Balances: Student has the ability to develop a flow diagram and to perform mass, energy, and momentum balances for processes and process units.
Rate/ Equilibrium Relationships: Student has the ability to apply equilibrium relationships (chemical and physical), rate relationships (kinetic and transport) to chemical processes and process equipment.
Correlations/ Models: Student has the ability to develop phenomenological models for processes and process equipment. Student has the ability to select or develop an appropriate correlation and use it properly.
Process Equipment: Student has knowledge of basic operational principles and mechanical details of basic chemical process equipment including pumps, heat exchangers, reactors and separation equipment.
Design/ Analysis: Student has the ability to analyze/design/optimize chemical processes and process equipment. Student has the ability to understand the numerical results from calculations in a broad context relative to similar results/processes.
Communication Skills:
Students can demonstrate the ability to effectively communicate technical ideas to a variety of audiences. Specific modes of communication encompass the following objectives:
Written: Student can prepare a variety of written documents which include a basic professional memo, a basic summary report of an investigation, and a detailed formal report which includes a comprehensive analysis of results/errors and recommendations for future work.
Oral: Student can prepare and deliver a comprehensive presentation of results/findings to a specified audience. The student will be able to answer audience questions pertaining to the work discussed
Interaction: Student can informally discuss various aspects of projects undertaken with colleagues or fellow team members.
Computer Skills:
Students can demonstrate proficiency in the use of computer tools typical of those used in the process industries for research, development, design and operation activities. At present, this is expected to include the following objectives:
Basic Skills: Student has knowledge of the basic operation of digital computers, including recognition of their inherent limitations including the Agarbage in/garbage out@ principle, and the ability to use a common operating system.
General Packages: Student has proficiency in the use of general purpose packages, such as word processors, spreadsheets and web browsers, The level of proficiency will include simple programming activity, such as entering complex formulas into spreadsheet cells.
Simulation: Student has the ability to use a variety of simulation software packages, such as differential equation solvers and flowsheet calculation programs, to analyze and design processes.
Operations: Student has familiarity with data acquisition and process control hardware and software typically found in industrial laboratories and plants.
Design:
Students can demonstrate the ability to develop solutions to open-ended problems which achieve balance among competing constraints. The solutions developed by the students will demonstrate the following objectives:
Organization: Student has the ability to organize a complex task into a sequence of sub-tasks, with recognition of the time and informational dependence of the sub-tasks.
Optimization: Student has the ability to choose from among alternatives based on maximizing or minimizing one or two key design objectives, including economic considerations, while operating within imposed technical and societal constraints
Synthesis: Student has the ability to draw from a wide body of knowledge and techniques to model and analyze the specific situations of the problem and to propose a number of potentially viable solutions.
Independent Learning:
Students can demonstrate the ability to think creatively and to extend their knowledge through independent learning. Specific skill objectives in this area include:
Need Recognition: Student has the ability to survey a situation and to identify areas where there is a need for additional learning.
Source Identification: Student has the ability to identify and utilize information sources (e.g., Chemical Abstracts, journals, handbooks, software, Internet, formal training, laboratory experiments).
Analogy Development: Student has the ability to identify commonalities between the current problem and previously learned technologies / procedures
Laboratory:
Students can demonstrate the ability to design and conduct experiments, analyze data obtained, assess overall results, and make recommendations regarding the outcome of their work. Specific objectives in this area include
Objective Definition: Student has the ability to review and understand problem (analysis/design), identify variables/parameters (model) and identify what data are to be obtained.
Experimental Design: Student has the ability to plan experiments to obtain the desired data efficiently and effectively (ie., ranges and combinations of independent variables are chosen so as to achieve the desired results with the minimum number of trials and use of resources). Identification of error sources/magnitudes will also be made.
Laboratory Practice: Student has the ability to assemble simple laboratory equipment, perform experiments according to plan with regard for safety and pollution prevention (waste management)
Results Processing: Student has the ability to use raw data to obtain meaningful results, and to assess these results in terms of precision, accuracy, and the desired outcome of the experiment.
Problem Solving:
Students can demonstrate the ability to apply an engineering approach to the solution of problems. The following objectives should characterize their approach:
Problem Formulation: Student has the ability to assess a situation and develop a clear understanding of constraints and requirements.
Estimation: Student has the ability to obtain reasonable order-of-magnitude values for key data and results, with minimal input data.
Modeling: Student has the ability to represent a physical system with a phenomenological model.
Knowledge Integration: Student has the ability to bring to bear facts and techniques drawn from various fields of study to analyze a situation.
Result Interpretation: Student has the ability to assess a numerical result from a broad prospective, and understand it=s relevance.
Societal Issues:
Students are aware that solutions to technical problems have wide ranging effects on society. They can demonstrate the ability to incorporate consideration of such effects into their solutions. These considerations include the following objectives:
Economics: Student has the ability to estimate capital and operating costs, and overall economic impact of a solution.
Environmental: Student has an awareness of federal, state, and local environmental regulations regarding discharge and disposal of chemicals. Student is aware of his/her professional responsibility for environmental stewardship and that consideration of environmental impacts is required in any design or process modification.
Ethical: Student has an awareness that accepted humane, legal, and corporate standards often need to be considered in making technical decisions.
Safety: Student has the ability to incorporate safety considerations into solutions.
Teamwork:
Students can demonstrate the ability to function as an integral member of a multi-disciplinary team. A team member should possess certain attributes expressed in the following objectives:
Role/Position: Student can act in a variety of roles (e.g., group leader, subordinate) and conduct several technical tasks (e.g., assemble equipment, conduct independent research) as required.
Interaction: Student is aware of the need for negotiation when participating on a team including giving and accepting ideas, compromising on schedule issues, and working towards overall team goals.