- tion to engineering science and material and energy balances to process control and modeling of chemical and environmental systems. His research interests include technology and learning in various incarna- tions: electronic portfolios as a means for assessment and professional
, University of Delaware Dr. Joshua Enszer is an associate professor in Chemical and Biomolecular Engineering at the University of Delaware. He has taught core and elective courses across the curriculum, from introduction to engineering science and material and energy balances to process control, capstone design, and mathematical modeling of chemical and environmental systems. His research interests include technology and learning in various incarnations: electronic portfolios as a means for assessment and professional development, implementa- tion of computational tools across the chemical engineering curriculum, and game-based learning.Dr. Julia A Maresca, University of Delaware Microbiologist in Civil and Environmental
temperature on the reversibility of reactions.Electrochemistry Application in the study of production of electricity with emphasis on batch and fuel batteries. Application to corrosion and corrosion protection of metals. A study in the production of aluminium.Studies of Calculations involving current issues in fuel technology,atmospheric and manufacturing industry, agriculture and urban transport.land pollution. Page 12.495.5Production of steel Full material and energy balances in production of steels.The syllabus content, of the first part of the subject, was designed
been given ample exposureto both material and energy balances, the two main focuses of CHE 205. At this point in thesemester, students had significant experience with the CHE 205 environment, assignments, andexams, however, the semester had not progressed far enough that students were able to makeconcrete predictions concerning their final course grades.Instrument Students’ perceptions of the learning environment and their efficacy beliefs based ontheir experiences in CHE 205 were probed using a modified survey based on one previouslyused21, 22 to investigate the perceptions of first-year engineering students. The first-year surveywas adapted by replacing references to other courses with reference to CHE 205. Items askingstudents to
; Communication in Higher Education, 2012. 10: p. 33-50.8. M. W. Prairie, G. Wight, P. Kjeer, A Multidisciplinary Hydroelectric Generation Design Project for the Freshman Engineering Experience, Proc. 120th ASEE Ann. Conf., Atlanta, GA, June 23-26, 2013.9. L. Tan, J. Jiang, Teaching System Modeling and Feedback Control Systems: A Multidisciplinary Course in Mechanical Engineering and Electrical Engineering, Proc. 120th ASEE Ann. Conf., Atlanta, GA, June 23-26, 2013.10. D. Yuan, Teaching Engineering Design Concepts through a Multidisciplinary Control Project, Proc. 120th ASEE Ann. Conf., Atlanta, GA, June 23-26, 2013.11. M. A. Collura, W. D. Harding, Material and Energy Balances Taught in a Multidisciplinary Course, Proc
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
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
Warehouse (CW) is a database-driven website developed to lower theactivation barrier for faculty to use conceptual instruction and assessment so that many morechemical engineering faculty incorporate concept-based learning into their classes. Concept-based instruction (e.g., ConcepTests, concept inventories) often depends on high quality conceptquestions. These questions can be time consuming and difficult to construct, posing one of thebiggest barriers keeping faculty from implementing this type of pedagogy.7, 8This tool can be used throughout the core ChE curriculum (Material and Energy Balances,Thermodynamics, Transport Phenomena, Kinetics and Reactor Design, and Materials Science).Currently the AIChE Concept Warehouse has approximately 2000
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
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
Engineering Courses Mechanical Design Design of Concrete Transport Phenomena Structures Dynamics Design of Steel Thermodynamics for Structures Chemical Engineers Fluid Mechanics Structural Mechanics Mass Transfer Mechanics of Structural Analysis Fluid Flow and Heat Deformable Solids Transfer Statics Material and Energy
–Introduction to Structural Analysis 4 12 7CE 405–Design of Steel Structures 3 – 10CE 406–Design of Concrete Structures 3 10 5CE 491–Intersection Design and Control 3 8 –CE 844–Highway and Traffic Safety 3 3 –CHE 201–Material and Energy Balances 3 – 4ME 221–Statics 3 – 4ME 361–Dynamics
included what we termed “non-traditional”programs: Drexel, Lehigh, Penn State, Rose-Hulman, Rowan, and Rutgers. Finally, we notedthat several of the departments are in our geographic region and can be considered our directcompetitors: Cooper-Union, Drexel, Lehigh, Manhattan, Rowan, and Rutgers.Information on these programs was gathered from their respective web sites. The informationobtained is summarized in Table I according to the number of credits in the following courses:humanities and social sciences (required courses and restricted electives), chemistry and physics,mathematics, other science or engineering (required courses), material and energy balances,transport phenomena, thermodynamics, kinetics and reactor engineering, plant design