Front Cover
 Table of Contents
 Thomas F. Edgar, of the University...
 Letter to the editor
 Instituto Tecnologico de Celay...
 Moments with Mathematica
 How about a quick one?
 Introducing water-treatment subjects...
 Letter to the editor
 Introducing high school students...
 More applied math problems on vessel...
 Book review
 Ideas about curriculum
 Computer control of a distillation...
 Chemical engineering design: Problem-solving...
 Education in process synthesis:...
 Computing in engineering education:...
 Back Cover


Chemical engineering education
http://cee.che.ufl.edu/ ( Journal Site )
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Permanent Link: http://ufdc.ufl.edu/AA00000383/00113
 Material Information
Title: Chemical engineering education
Alternate Title: CEE
Abbreviated Title: Chem. eng. educ.
Physical Description: v. : ill. ; 22-28 cm.
Language: English
Creator: American Society for Engineering Education -- Chemical Engineering Division
Publisher: Chemical Engineering Division, American Society for Engineering Education
Place of Publication: Storrs, Conn
Publication Date: Winter 1992
Frequency: quarterly[1962-]
annual[ former 1960-1961]
Subjects / Keywords: Chemical engineering -- Study and teaching -- Periodicals   ( lcsh )
Genre: periodical   ( marcgt )
serial   ( sobekcm )
Citation/Reference: Chemical abstracts
Additional Physical Form: Also issued online.
Dates or Sequential Designation: 1960-June 1964 ; v. 1, no. 1 (Oct. 1965)-
Numbering Peculiarities: Publication suspended briefly: issue designated v. 1, no. 4 (June 1966) published Nov. 1967.
General Note: Title from cover.
General Note: Place of publication varies: Rochester, N.Y., 1965-1967; Gainesville, Fla., 1968-
 Record Information
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Rights Management: All rights reserved by the source institution and holding location.
Resource Identifier: oclc - 01151209
lccn - 70013732
issn - 0009-2479
Classification: lcc - TP165 .C18
ddc - 660/.2/071
System ID: AA00000383:00113

Table of Contents
    Front Cover
        Front Cover 1
        Front Cover 2
    Table of Contents
        Page 1
    Thomas F. Edgar, of the University of Texas, Austin
        Page 2
        Page 3
        Page 4
        Page 5
        Page 6
    Letter to the editor
        Page 7
    Instituto Tecnologico de Celaya
        Page 8
        Page 9
        Page 10
        Page 11
    Moments with Mathematica
        Page 12
        Page 13
        Page 14
        Page 15
        Page 16
        Page 17
    How about a quick one?
        Page 18
        Page 19
    Introducing water-treatment subjects into chemical engineering education
        Page 20
        Page 21
        Page 22
    Letter to the editor
        Page 23
    Introducing high school students and science teachers to chemical engineering
        Page 24
        Page 25
        Page 26
        Page 27
        Page 28
        Page 29
    More applied math problems on vessel draining
        Page 30
        Page 31
        Page 32
    Book review
        Page 33
    Ideas about curriculum
        Page 34
        Page 35
        Page 36
        Page 37
    Computer control of a distillation experiment
        Page 38
        Page 39
        Page 40
        Page 41
        Page 42
        Page 43
    Chemical engineering design: Problem-solving strategy
        Page 44
        Page 45
        Page 46
        Page 47
        Page 48
        Page 49
    Education in process synthesis: Application to inorganic processes
        Page 50
        Page 51
    Computing in engineering education: From there, to here, to where? Part 2. Education and the future
        Page 52
        Page 53
        Page 54
        Page 55
        Page 56
    Back Cover
        Back Cover 1
        Back Cover 2
Full Text

c e education



. . . . . . . . ... I X . ..

Raf A Fabien, CheN Eng DepartIOe R o 319 Un-I.erity f Florida, Ga nest Ie, FL 3

Carol C. o Chem Eng Department, o o. UnT l of Florida, Galnes lle, F 32011

l TI.I NCM. w f2332 2080

| zst bo It lfe B11 ab, o 2- rl
mA r.A A* A*rT oA..-rnel A. *AAAAAA.Aii.A VAT A/AAE

210 1982


Chemical Engineering Education
Department of Chemical Engineering
University of Florida
Gainesville, FL 32611
FAX 904-392-0861

Ray W. Fahien (904) 392-0857
T. J. Anderson (904) 392-2591
Mack Tyner
Carole Yocum (904) 392-0861
James 0. Wilkes and Mark A. Burns
University of Michigan


E. Dendy Sloan, Jr.
Colorado School of Mines

Gary Poehlein
Georgia Institute of Technology
Klaus Timmerhaus
University of Colorado

George Burnet
Iowa State University
Anthony T. DiBenedetto
University of Connecticut
Thomas F. Edgar
University of Texas at Austin
Richard M. Felder
North Carolina State University
Bruce A. Finlayson
University of Washington
H. Scott Fogler
University of Michigan
J. David Hellums
Rice University
Carol M. McConica
Colorado State University
Angelo i. Perna
New Jersey Institute of Technology
Stanley I Sandier
University of Delaware
Richard C. Seagrave
Iowa State University
M. Sami Selim
Colorado School of Mines
James E. Stice
University of Texas at Austin
Phillip C. Wankat
Purdue University
Donald R. Woods
McMaster University

Chemical Engineering Education

Volume 26

Number 1

Winter 1992

2 Thomas F. Edgar, of the University of Texas, Austin

8 Instituto Tecnologico de Celaya, Arturo Jimenez

52 Computing in Engineering Education: From There, To
Here, To Where? Part 2. Education and the Future
Brice Carnahan

12 Moments with Mathematica,
H. Binous, B.J. McCoy
20 Introducing Water-Treatment Subjects into Chemical
Engineering Education, L. Cdceres, E. Gruttner,
V. Monardes, R. Contreras, B. Gdmez-Silva
44 Chemical Engineering Design: Problem-Solving Strategy,
Richard Turton, Richard C. Bailie
50 Education in Process Synthesis: Application to Inorganic
Processes, J.M. Gutidrrez, J. Gimdnez, M.A. Aguado

24 Introducing High School Students and Science Teachers to
Chemical Engineering,
Taryn Melkus Bayles, Fernando J. Aguirre

30 More Applied Math Problems on Vessel Draining,
Jude T. Sommerfeld

34 Ideas About Curriculum, Donald R. Woods

38 Computer Control of a Distillation Experiment, Carl T. Lira

18 How About a Quick One? Richard M. Felder

7, 23 Letters to the Editor
33 Book Review

CHEMICAL ENGINEERING EDUCATION (ISSN 0009-2479) is published quarterly by the
Chemical Engineering Division, American Society for Engineering Education, and is edited at the
University of Florida. Correspondence regarding editorial matter, circulation, and changes of
address should be sent to CEE, Chemical Engineering Department, University of Florida, Gainesville,
FL 32611. Copyright 1992 by the Chemical Engineering Division, American Society forEngineering
Education. The statements and opinions expressed in this periodical are those of the writers and
not necessarily those of the ChE Division, ASEE, which body assumes no responsibility for them.
Defective copies replaced if notified within 120 days of publication. Write for information on
subscription costs and for back copy costs and availability. POSTMASTER: Send address changes
to CEE, Chemical Engineering Department., University of Florida, Gainesville, FL 32611.

Winter, 1992

Ire ILeducator


of the

University of Texas at A

When Tom Edgar first joined the faculty at U'
he was given an excerpt from a 1966 speech
then Dean of Engineering, which summarized the
faculty member:
He/she should expect to write proposals for research,
special projects; to publish articles, reports, papers, and bi
to-date in his/her profession field; to serve on councils, b
mittees; to maintain the best possible relations with alu
and the business and industry of the region-in short, to
member of the community and to participate in many of i
we all know that these many activities must never oversh
est concern-the student. If our responsibilities to, and
student ever become secondary, we will be violating the ti
when we joined the faculty.
In his twenty years as a faculty member, Tom Ed
this creed, excelling in teaching, research, adminis
fessional service.
The influences that shaped Tom's career begai
young boy growing up in Bartlesville, Oklahoma (w
probably had the highest number of chemical engin

Becky, Jeff, Donna, and Tom on their favorite type oj

Copyright ChE Division ofASEE 1992



T-Austin in 1971,
by John McKetta,
expectations of a

equipment, and
books; to keep up-
oards, and com-
mni, legislators,
be a responsible
ts activities. But
adow our great-
concern for, the
rust we accepted

gar has pursued
traction, and pro-

i when he was a
which at that time
eers per capital in
the U.S.). His academic instincts
were honed in the eighth grade when
he won the Oklahoma Spelling Bee
and received an all-expense paid
trip to the National Spelling Bee in
Washington, D.C. (this was his first
national meeting!).
Then, when Sputnik was launched
in 1959, thrusting America into the
space race, the resulting heightened
consciousness of science led Tom to be-
gin dabbling in various technical fields.
Encouraged by his father (a metallur-
gical engineer), his mother (a teacher
and a housewife), and an older brother
(an electrical engineer), he undertook
several science-fair projects (including
& one on fuel cells) which whetted his
appetite for science and engineering.
As a high-school senior he won the
ffamily vacation. Bartlesville Science Fair and a trip to
the National Science Fair.

Chemical Engineering Education

During his senior year, Tom's parents became
concerned about his choice of a career, so he took a
battery of special aptitude tests. He scored high on
memorization and vocabulary (the spelling-bee in-
fluence!), but low on spatial reasoning-which indi-
cated he should not become an engineer. Perhaps
organic chemistry would be a good field....
But Tom ignored the aptitude-test results, and in
1963 he enrolled in chemical engineering at the
University of Kansas. He was influenced to con-
sider a research career in his second semester when
his audition for a part-time job to become a radio
announcer for a classical music station was un-
successful. Tom mentioned the audition to J.O.
Maloney, who promptly arranged for a lab-assistant
job with Russ Mesler making high-speed movies of
nucleate boiling.
At KU, Tom's only "B" was in transport phenom-
ena (darn that Bob Bird!); it is ironic that transport
was the first course he was assigned to teach at
Texas. He became heavily involved in campus activi-
ties while at KU, which presaged the future level of
his professional service. Also of benefit were a num-
ber of summer jobs in industry and an NSF under-
graduate research project in process control.
Tom has fond memories of his first experience
with computer programming. The students in his
material and energy balance course were told to
write a computer program for flash vaporization (it-
erative calculation) within a two-week period of
time, and it was suggested that they could learn how
to write the computer program on their own. This
effectively forced Tom to learn how to use the com-
puter! The result was that computer decks took up
more than their share of his desk space during the
next ten years.
With this background, it was only natural for
Tom to study for the PhD under Leon Lapidus at
Princeton, who was probably the leading authority
on numerical analysis and optimal control at that
time. Since Tom had a NSF fellowship, Leon left him
alone to "do his thing," so in his free time Tom
became involved in several athletic clubs and even-
tually started as prop for the Princeton rugby team
for two years.
Tom's PhD dissertation dealt with the "minimum
time" control problem, which is consistent with his
mother's comment that he always wanted to be first
to finish any activity (unusual for a second child).
He managed to finish his PhD in the "minimum
time" (less than three years) even though he was
balancing child-care responsibilities (his wife Donna

was pursuing a Master's degree at Rutgers), athletic
pursuits, and research activities.
One of the worst times to graduate was in 1971-
there were probably only three or four academic
jobs available that year, and industry was not hir-
ing. As a college freshman, Tom had decided he

Tom's research in coal gasification and
combustion focused on developing
fundamentally based mathematical models in
a field noted for empirical approaches.

wanted to be a professor, so he was delighted when
the University of Texas offered him a faculty posi-
tion with a princely start-up package of $10,000. At
that time there was limited government research
funding (especially in control), few PhD students,
and a teaching load of four courses per year. Tom set
about to identify fundable projects where new mod-
eling and control techniques were needed to solve
the problems.
During the early 1970s, Tom decided to broaden
his background by exploring energy technology. He
was influenced by having an office next to John
McKetta, who was at the time gaining great atten-
tion for his views on the energy crisis. When Tom
came across an obscure reference to underground
coal gasification (UCG), he became interested in pur-
suing research on the problem. As he recalls, the
brief article stated that UCG was an economically
attractive synfuel alternative, especially for deeper
coal seams-but that a major difficulty existed in
that the process could not be controlled and was not
well understood. "A perfect application for modeling
and control," he thought. Since the State of Texas
was blessed with large reserves of deep lignite and
was accustomed to drilling for energy, Tom put to-
gether an interdisciplinary research project involv-
ing chemical, petroleum, and environmental engi-
neering, in addition to geology, which was funded by
NSF, DOE, and a ten-company consortium.
Tom's research in coal gasification and combus-
tion focused on developing fundamentally based
mathematical models in a field noted for empirical
approaches. The general thrust of the UCG research
was to determine those physical and chemical condi-
tions conducive to application of UCG. Between 1974
and 1984, the interdisciplinary group that he di-
rected developed computer-based methods for scale-
up and experimental methods to characterize a given

Winter, 1992

coal deposit for UCG. Mathematical models were
verified in small-scale reactors, combustion tubes,
and at the field scale. These techniques were used by
several oil companies and by government laborato-
ries and included computer models and experimen-
tal correlations for channel growth/sweep efficiency,
product gas composition, gas-solid reaction charac-
teristics, drying and mechanical properties, sulfur
reactions, combustion tube tests, block gasification,
flow characteristics, environmental impact, and tech-
nical and economic evaluation.
Many of these results, presented in some forty
papers, have also been applied to conventional gas-
ification and combustion processes. Of his papers on
UCG, a 1978 AIChE Journal review article and a
book chapter in Chemistry of Coal Utilization (1981),
stand as key chemical engineering references in
the field. Tom's research efforts were recognized by
the AIChE Colburn Award in 1980; it was probably
the only time this award has been given for "coal-
While the UCG work focused heavily on model-
ing, Tom did not leave the control field during this
period. His interests in multivariable control broad-
ened to include adaptive control in the 1970s. In
1977, he received one of two best-paper awards at
the Joint Automatic Control Conference. His 1981
work with a PhD student, Ernie Vogel, on an adap-
tive dead-time compensator solved a long-standing
problem inherent in many chemical processes, and
has been cited or used by a large number of subse-
quent investigators.

Tom's leadership in professional activities began
when he and another engineering faculty member
founded the minority engineering program at UT-
Austin in 1974. At that time there were few minori-
ties in engineering and no engineering scholarships
for economically disadvantaged students at Texas.
Tom helped get the recruitment program started,
established a tutoring program, raised $60,000 for
scholarships from industry (a large sum in 1975!),
and served as director for two years. After a success-
ful start, the Equal Opportunity in Engineering Pro-
gram now has the fifth largest number of minority
students in engineering in the U.S.
Having learned how to balance a variety of out-
side activities with a heavy research and teaching
load, Tom became active in a number of groups,
including the CAChE Corporation, the AIChE CAST
Division, and the American Automatic Control Coun-
cil. He was selected by CAChE to edit the AIChEMI

Modular Instruction Series in Process Control and
an issue of Computers and Chemical Engineering on
the "Application of Computer Graphics in Chemical
Engineering." These modules are still being distrib-
uted by AIChE and have been important supple-

A bearded Tom with Dale Seborg at an authors'
meeting in Kuwait in 1983.

ments to the standard textbooks for process control.
Tom also worked with Duncan Mellichamp to de-
velop the eight-volume CAChE Monograph Series in
Real-Time Computing. His success in leading a vari-
ety of CAChE projects led the other CAChE trustees
to elect him as Vice-President of CAChE in 1980 and
as President from 1981-84, solidifying CAChE's fi-
nancial base so the non-profit educational group could
grow in influence during the 1980s.

Since 1981, Tom has served in a variety of posi-
tions in the AIChE CAST Division, and he thus
provided important leadership as the division grew
to the second largest division in AIChE. These of-
fices included Director, Vice-Chairman, and Chair-
man (in 1986). For the past three years he has been
the AIChE Council Liaison to the CAST Division,
having been elected a Director of AIChE in 1988.
Since 1974, Tom has attended the interdiscipli-
Chemical Engineering Education

Tom's leadership in professional activities began when he and another engineering faculty
member founded the minority engineering program at UT-Austin in 1974. At that
time there were few minorities in engineering and no engineering scholarships
for economically disadvantaged students at Texas.

nary American Control Conference every year and
has seen it become the premier automatic control
conference in the world during that time. His service
activities in that organization include Arrangements
Chairman (1974), Finance Chairman (1982), Pro-
gram Chairman (1979), and General Chairman
(1987). He was selected as Director (AIChE repre-
sentative) of the American Automatic Control Coun-
cil (AACC) in 1982 and in 1988 was elected by repre-
sentatives of the six other sponsoring societies as
Vice-President. He is just now finishing up a two-
year term as President and is leaving AACC in ex-
cellent shape for the future.
Tom has also been a driving force behind the
CPC (Chemical Process Control) series of confer-
ences and co-chaired (with Dale Seborg) the second
conference in 1981. He served on the organizing
committee and as session chair in 1986 and 1991
and was also the 1991 conference manager for CAChE
(held at South Padre Island). Perhaps Tom is best
remembered for his role as awards co-chairman in
1986 and 1991; CPC awards are like Harvard Lam-
poon awards and rely on a highly developed sense of
During the 1980s, Tom also took on a variety of
editorial board activities. He and other colleagues
founded a new journal on subsurface processing in
1978 (In Situ, published by Marcel Dekker), and he
served as General Editor until 1988. In addition, he
has served on a variety of journal editorial boards
including AIChE Journal, Computers and Chemical
Engineering, Chemical Engineering Reviews, Jour-
nal of Process Control, and most recently as process-
control editor of Chemical Engineering Education.
He serves on the advisory board to the chemical
engineering editor of John Wiley and Sons, and is
also highly sought after as a program evaluator (Utah
and Arizona State) and on departmental advisory
committees (Kansas, MIT, and Maryland).
The decade of the 1980s also resulted in a flurry
of books by Tom and his colleagues. In 1982 he had
three book projects in progress. His first book, a
professionally-oriented book on Coal Processing and
Pollution Control, (Gulf Publishing, 1984), brought
Winter, 1992

together a wide array of information on all aspects of
coal utilization, covering extraction, conversion, and
pollution control.
Tom taught an undergraduate elective course on
optimization since 1972, and as a result joined with
David Himmelblau to write Optimization of Chemi-
cal Processes (McGraw-Hill, 1988). This book contin-
ued the important role that UT-Austin has played in
this area of chemical engineering, beginning with
Beveridge and Schechter's successful book (Optimi-
zation: Theory and Practice) in 1966. The recent
textbook shows how the optimization field has ma-
tured in the past twenty years; its focus is on prob-
lem formulation (modeling) and it emphasizes only
those optimization methods proven to be the best
ones, while extensive coverage on various applica-
tions of optimization is also provided. Optimization
of Chemical Processes is highly student-oriented in
its presentation and sold nearly two thousand copies
in its first year of publication.
Perhaps Tom's best known book is Process Dy-
namics and Control, written with Dale Seborg and
Duncan Mellichamp. This book had its origins in a
five-day short course that Tom, Dale, and Duncan
first gave at the University of California, Santa Bar-
bara, in 1978. It had a very long gestation period due
to extensive class-testing at ten universities (at vari-
ous times) changes in process control technology,
geographical separation, extensive revisions by each
of the three authors, UCSB faculty governance as-
signments, building a house, etc (the excuses and
accusations are endless). In the California "spirit,"
Dale's philosophy was to "sell no wine before its
time." Tom wrote most of the first drafts for the
twenty-eight chapters, and Dale and Duncan then
tore them to shreds (Tom's version). In any event,
the book (published by Wiley in 1989) has received
excellent reviews and is now the number-one text-
book on process control. It won the ASEE Meriam-
Wiley Distinguished Author Award as the top new
engineering textbook in 1990.

In spite of his many outside activities and re-
sponsibilities as Chairman at Texas since 1985, Tom
has managed to continue his strong research efforts

and is currently investigating modeling and control
applied to such diverse areas as chemical reactors,
distillation columns, pressure swing adsorption, and
most recently, microelectronics manufacturing. While
he was a "lone wolf' in his previous research efforts,
alliances with his UT colleagues Jim Rawlings, Ike
Trachtenberg, and David Himmelblau have permit-
ted him to continue supervising a large number of
graduate students. Tom still does much of the pro-
posal and publication writing, and his students have
learned to expect many corrections on their writing
efforts. During his twenty-year career at Texas he
has supervised forty-one MS and thirty-seven PhD
students, which is due in part to his many good ideas
and effective salesmanship techniques.
Tom's laboratories contain a wide array of highly
instrumented equipment, always connected to some
computer (PCs, workstations, commercial distributed
control systems). Asked about recent technical
achievements, Tom lists several examples:
demonstrating high sensitivity of some nonlinear
control schemes (with Chuck Alsop)
developing theoretically-based criteria for measure-
ment selection in distillation columns (with Wayne
developing a new computationally efficient scheme
for using nonlinear programming to compute model-
predictive controllers and demonstrating it on a
packed distillation column and packed-bed chemical
reactor (with Jim Rawlings, Ashu Patwardhan, John
Eaton, and Glenn Wright)
validating a fundamental reaction-transport model
for a commercial multiwafer low pressure chemical
vapor deposition reactor, the first highly documented
modeling study on polysilicon in the industry (with
Tom Badgwell and Ike Trachtenberg)

Over half of his current research group is focus-
ing on the modeling and control of microelectronics
processes, with support from NSF, the State of Texas,
Sematech, Semiconductor Research Corporation, and
Texas Instruments. Tom says the state of control
technology in the microelectronics industry today is
the same as it was for the chemical industry in 1970
and thus presents many opportunities to have an
impact. His goal is to see model-based feedback con-
trol developed and implemented for a wide variety of
unit operations, mainly in etching and deposition
Tom believes strongly in teaching excellence; all
of the books he has written have arisen out of supple-
mental materials developed for his courses (he still
can't believe how he had the time to teach four
different courses for seven years). Students appreci-
ate his sense of humor, his gregarious manner, and

his genuine interest in them as individuals. Because
of his excellent memory, he is able to learn all of his
student's names in one week, aided by his semi-
Socratic classroom pedagogy. Students like the fact
that the door to his office is always open, even though
he is busy as department chairman and as an advi-
sor to many graduate students.
Tom has been extremely effective in influencing
a rise in national visibility for the Department of
Chemical Engineering at UT-Austin. He served as
Department Graduate Advisor from 1979-1985, a
time when PhD enrollment tripled. UT-Austin now
ranks third in the U.S. in PhDs produced and is also
third in research funding. The process control group
is the largest of its type among chemical engineering
departments. While the UT research focus has re-
cently become more fundamental and science-ori-
ented, it is still held in high esteem by industrial
practitioners, as is evidenced by the latest poll by
U.S. News and World Report.
Consistent with his personal juggling act, Tom
recognizes that the Department must have an atmo-
sphere where good teaching and good research are
valued, and where the students will receive a qual-
ity education. Evidence of this at Texas are the engi-
neering teaching awards won by Presidential Young
Investigators and the Outstanding AIChE Student
Chapter Award in 1990 (the last time they won was
when Tom was student chapter counselor in 1974).
Tom also places a high priority on alumni relations
and interactions with industrial supporters.
As Chairman, Tom spends a good part of his time
in setting new directions for the department and in
young faculty development. Adam Heller (who came
to Austin in 1988 from Bell Labs) states, "Tom Edgar's
leadership has allowed the Department to expand
beyond its previous national strengths in polymers,
separations, and process control into two new ar-
eas-microelectronics and biotechnology." Jeff
Hubbell comments, "Tom Edgar spends considerable
time so that young faculty have the opportunity to
become successful."
His friend Bob Seader (at Utah) sums up Tom's
impact on chemical engineering as follows: "Tom is
one of the best known and most well-respected young
engineering educators in the United States. During
a period of twenty years, he seems to have had one
major goal: to do everything he can do to advance his
profession and to help others to best utilize these
advancements. He is a tireless worker of almost
unlimited energy, an inspiration to his many col-
leagues, and a servant to his profession." 0
Chemical Engineering Education

to the editor


Dear Editor:
I am pleased that Williams and Glasser[1,2' have out-
lined the course in thermodynamics that I introduced at
the University of the Witwatersrand in 1982 and lectured
there until the end of 1984. There are, however, a few
points that I feel need clarification.
One reason for the difficulties students often encoun-
ter in thermodynamics is the confusion over variables and
functions. One encounters references in the same context
to H, H(T,P) and H(T,V), for example, in which the single
symbol H means at least three different things: e.g., a
variable and two distinct functions.
An important objective of my approach is to attempt to
overcome the confusion to which this symbolism gives
rise. The symbol for any function is always constructed so
that it explicitly displays the independent variables (as
superscripts) and the dependent variable. Thus the func-
tion from T and P to H is written HTP. On the other hand,
the value of the function at T and P is written HTP(T,P).
One can write
H= HP (T,P) (1)
but not
H=HTP (2)
(at least for the present).
Williams and Glasser explain the symbolism and write
statements like Eq. (1). However, they then apparently
break the rules in a number of ways: a variable is equated
to a function and not its value (e.g., S = S'" in their Eq. 19);
the same symbol is used for a variable and a function (e.g.,
V = V(S)); they talk of "a new function A = U TS"; etc.
Having warned the reader of the importance of not confus-
ing functions and values of functions, they do just that
throughout both papers.
From the outset it is necessary to confine the use of the
term function to things that are functions. A function
always takes the form HTP:
HTP: T,P H (3)
Then A may be a variable, but it is certainly not a func-
tion. The term state function is not used-parameter or
property is better.
If one has particular values for the independent vari-
ables, then one can write

H= HP (T1,P) (4)
for example. Very often one does not, in which case the
presence ofT and P twice in Eq. (1) may appear unneces-
sary. When the students have become familiar with the
notation, and confident in its use, I draw attention to this
apparent redundancy (if the students have not already
done so). I then say that if the context makes clear that the
value of the function is meant, we can agree, from now on,
Winter, 1992

MWl letter

to an abbreviated notation: we may write HTP for HTP(T,P).
The convention is that HTP always means the function
unless the context shows that it must mean the value of
the function. In the latter case, the (T,P) is to be under-
stood even though it is not explicitly displayed. Wherever
there is any chance of confusion or doubt, (T,P) is not to be
omitted. Now, and only now, does it become legal to write
such equations as Eq. (2) above and Eq. (19) of the paper
by Williams and Glasser. I found it necessary to resort to
the sort of fuss and circumspection resorted to here.
If we are taking care to distinguish functions and their
values, we need to do so with derived functions or deriva-
tives as well. Thus
6USV or Us'v
is a derived function and
aS (S,V) or USV(S,V)
its value (the above convention still applying). It now
becomes possible to agree with Eq. (18) of Williams and

The context implies an abbreviation for

T= USV(S,V)= TSV(S,V) (5)
Williams and Glasser write (their Eq. 25)

a (aaV (6)
This violates the rules of notation just as much as
does. One needs to write

a v (7)

Otherwise one has no means of distinguishing the expres-
sion from

a rau^sv S(8)

for example. While the order may normally be reversed
with impunity in Eq. (7) (that is, when the superscripts
repeat), it cannot in Eq. (8) (that is, when they do not). On
the other hand
is unambiguous. There are hidden traps in Eq. (6) out of
which I have rescued more than one student. Students
easily obtain cross-differentiation identities that are sim-
ply not true.
My equation

dH_ aHTP
(Eq. 9 of Williams and Glasser) I have preferred since
Continued on page 29.




Institute Te
38010 Celay

M exico
her in
lems that w(
important tr
which indig
local process
Mexico need
The Inst
sixty techno
tem of Tech
kept under
northwest o
dynamic de]
a complete
grees, due ii
1980 only or
however, ou
PhD degree

,,, r. Tri


apartmentt )

ain entrance to the Institute.




cnoldgico de Celaya
'a, Gto. Mexico

has been trying to improve her scientific progi
dustrial productivity ever since the heavy econo
ere experienced in the 1980s. Industry presently
transitional period from simple technology users
:enous resources must be used more intellige
ses must be more fully developed. To meet this c
Is qualified engineers.
ituto Tecnol6gico de Celaya, founded in 1958,
logical institutes in Mexico, all part of a Nati
nological Institutes. The size of each institute
3000 students. Celaya is a province of the
and is located in the center of Mexico, about
f the capital, Mexico City. The chemical en
in Celaya has been recognized as one of Mexi
apartments in recent years.
nally, few universities in Mexico have had facu
or nearly complete staff of professors holding
i part to a lack of available professionals at tha
ne faculty member in Celaya held a PhD degre
lr faculty has expanded to include seven mem]
s (see Table 1). The average age of the faculty
i, and their backgrounds include visiting appo
Copyright ChE Division, ASEE 1992

rams and
mic prob-
y faces an
to one in
ntly and

is one of
onal Sys-
has been
state of
150 miles
co's most

ties with
PhD de-
t level. In
e. Today,
bers with
ty is only

Partial view of the ChE laboratory
Chemical Engineering Education

Students controlling one of the reactors.

at places such as the Universities of Wisconsin, Texas
at Austin, California at Davis, Texas A&M Univer-
sity, and CSIRO in Australia. We hope to establish a
solid faculty by sending our professors abroad for
further graduate studies in the future, and possibly
by adding new members to the staff. Eight faculty
members are currently involved in PhD studies (see
Table 2), and our eventual goal is to have a staff of
fifteen professors with PhD degrees by the mid-point
of this decade.

The undergraduate program began in 1961 and
has grown to a current figure of 300 enrolled stu-
dents (see Figure 1). Female students have been
enrolling at higher rates in recent years; from six

1991 ChE Faculty, Instituto Techn6logico de Celaya

Rafael Ch6vez (PhD, University of Utah)
Alejandro G6mez (PhD, University of Utah)
Arturo Jim6nez (PhD, University of Wisconsin)
Gustavo Iglesias (PhD, Texas A&M University)
Alberto Ochoa (PhD, University of California, Davis)
Pedro Quintana (PhD, University of Texas, Austin)
Antonio Rocha (PhD, University of Texas, Austin)
Maria-Guadalupe Almanza (MS, Tecnol6gico de Celaya)
Carlos Cardenas (MS, Tecnol6gico de Celaya)
Eleazar Escamilla (MS, Universidad de M6xico)
Teresa del Carmen Flores (MS, University of California)
Irma-Concepci6n Galindo (MS, University of North Texas)
Salvador Le6n (MS, Portland State University)
David Trigueros (MS, Tecnol6gico de Celaya)
Ma. de los Angeles Vazquez (MS, Tecnol6gico de Monterrey)
Angel Vazquez (MS, Tecnol6gico de Monterrey)
Juan Ledesma (MS, Universidad de Guanajuato)
Emma Torres (MS, Universidad de Guanajuato)

ChE Faculty Currently Pursuing Ph.D. Degrees

Francisco Javier Alvarado
Cristina Coronado
Guillermo Gonzalez
Gloria Maria Martinez
Ramiro Rico
Julio Rocha
Fernando Tiscarefio
Rodolfo Trejo



Texas A & M University
Universidad de Barcelona
University de Salamanca
Universidad Aut6noma Metropolitana
Princeton University
Imperial College
University of Wisconsin
Universidad Aut6noma Metropolitana


We try to give our students good exposure
to laboratory activities, with the result that the
chemical engineering laboratory is used in three
courses on unit operations in addition to one
in kinetics and reactor design

percent in 1980 to twenty-nine percent in 1989. About
forty chemical engineers graduate each year from
our program.
The undergraduate curricula comprise typical
chemical engineering courses together with addi-
tional courses emphasizing industrial engineering.
We try to give our students good exposure to labora-
tory activities, with the result that chemical engi-
neering laboratory is used in three courses on unit
operations in addition to one in kinetics and reactor
design. The laboratory includes several units on a
pilot-plant scale for operations such as distillation,
absorption, extraction, evaporation, and drying.
There are also sections for chemical reaction,
solids treatment, and transport phenomena, and
students must take two courses on analytical chemi-
cal analysis. Recently, we have also incorporated
computer-aided techniques more significantly into
our teaching.

Our graduate program (one of the youngest in
Mexico) began in 1980 and offered an MS degree in
chemical engineering. Initially the MS program con-
sisted of nine courses and a thesis project. There was
a set of core courses on thermodynamics, applied
mathematics, transport phenomena, reactor design,
and separation processes. Elective courses included
process design, process control, design of experiments,


300 N

nation 200 -
993 100


80 81 82 83 84 85 86 87 88 89 90

FIGURE 1. Students enrolled in B.S. program.

Winter, 1992

An interesting and vital challenge for us is to offer a solid PhD
program that emphasizes research activities of interest to Mexico while at the
same time keeping the solid technical basis that characterizes many of the graduate
programs in the first-world universities.

Operation of a
double-effect evaporation system
and selected topics on thermodynamics and trans-
port phenomena.
We revised our program in 1985, giving more
emphasis to research by reducing the academic load
by two elective courses. This change yielded positive
results. It shows the history of admissions and gradu-
ating students for the Master's program and demon-
strates that our graduating efficiency has improved
significantly in the past few years. The low gradua-
tion rate noted in earlier years was not unique to our
graduate program, but in fact has been a problem of
major concern to most Mexican universities offering
graduate programs in chemical engineering.
One system we have implemented for supervis-
ing our students' research progress is to assign a
committee (in addition to the major advisor) from
the beginning of the thesis project. At the end of
each semester, the student must present a seminar
before the committee, and based on the progress
reported, a grade for the research work is assigned
by the committee. The student also benefits from
committee feedback at each step.
We have also made special efforts to recruit top
students for our graduate program, and this fact
accounts in part for our recent good results. Some of
our MS graduates have gone for further PhD work
at universities such as the University of Wisconsin,
University of Texas at Austin, Texas A&M Univer-
sity, and Princeton University.
In Mexico, graduate programs offering PhD de-
grees are new and at present there are only three

universities where one can be obtained. The Autono-
mous Metropolitan University (since 1984), the Na-
tional Autonomous University of Mexico (since 1988),
both located in Mexico City, and just recently, the
Technological Institute of Celaya. It was not until
1991 that the first PhD degree was granted by the
Autonomous Metropolitan University.
An interesting and vital challenge for us is to
offer a solid PhD program that emphasizes research
activities of interest to Mexico while at the same
time keeping the solid technical basis that charac-
terizes many of the graduate programs in the first-
world universities. For this challenge to be success-
fully met, we must build a proper infrastructure for
research activities.

As a natural consequence of our pioneering ef-
forts to establish a solid graduate program in Mex-
ico, part of the job has been devoted to obtaining
financial support for research activities, a task that
has been complicated by the economic situation in
our country. We have, however, made significant
Until 1982, federal support for research activi-
ties was weak, but in spite of our economic problems
the situation has improved steadily since then. For
instance, CONACYT (the National Council for Sci-
ence and Technology) initiated a special program
(Programa de Apoyo al Posgrado) that offers support
for improving the infrastructure at selected univer-
sities. Celaya has received support through this pro-
gram since 1984, and as a result our computing and
laboratory facilities have expanded significantly.
Support for individual research projects has also
been received from COSNET (the Council of the
National System of Technological Education). The
support from these two agencies has particularly
influenced our growth.
Our research programs have centered on com-
puter-aided design, experimental work on separa-
tion processes, process control, and production of
specialty chemicals. The computing facilities in the
department are based on a MicroVax II system, which
is also used as a network server for twenty PCs.
Some process simulators and software for process
Chemical Engineering Education

control studies are available. To support experimen-
tal work, we have some of the newer analytical equip-
ment such as GCs, atomic absorption, TGA, etc.,
along with the more conventional equipment.
Some major results of experimental work con-
cerned two projects for the production of ferrous
fumarate and oxalic acid. The work was undertaken
due to an interest expressed by industry, and as a
result there are now industrial plants for the pro-
duction of these two specialty chemicals. The eco-
nomic benefit for our institution and for the research
team, however, has been marginal (a fact that has
produced strong criticism from our politicians!). The
experience has been part of a learning process for us.
These two projects are indicative of our efforts to
bridge the traditional gap between academia and
industry in our country. We have also provided serv-
ices to industry in the form of instrumental analysis
and other specific research projects. In addition (and
taking into account our previous experience), we are
exploring routes for the manufacture of specialty
chemicals that are currently being imported by
Mexico, and a multi-purpose pilot plant is nearing
Celanese Mexicana has recently given additional
scholarships for four graduate students who will
develop their research projects on topics of general
interest to the company.

Professor J.M. Smith (University of California,
Davis) was associated with our graduate program
between 1984 and 1987. He twice taught a graduate
course on reactor design and helped conduct a re-
search project on the thermodynamics of three-phase
reactor systems. In our effort to stimulate excellence
in the department, in 1984 we instituted the J.M.
Smith award, given each year to the graduate stu-
dent with the highest GPA. Seven students have
received the award and four of them are presently
pursuing the PhD degree.
A similar award, given in honor of Professor Jos6
Martinez-Avella, one of the first lecturers in our
institute, was instituted in 1989. The recipient of
that award is the student graduating from our under-
graduate program with the highest GPA.
In order to stimulate research activities, in 1984
the Mexican government established a National Sys-
tem of Investigators. Eleven professors from the
Celaya department have been inducted into the sys-
tem, the highest representation of any of the techni-
Winter, 1992

cal institutes in Mexico.
Each week a lecturer is invited to address the
faculty and graduate students on some topic of inter-
est. On occasion the speaker will be one of our own
graduate students talking about his or her research
project. These seminars have been held since 1980.
Each year for the past eleven years, we have
organized a week of chemical engineering, the Semi-
nario Anual de Ingenieria Quimica, an event that

Students undertaking an experiment
on chemical reaction analysis.

has now become a tradition in Mexico. The main
part of the event is a series of courses given by
recognized professionals from both Mexico and abroad
to an audience of national professors, graduate stu-
dents, and practitioner engineers. Among the past
participants in this Seminario have been J. M. Smith,
Octave Levenspiel, Charles Hill, Brice Carnahan, J.
D. Seader, James Fair, Warren Stewart, Edwin Light-
foot, Carlos Smith, Richard Felder, Charles Holland,
and George Stephanopoulos.
We also attempt to share nonacademic activities
with our students. Thus, activities such as our "Thank
God It's Friday" basketball games have become tra-
ditional events enjoyed by everyone.
Recent developments in Mexico seem to indicate
that those who are in government positions are ac-
quiring a better awareness of the importance of aca-
demic and research activities. Industry, too, is show-
ing more interest in academia. Scholarship programs,
such as CONACYT, are essential for providing
greater numbers of qualified professionals who will
be capable of meeting the challenges of the future.
Consolidating a modern chemical engineering
program in Mexico will not be an easy task, but
those of us at Celaya hope to take a leadership role
in effecting the needed changes. 0



University of California
Davis, CA 95616

M athematica, an interactive software system that
does computer algebra and other mathemati-
cal computations, is a valuable tool for solving large
problems involving symbol manipulation. Mathe-
matica symbolically performs algebraic and calculus
operations such as factorization, substitution, linear
algebra, solution of polynomial equations, limits, and
evaluation of integrals and derivatives. Numerical
computations and visualization of advanced func-
tions by two- or three-dimensional contour plots are
also attractive features of the system. Although more
efficient packages (e.g., Matlab) are available for
large-scale numerical tasks such as matrix inver-
sion, Mathematica can algebraically perform ma-
nipulations of this type. Many potential applications
of computer algebra systems in chemical engineer-
ing research and education are possible to imagine,
and in this article we discuss some examples.
The developer of Mathematica, Stephen Wolf-
ram, is the author of a helpful manual called Mathe-
matica: A System for Doing Mathematics by Com-
puter (Addison-Wesley Publishing Company, 1988).
The book is readable and readily understood by those
with a general familiarity of mathematics and com-
puters. Our experience is that studying the manual
with the software at hand to work the numerous
illustrations is helpful in learning the system. Op-
erations with Mathematica can also be programmed
(e.g., do-loops for iterative computations); see, for
example, Programming in Mathematica.J11
Several computer algebra systems are available
on the market and promise to automate mathemati-
cal computations. Mathematica is particularly at-
tractive because it can be installed in a desktop
computer, although speed is compromised. In its
workstation configuration, however, Mathematica is
fast and user-friendly. Computer algebra systems
probably will radically change problem solving in
applied mathematics; tedious mathematical compu-

Mathematica is a Trademark name owned by Wolfram Research
Inc., PO Box 6059, Champaign, IL 61821-9902

stations will be much less important than the funda-
mental problem formulation.
Opportunities are plentiful in chemical engineer-
ing research and teaching for the application of com-
puterized symbolic manipulation. As an example of
its use, we have applied Mathematica to the compu-
tation of moment expressions for several problems
in separations and chemical reaction engineering.
The computation of moments is useful for (1)
interpreting experimental concentration profiles, (2)
determining mass transport parameters from ex-
perimental data, (3) predicting concentration histo-
ries, and (4) designing and scaling-up separation
The temporal moments are given by

mn(z)=(-1)n lim dnc/dsn = tnc(t,z)dt (1
s-->0 J
where the Laplace transform of the concentration is
defined by

c(s,z)= fc(t,z)e-stdt (2)
Numerical or analytical integration provides values
or expressions for the moments when c(t,z) is known
or when c(s,z) can be derived from a model of the

Housam Binous, born
ceived a general engine
technology electives) fro
Superieure des Mines d
cently received his MS
neering from UC Davis.
are in separation science
puters in engineering.

Ben McCoy received his BS in chemical engi-
neering from the Illinois Institute of Technology
(1963) and his MS and PhD from the University
of Minnesota (1964, 1967). He has been at UC
Davis since 1967, serving as Department Chair
from 1980-88. He is currently Associate Dean for
Research in the College of Engineering. His re-
search interests are in chemical reaction engi-
neering and separation processes.

in Tunis in 1964, re-
eering degree (with bio-
om the Ecole Nationale
le Paris in 1988. He re-
legree in chemical engi-
His research interests
e and application of com-


Copyright ChE Division, ASEE 1991
Chemical Engineering Education

process. Thus, we avoid inverting c, a task that
often is not feasible. The algebraic manipulations to
obtain the moments from a mathematical model are:
1. solution of differential equations to
determine c
2. derivatives with respect to the Laplace
transform parameter s
3. limits as s -4 0
The development of c in a series provides an easy
way to find the lower-order moments. Expanding e st
in Eq. (2) leads to

C(s,z)= sn (-1)nmn (z)/n! (3
The reduced moments are defined as
pn(z)=mn/m0 (4
and the central moments are given by

Pn (z)= (1/ m)(t- g)n c(t,z)dt (5:
The binomial expansion of Eq. (5), written in terms
of the binomial coefficients, yields

n(z) 1/mo) ()mni (6:

The first four moments have an important physi-
cal significance. The zeroth moment, m0, is the area
under the concentration plot c(t) and is proportional
to the mass of the species. The mass balance ensures
that mo(z) = mo(z=0) for species that do not react.
The first reduced moment i',, is the position of the
peak and gives the average position of the species.
The second reduced central moment, 92, measures
the spread of the peak. The third reduced central

Hermite Polynomials and Coefficients of
Gram-Charlier Expansion, Eq. (12)

Ho(x)= 1 (1- 1)
Hi(x) = 2x (1-2)
H2(x)= 4x2-2 (1-3)
H3(x) = 8x3 12x (1-4)
H4(x)= 16x4 -48x2 +12 (1-5)
ao = 1/22iT2 (1-6)
a = (1-7)
a2= 0 (1-8)
a3 = 3/(3!22,Fi2) (1-9)
a4 =(4/2 3)/(4!4 2~12) (1-10)

Winter, 1992

For many cases, mathematical models provide
the moment expressions in terms of mass
transport parameters and geometric properties.
From experimental methods, we obtain the
concentration c(t). Then the moments can be
obtained by numerical integration...

moment, P, is a measure of the skewness of the
For many cases, mathematical models provide
the moment expressions in terms of mass transport
parameters and geometric properties. From experi-
mental methods, we obtain the concentration c(t).
) Then the moments can be obtained by numerical
integration using Eq. (1). Equating the experimen-
tally determined moments to the moment expres-
sions based on a model of the process represents a
method for obtaining equations where the mass trans-
port parameters are the unknowns. Schneider and
Smith'2' obtained estimates for the intraparticle dif-
) fusion, axial dispersion, and adsorption coefficients
using this method. Mitchell13' used probabilistic ar-
guments to obtain the spatial distribution, mean
position, and variance about the mean of macro-
molecules moving in an external field and undergo-
S ing reversible isomerization. By comparing these re-
sults to experiments, the author was able to provide
values for the forward and backward switching rates.
The same problem was treated by Killalea and
McCoy,'4' who derived expressions of spatial moments.
The concentration profiles can be constructed us-
ing the moments in a Gram-Charlier expansion"51
c(t,z)=moe-X2 a anHn(x) (7)
x=(t- )/ 2u

Expressions of ao, a1, a2, a3, and a4 are depicted in
Table 1. The coefficients of the series, a., depend on
the reduced central moments and are obtained using
the orthogonality condition satisfied by the Hermite
polynomials, Hn,

fHn (x)H (x)e-2 dx=2nn! nm (8)

where e- 2 is the weighting function. The first five
Hermite polynomials are given in Table 1. This pro-
cedure is useful for predicting concentration pro-
files when values of the model parameters
are known. Breakthrough curves for fixed-bed ad-
sorbers and reactors can be represented using mo-
ments of the impulse response."6 As an alternative
to Hermite polynomials, the Laguerre polynomials

are frequently used."'
Mehta, et al.,18' were able to obtain agreement
between experimental elution curves and Hermite
polynomial series representation. In addition, fitting
the two results provided a criterion for the trimming
of tails and leading edges. Thus, it is possible to
account for phenomena such as end effects. Elution
curves in chromatographic columns are nearly Gauss-
ian when dispersion is small relative to convection.
For such cases, the first term in the series, the
Gaussian approximation, will provide an accurate
representation of the pulse.
Chromatography, a widely used separation proc-
ess, utilizes differences in species behavior, e.g., solid-
fluid adsorption, to effect the separation. Reliable
ways that make use of the moment theory to analyze
and optimize chromatographic separations have been
developed. For two solutes A and B, separation is
usually satisfactory when

tion, the adsorbed molecules undergo a reaction that
is assumed first-order in the adsorbate concentra-
tion. The Laplace transform of c(t), c(s), is readily
found from the governing equations listed below.
* Mass balance in the fluid
Eac / at= 0(co c)- Apkp(c- ci(R)) (11:
* Mass balance on an individual particle

paci /3t=(Di /r2)a(r2 ci /3r)r-kadsCi +kd a (12:
Reversible adsorption with first-order surface
ac /at= k dsci -kdc -krc (13

Initial conditions

c=c.=c =0
1 a

for t=0

* Boundary conditions
(aci /ar) r=00 and Di(c;i /Ir)=R =kf(c-ci)r= (15)

* The inlet concentration is considered an impulse

s= A -1A + 1
The resolution, Rs, provides a
criterion for separation of two
species when narrow pulses
are injected. We can define the
Height Equivalent to a Theo-
ci;ital P1at o Pont' v by('-

HETP=L4i2 '/2


Contrary to R,, HETP depends
only on one input sample size
and is an important charac-
teristic for evaluating chroma-
tographic processes.

To illustrate how Mathe-
matica can be used to assist in
finding moment expressions
for problems of interest to
chemical engineers, we discuss
three examples. A list of es-
sential commands to solve
these problems is available
from the authors.
Fluid-Solid Adsorption and
Reaction in a CSTR
We consider a continuous-
flow stirred tank reactor
(CSTR) fed with an input pulse
of adsorbable species. As a rep-
resentation of a catalytic reac-

Es+e+Apkp-RApk /(D[bRcoth(bR)+kpR/Di -1])

b= Ps+kads -kadskd/(S+kr +kd)
mo Oco

b kads -kadskd/(kr +kd)
b= Di
v=[boRcoth(b0R)+kpR Di-1]
= +Apkp -RApk /(Div)

0C E+RAPk R o R2(1coth(boR) R2 thboR)) / Dv2
ml- W2

(=(P+kadskd/(kr +kd)2)

c2c + RAp coth(bR) R2 (1-coth2 (boR)) (D2)
m2 cRA pk 2Dibo 2DR2 J Di

29coRAk 2Rcoth(boR) R2 1-coth2 (boR))2
+ 2 p kP + !q -

The Laplace Transform and Temporal Moments for Fluid-Solid
Adsorption and Reaction in a CSTR







Y2Div3 2Dibo 2Di )
coRApk2~ R2coth(boR) R22(1-coth2(boR)) 2R32coth(boR)(1-coth2(boR))
4DDi2b2 4Db3 4D2b2 4D jbo
OcoRApkp Rkdskd coth(boR) R2kadskd(-coth2bR)) (2-9)
P P1 1(2-9)

l2Div2 (Dibo(kr +kd)) (Di(kr+kd)) J
Chemical Engineering Education

re l P a t u vonvc 7 I

Co(t)=C08(t) (16)
The complex nature of the expression for c(s),
determined from the Laplace transformed solution
of Eqs. (11) to (16), makes using Mathematica to
compute mo, ',4, P2 very attractive. We provide ex-
pressions for c(s), and for mn, m,, and m2 in Table 2.

Chromatographic Separation Based on
Fluid-Solid Adsorption

Let us consider separation processes based on
fluid-solid adsorption such as the adsorption of hy-
drocarbons on silica gel in a chromatographic col-
umn.'[2 The concentration of adsorbing gas, c(z,t), is
the solution of the following equations:

* Mass balance of adsorbable component in the gas

(EA 2c/ 2 vac/ z-ac/ t- 3D (1- a)/(R(x)- =0

* Mass balance of adsorbable component in the par-
(D. /p)(r2Ci 2 +2/raci /ar)-aci l/t-(pp /pB)ca /t=o
* Linear rate of adsorption
aCads /t=kads(Ci -Cads /KA) (19)
* Boundary conditions

The Laplace Transform and Temporal Moments for
Chromatographic Separation Based on Fluid-Solid Adsorption

c(s,z) = (C /s)(1-e -tOA )e-

y=-(va/2EA)+ va/2EA )2+(sa/EA)(1+h(s))
I /s-
h(s)= (3kf/R)((1-a)/a )/s-
1/ ((sDi/kf )v-coth(RV)

-= (sp/Di)(l+pKAkads (P(KAS+kads)))
mo = mo(z= 0)
I1 = (z/v)(l+80)+I*(z=0)
2 = (2z/v)[1+(EA/a)(1+/o)2(1/v2)+12(z=0)
0 = ((1-a)I/a)(1+(KAPp/P))
S=R2p/ 15)(+(ppKA )) (/D -5/(Rk,))

When c (t = 0)=c for 0 5 t toA we have the following results:
mo =cotOA 11(z=O)=t0A/2 92(=O)= t2A/12 (

* Initial conditions

at z>0 for t=0
at r>0 for t=0

* Bed-inlet condition
c=co(t) at z=0 for 0 c=0 at z=0 for t>tOA (22)
Kubin19 and KuceraE101 solved this system of equa-
tions and obtained c(s,z), the Laplace transform of
c(t,z), given by Eq. (3-1) in Table 3. Expressions for
mIo, pi, and 92 were also presented by Schneider and
Smithl' (see Table 3). The computations done by
hand require many hours of tedious labor. Simple
and fast computations with Mathematica provide
an identical result. The procedure is straightfor-
ward when a few special techniques are applied.
Instead of X defined by Eq. (3-4) in Table 3, we use
its development in series around the point s = 0 to
order s7. Around the point k = 0, we apply the series
itanh(R-)=Rx (R3x2)/3+2(R5X3)/15+0(X3) (23)
To avoid taking the derivatives of X1/2 around k = 0,
which presents some problems, we substitute the
left-hand side of Eq. (23) into the definition of h(s),
Eq. (3-3) in Table 3. This allows one to obtain a
development in series of h(s) around the point s = 0
to order s4, which is used in Eq. (3-2) to develop the
series for y.






Finally, we are able to compute the
derivatives of c(s,z) and obtain j',, and ,2.
Unfortunately, rearranging the result into
a neat form requires human judgement
and is not convenient with Mathematica.
However, this task is readily performed by

Spatial Moments of Moving and
Interchanging Isomers
We are interested in finding the spa-
tial moments of two isomers A1 and A2,
which are moving, and switching back and
forth between the two isometric states as
a first-order reaction. This system describes
electrophoresis, gel filtration, or sedimen-
tation if the species are moving respec-
tively in an electrostatic, velocity, or cen-
trifugal field. The system is a type of chro-
matographic reactor.
The governing equations of the concen-
tration are

Winter, 1992

D. (c. /ar)rR =k,(c-c.)
(aci/ar)ro =0 for t>0

+s(l-(Di /Rk,)))

ac, 2c ac
-t=D1 -v -k 1 +k2c2 24
-2=D2 -V 2 -k c +k c
2t aX2 X 2 ax 2 2 1

where D. is the diffusion of axial dis-
persion coefficient, v. is the species
velocity, and k is the rate constant
for isomerization.

* The boundary conditions are
c (t,x-->=0) for j=land2 (25)
* The initial conditions are infini-
tesimally narrow distributions
c.(t=0,x)=f6.(x) for j=land2 (26)
with the total initial concentration
given by f, + f2 = 1.
Mathematica provides (a) the Fou-
rier transform of c.(x,t) defined by

cj(k,t)= c (x,t)e-ikx dx

and (b) the limits of the successive derivatives of c..
In terms of c.(x,t) and c.(k,t), the nth spatial moment
of species Aj is given by

m (t)= c (x,t)xndx=(i)limdn cj(k,t)/dkn (28)

Thus we are able to compute expressions for moj, mj,
and m,. (see Table 4). Similar results were presented
by Killalea and McCoy'41 and can be used to con-
struct the concentration profiles as explained in sec-
tion 1.3. Mathematica can handle readily such alge-
braic calculations.
Isomerization in a Countercurrent
Chromatographic Reactor
Based on the movement in opposite directions of
a sorbent and a fluid, a countercurrent chromatogra-
phic reactor can carry out separation and reaction
simultaneously. This can push to completion a reac-
tion limited by equilibrium. Thus, such a device can
enhance the conversion of the product in reversible
reactions of type A1, <- A2. Experimental investiga-
tion of such a system was provided by Takeuchi, et
al.,1111 who studied xylene isomerization.
The governing equations are given by a special
form of Eq. (24)
-Ui- -kic+k2c2=0
--ud+klc -k2c2 0(29)

u=u-uusK and u2=u-usK2

We have made the following assumptions: (1) steady
state, (2) adsorption equilibrium, (3) no axial disper-
sion, (4) linear adsorption isotherm, (5) isothermal
operation, (6) first-order reversible reactions, and (7)
constant linear velocities.
The solid adsorbent, moving countercurrently to
the fluid at velocity us carries the adsorbates A, and
A2, which have adsorption equilibrium K1 and K'.
We select the feed, sorbent, and species velocities in
such a way that (1) A, is continuously fed at the
bottom of the reactor, (2) sorbent is supplied at the
top of the reactor, (3) A, is less strongly adsorbed
than A2, (4) A1 is moving upward with the fluid and
A2 is transported downward by the sorbent, and (5)
A1 is completely converted in the reactor and the
exiting stream is free of A2. Thus, the boundary
conditions are
Chemical Engineering Education

Spatial Moments for Moving and Interchanging Isomers

mol=(k2 /k)(f -f2/k+)e-k t (4-1)
mi= Avk2(kl-k2 1k )i1l-e't /k3
-t[(k2 -fik+)(v k +v2k2)e-kt -k2(vk2 +v2k)]/k2 (4-2)
m21=(2k2 /k)(D -D2)[k2(l-f1) k(l+f,)](e-k+t -
-(2k2(Av)2 /k5)[k(1-fl)(e-kt -1)+k (1+2f,)(e-kt-1)+ kk(4-f)( -e-kt)]
+(2t/k)[D1k2 +Dkk(l+fe -kt)+Dkfle t-k2 (-fe- kt(Dk +D2k2)
-(2t(Av)2/k )klk2[kfe-k+t -k21+ 1-fe-k 1)]
-(2t(Av)/k4)(v k,+v,2k2)2kk2f1 +k2(lf)(k2 -k1)]e-kt
3 1 2-kki)]t-
-(t2e-k /k )(fl-k2/k+)(vk+v2k2)2 (t2k2/k3)(lk2 +v2k)2 (4-3)
Av=v -v2 (4-4)
k+=k +k2 (4-5)
Tofindm02,m 2, andm 22,interchange subscripts land 2.

Concentration Profiles for Isomerization in a
Countercurrent Chromatographic Reactor
c1=Ae-r+B (5-1)
c2 = -(u/u2)Ae-" +(k1/k2)B (5-2)
A= (cok1u2erL)/(k2ui +klU2erL) (5-3)
B=(ciokiu +c20+u2k)/(kiu2+k2ul) (5-4)
C20+ = (cioklU(1-erL))/(k2u1 +ku2erL) (5-5)
r=kl/ul+k2u2 (5-6)

el(0 )---C10

The concentrations present discontinuities at the
inlet and outlet of the reactor. The flux conservation
equations provide values for these jumps.

c(L+)= c(L -)u/u
c2(0)-c-C2(0+)U2 /us

Expressions for the concentrations c1 and c2 are
depicted in Table 5. With Mathematica, one can first
find these expressions, then perform numerical simu-
lations, and finally plot the results.

We have described the computation of expres-
sions of moments using Mathematica for chemical
reaction or separation processes. These computa-
tions are exceedingly tedious to perform and to con-
firm when done by hand. Mathematica is an inter-
esting tool for solving problems with algebraic ma-
nipulations because it is user-friendly, powerful, and
fast. This is particularly true when the software is
run on a Unix machine rather than a smaller, slower
personal computer. It should be clear that Mathe-
matica has limitations, some of which can be
overcome by skillful organizing of the computa-
tional steps. The numerical, graphic, and program-
ming capabilities of Mathematica are exciting po-
tentials that can be applied in multiple areas of
chemical engineering.


a = interparticle void fraction in the adsorbent bed
A = 3 n/Rp
S= interparticle void fraction (internal porosity) of
the adsorbent
c = concentration of the adsorbable fluid in the
interparticle space
c = input concentration of the adsorbable fluid
c1,c2 = concentration of species A,, A2
ad = concentration of the adsorbed fluid
c. = concentration of the adsorbable fluid in the
pore space


= defined by Eqs. (3-8) and (3-9)
= diffusion or axial dispersion coefficient of

species A1, A2
D = effective intraparticle diffusion coefficient
Winter, 1992



= 1- np/p
= effective axial dispersion coefficient
= rate constant of species A1, A2
= defined by Eq. (3-2)
= function given by Eq. (3-3)
= adsorption equilibrium constant

k,,k2 = rate constant of species A1, A2
KA = adsorption equilibrium constant
k., = adsorption rate constant

kd = desorption rate parameter
kf = mass transfer coefficient in column
k = mass transfer coefficient in the CSTR



= surface reaction rate
= length ofchromatographic reactor
= defined by Eq. (3-4)
= nth moment
= nth moment of species A where j = 1 or 2

n = number of particles (grams/vol. of reactor)
0 = ratio of volumetric flow rate to CSTR volume
R = radius of the spherical particle of adsorbent
pp = apparent particle density
s = variable in the Laplace transformation
t = time
tOA = time of duration of the injection of adsorbate
u = superficial fluid velocity
,u2 = velocities of species A,, A2 in the countercur-
rent column
uu = superficial solid velocity
v = linear velocity of the carrier gas in the inter-

vlv2 =
X =
Z =

particle space
velocities of species A,, A,
axial coordinate in the countercurrent column
length coordinate of the bed of adsorbent


1. Maeder, R., Programming in Mathematica ', Addison-Wesley
Publishing Company (1990)
2. Schneider, P., and J.M. Smith, AIChE J., 14, 762 (1968)
3. Mitchell, R.M., Biopolymers, 15, 1717 (1976)
4. Killalea, M.K., and B.J. McCoy, Biopolymers, 19, 1875 (1980)
5. Kendall, M., and A. Stuart, The Advanced Theory of Statis-
tics, Griffin, London, Chap. 6 (1977)
6. Linek, F., and M.P. Dudukovic, The Chem. Eng. J., 23, 31
7. McCoy, B.J., Chem. Eng. Comm., 52, 93 (1987)
8. Mehta, R.V., R.L. Merson, and B.J. McCoy, J. Chromatog-
raphy, 88, 1 (1974)
9. Kubin, M., Collection Czechoslov. Chem. Commun., 30, 1104
10. Kucera, E., J. Chromatography, 19, 237 (1965)
11. Takeuchi, K., T. Miyauchi, and Y. Uraguchi, J. Chem. Eng.
Japan, 11, 216 (1978) 0


Random Thoughts...


North Carolina State University
Raleigh, NC 27695-7905

Of all instructional methods, lecturing is the most
common, the easiest, and the least effective.
Unless the instructor is a real spellbinder, most
students cannot stay focused throughout a lecture:
after about ten minutes their attention begins to
drift, first for brief moments and then for longer
intervals; they find it increasingly hard to catch up
on what they missed while their minds were wan-
dering; and eventually they switch the lecture off
altogether like a bad TV show. McKeachie11' cites a
study indicating that immediately after a lecture
students recalled 70% of the information presented
in the first ten minutes and only 20% of that from
the last ten minutes.
There are better ways. Actively involving stu-
dents in learning instead of simply lecturing to them
leads to improved attendance, deeper questioning,
higher grades, and greater lasting interest in the
subject.'112' A problem with active instructional meth-
ods, however, is that they sound time-consuming.
Whenever I describe in workshops and seminars the
proven effectiveness of in-class problem-solving, prob-
lem-formulation, trouble-shooting, or brainstorming
exercises, I can always count on someone in the
third row asking-usually sincerely, sometimes bel-
ligerently-"If I do all that, how am I supposed to
get through the syllabus?"
I have a variety of answers I trot out on such
occasions, depending on my mood and the tone of my
questioner, but they mostly amount to "So what if
you don't?" Syllabi are usually made up from the

Richard M. Felder is Hoechst Celanese Pro-
fessor of Chemical Engineering at North Caro-
lina State University. He received his BChE
from City College of CUNY and his PhD from
Princeton. He has presented courses on chemi-
cal engineering principles, reactor design, pro-
cess optimization, and effective teaching to vari-
ous American and foreign industries and insti-
tutions. He is coauthor of the text Elementary
Principles of Chemical Processes (Wiley, 1986).


standpoint of "What do I want to cover?" rather than
the much more pertinent "What do I want the stu-
dents to be able to do?": when the latter approach is
adopted, it often turns out that large chunks of the
syllabus serve little educational purpose and can be
excised with no great loss to anyone. But never mind:
let's accept-for the remainder of this column, at
least-the principle that it is critically important to
get through the syllabus. Can I (asks my friend in
the third row) use any of those allegedly powerful
teaching techniques and still cover it all?
Yes (I reply), you can. Here are two techniques
for doing it.

In-Class Group Problem-Solving

As you lecture on a body of material or go through
a problem solution, instead of just posing questions
to the class as a whole and enduring the subsequent
embarrassing and time-wasting silences, occasion-
ally assign a task and give the class one or two
minutes to work on it in groups of three to five at
their seats. For example:
Sketch and label a flow chart (schematic, force
diagram, differential control volume) for this
Sketch a plot of what the problem solution should
look like.
Give several reasons why you might need or
want to know the solution.
What's the next step?
What's wrong with what I just wrote?
How could I check this solution?
What question do you have about what we just
Suppose I run some measurements in the labo-
ratory or plant and the results don't agree with
the formula I just derived. Think of as many
reasons as you can for the discrepancy.
What variations of this problem might I put on
the next test? (This and the last one are particu-
larly instructive.)
Copyright ChE Division ofASEE 1992
Chemical Engineering Education

You don't have to spend a great deal of time on such
exercises; one or two lasting no more than five min-
utes in a fifty-minute session can provide enough
stimulation to keep the class with you for the entire
period. The syllabus is safe!
Warning, however. The first time you assign group
work, the introverts in the class will hang back and
try to avoid participating. Don't be surprised or dis-
couraged-it's a natural response. Just get their at-
tention-walk over to them if necessary-and re-
mind them good-naturedly that they're supposed to
be working together. When they find out that you
can see them* they'll do it, and by the time you've
done three or four such exercises most of the class
will need no extra prodding. Granted, there may be
a few who continue to hold out, but look at it this
way: in the usual lecture approach, 5% of the stu-
dents (if that many) are actively involved and 95%
are not. If you can do something that reverses those
percentages or comes close to it, you've got a winner.

In-Class Reflection and Question Generation
The one-minute paper is an in-class assignment
in which students nominate the most important and/
or the most confusing points in the lecture just con-
cluded.13,41 Variations of this device can be used to
powerful effect. About two minutes from the end of a
class, ask the students-working individually or in
small groups-to write down and turn in anonymous
responses to one or two of the following questions:

What are the two most important points brought
out in class today (this week, in the chapter we just
finished covering)? Examination of the responses
will let you know immediately whether the students
are getting the essential points. Also, when the stu-
dents know beforehand that this question is coming,
they will tend to watch for the main points as the
class unfolds, with obvious pedagogical benefits.
What were the two muddiest points in today's class
(this week's classes, this section of the course)?
Rank the responses in order of their frequency of
occurrence and in the next class go over the ones
that came up most often.
The responses to this question will surprise you.
What you would have guessed to be the most diffi-
cult concepts may not show up on many papers, if
they show up at all; what will appear are concepts
you take for granted, which you skimmed over in
your lecture but which are unfamiliar and baffling
to the students.
What would make this material clearer to you?
You also never know what you'll get in response to
this one-perhaps requests for worked-out examples

* Students in a class of more than fifteen always imagine they're
Winter, 1992

The first time you assign group work,
the introverts in the class will hang back
and try to avoid participating. Don't
be surprised or discouraged-
it's a natural response.

of solution procedures or concrete applications of
abstract material, or pleas for you to write more
clearly on the board, speak more slowly, or stop
some annoying mannerism that you weren't aware
you were doing. Responses to this question can pro-
vide valuable clues about what you could do to
make your teaching more effective.
SMake up a question about an everyday phenom-
enon that could be answered using material pre-
sented in class today (this week). (Optional:) One
or two of your questions will show up on the next
I used the last exercise-including the zinger
about the next test-at the end of a course segment
on convective heat transfer and got back a wonderful
series of questions about such things as why you feel
much colder in 200C water than in 20C air; why you
feel a draft when you stand in front of a closed
window on a cold day; why a fan cools you on a hot
day and why a higher fan speed cools you even more;
why a car windshield fogs up during the winter and
how a defogger works; and why you don't get burned
when you (a) move your hand right next to (but not
quite touching) a pot of boiling water; (b) touch a
very hot object very quickly; (c) walk across hot
coals. I typed up the questions (sneaking a few addi-
tional ones onto the list) and posted them outside my
office-and in the days preceding the test I had a
great time watching the students thinking through
all the questions and speculating on which one I
would put on the test. (I used the one about the fan.)
There are other short, easy, and effective instruc-
tional methods, but these should do for starters.
Check them out and let me know how they work for
you. If I collect some good testimonials (positive or
negative) I'll report them in a future column.

1. McKeachie, W.J., Teaching Tips, 8th Edn., D.C. Heath &
Co., Lexington, MA (1986)
2. Bonwell, C.C., and J.A. Eison, Active Learning: Creating
Excitement in the Classroom, ASHE-ERIC Higher Educa-
tion Report No. 1, George Washington University, Washing-
ton, DC (1991)
3. Wilson, R.C., "Improving Faculty Teaching: Effective Use of
Student Evaluations and Consultants," J. Higher Ed., 57,
196 (1986)
4. Cross, K.P., and T.A. Angelo, Classroom Assessment Tech-
niques: A Handbook for Faculty, National Center for Re-
search to Improve Postsecondary Teaching and Learning,
Ann Arbor, MI (1988) O





Universidad de Antofagasta
Casilla 170Antofagasta, Chile

traditionally, water-treatment subjects are cov-
ered extensively only in civil engineering, even
though several aspects can be analyzed without dif-
ficulty under the light of current chemical engineer-
ing theoretical tools. Severe damage to the environ-
ment caused by discarded wastewater, alternatives
for treatment, and theoretical considerations can all
be efficiently introduced in courses such as the intro-
duction to chemical engineering, transport phenom-
ena, reactor design, and unit operations.
Including water subjects in engineering educa-
tion is particularly important in arid regions of the
world where water is a limiting factor for industrial
and urban development. In Northern Chile, a region
of extreme aridity,'1121 every industrial activity is af-
fected by a limited supply of water, and chemical
engineers are often faced with industrial processes
susceptible to be upgraded, e.g., water recycling. Also,
the trend of ever-increasing environmental regula-
tions in industry justifies the need for introducing

Luis Caceres V. is an assistant professor of chemical engineering at the
Universidad de Antofagasta (Chile), and he is a researcher at the Institute
del Desterto. He received his Master's Degree in 1984 from the University of
Toronto (Canada).
Erika Gruttner D. is an associate professor of chemical engineering at the
Universidad de Antofagasta (Chile), and is a researcher at the Institute del
Desierto. She finished her studies in chemical engineering at the Universidad
Tecnica del Estado, Santiago, Chile, in 1978.
Vinka Monardes V. received her Bachelor's Degree in 1989 from the
chemical engineering department at the Universidad de Antofagasta (Chile),
and since then she has been actively involved in research at the Institute del
Ren Contreras N. s an associate professor at the Universidad de An-
tofagasta (Chile) and is a researcher at the Institute del Desierto. He
received his PhD from the University of Perpignan (France) in 1984.
Benito Gdmez-Silva is a biochemist, associate professor, and director of
the Instituto del Desierto, Universidad de Antofagasta. He received his PhD
degree in photobiology at Brandeis University in 1985.

Including water subjects in engineering education
is particularly important in arid regions of the
world where water is a limiting factor for
industrial and urban development.

wastewater treatment subjects into the chemical en-
gineering curriculum.
Most educators agree that environmental-related
issues need to be incorporated into the chemical
engineering curriculum, but there is no agree-
ment on the procedure for doing so. To achieve
this, some U.S. universities have considered the fol-
lowing options:
including some environmental-related issues in the
capstone senior design course
consideration of elective courses containing environ-
mental-related issues
coordinating environmental-related-issue training
through examples and homework problems in the
core chemical engineering coursesl"
The chemical engineering department at the
Universidad de Antofagasta has recently incorpo-
rated environmental-related water issues into the
curriculum with good results and without a signifi-
cant increase in the students' academic load. The
aim of this activity is: 1) to promote a working knowl-
edge of both the basic indexes used in the descrip-
tion of water quality and water treatment technolo-
gies, 2) to advance an understanding of the need to
rid the water of microorganisms and chemicals, and
3) to enhance the students' perception of water and
its relationship to environmental issues. Our ap-
proach exposes the students to exercises with incom-
patible or incomplete sets of data in order to encour-
age discussion and creativity. This non-traditional
approach is a well-recognized practice that has the
effect of improving the student's insight into chemi-
cal engineering processes.'41 We also introduce key
water-treatment concepts through exercises and dis-
Copyright ChE Division ofASEE 1992
Chemical Engineering Education

cussions, and we emphasize both water contamina-
tion problems and water reclamation during routine
visits to local mines and factories.
Water recycling and wastewater reclamation are
two environmental-related issues discussed in classes
at the Universidad de Antofagasta, and they are
described in detail below.
Water Recycling in a Copper Concentrating Plant
During the course Introduction to Chemical En-
gineering, a once-a-year visit to the nearby Mantos
Blancos mine is planned. Figure 1 shows the recy-
cling water system used there.E51 Chemical engineer-
ing students are asked to determine all the informa-
tion necessary to complete Table 1 by interviewing
supervisors and operators at the plant. Both the
table and the figure are given to the student in
advance of the plant trip. They must also inquire
about the details of the process strategies which
minimize water content in the band filter cake.
The final field report should contain a discussion

Data Compatibility: in order to find out how
connected all the information collected during
field trip is, a mass balance and the correspol
degree of freedom analysis must be performed
Water recycling: From the analysis above and
the fresh-water cost, the importance of maxin
cake dewaterability in the filter band must be



1) Cog pF


Figure 1. Diagram flow of the recycling water
system used at Mantos Blancos copper mine, II
Region, Chile. 1) Concentrating plant.
2) Hydrocyclone. 3) Thickener. 4) Mixing tank.
5) Band filter. 6) Conveyor belt. WW) Discarded
tailings. FF) Fine fraction. CF) Coarse fraction.
S) Sludge. M) Sludge. BF) Band filter. F) Filter
cake. R) Recycled water.
Winter, 1992

g the

As a result of these exercises and
discussions, the students achieve a
straightforward understanding of the basic
operating principles of wastewater
stabilization ponds.

At this point students should "translate" the in-
formation given by the plant personnel, i.e., the use
of percentage solid index, over or under 200 mesh,
when standards for cake dewaterability are estab-
lished. Thus, compounding elements of mass bal-
ance, integral process control, and concern for water
are all involved in this example. Some field reports
contain interesting suggestions on the processes stud-
ies, e.g., experimental measurements of cake dewa-
terability under different particle size distribution.
Water recycling is also partially reviewed in
courses such as unit operations, where bench scale
filtration tests are computed.
Water Treatment in Stabilization Ponds
Theoretical aspects of water treatment can be
discussed in a single exercise in the reactor design
Wastewater stabilization ponds are open lagoons
where aerobic bacterial and microalgae growth and
metabolism transform organic matter into stable com-
pounds and pathogenic microorganisms are gradu-
ally eliminated.171 Water can then be safely reused,
either for agriculture or industrial applications, e.g.,

Process Flow Values at Mantos Blancos Concentration Plant

Inflows) and Effluent(s)
Equipment Purpose % solids* and % solids* Remarks

Hydrocyclone Fast slurry class- WW = 1 FF= Particle size distri-
ification into fine CF= bution in WW can
and coarse Xww = 15-40% Xff= be partially modi-
fractions Xcf= fied, if necessary
Thickener Separation of FF= S=
settleable BF= R=
particles Xff= Xs=
Xbf= Xr=
Mixing tank Mixing thickener S= M=
and hydrocyclone CF=
underflows Xs= Xm=
Filter band Solid separation M= BF=
by filtration as FC=
to obtain cake Xbf=
with high solid Xf=62-64% Xfc

* Blank spaces must be filled in by students.

ore leaching. Therefore, municipal wastewater can
be treated by this relatively inexpensive method in
places where both low cost land and high solar irra-
diation are available. 81
Since continuous reactors and stabilization ponds
operate similarly, the latter are also known as
bioreactors. Thus, the same efficiency concept and
equations studied during the reactor design course
can be applied to bioreactors.
Organic matter in raw wastewater is a complex
mixture of different chemicals and microorganisms.
Therefore, it is necessary to find a single variable or
index in order to use a single kinetic expression
properly, either for total biodegradable organic mat-
ter or microorganisms population. Examples of these
indexes are Total Coliform Bacteria per 100 ml of
water (TCB) and Biochemical Oxygen Demand
(BOD). The latter indicates the total amount of oxy-
gen required for the biological breakdown of carbon-
and nitrogen-containing material, i.e., the amount of
oxygen required to sustain biological activity in an
aerobic pond.191
To better expose the students to wastewater treat-
ment through wastewater stabilization ponds, the
following topics are emphasized:
a. Due to the complexity of the process, a realistic model
must consider that organic matter bioconversion and
microorganism deaths are both linearly dependent on
sunlight intensity, and also that the kinetics of the
process can be expressed as -dA/dt = k*A*I, where A
represents BOD or TCB, I is sunlight intensity, and k is
the temperature-dependent kinetic constant.
b. Since solar energy is absorbed by water, a vertical
temperature profile is reached in the pond. Therefore,
there should be a discussion on how BOD or TCB is
affected by such a temperature profile (assuming that
k has an Arrhenius-type temperature dependency) but
the kinetic expression is not affected by sunlight inten-
c. An analysis should be made on the assumptions nec-
essary for obtaining a single k value at any place in
the wastewater stabilization pond.
d. If Fick's equation, with analytical solution, is to be
used to account for the overall efficiency, the implicit
assumptions involved in Fick's equation must be ex-
plained. Also, the student should try to answer the
question of what happens with Fick's equation when
a completely mixed or plug reactor is considered.
e. Finally, the class discusses the beneficial uses of water
reclamation in Northern Chile.
Temperature, pH, and absorbance measurements
at different depths and times of the day demonstrate
the complexity of the biological processes occurring
in a wastewater stabilization pond, and therefore
its modeling. If time and depth are not considered

during the measurements, a simpler model can be
In topics a and b above, the discussion is cen-
tered on the need to work out mass and heat trans-
fer equations simultaneously, including velocity
terms and using the assumptions required. Further-
more, the proposed analytical form for dA/dt can be
questioned since organic matter can also be degraded
by anaerobic bacterial activity and TCB can also
decrease by changes in pH. A discussion on the clas-
sical dispersion model for a non-ideal reactor is in-
volved in topics c and d, but using the wastewater-
stabilization-pond terminology.
As a result of these exercises and discussions, the
students achieve a straightforward understanding
of the basic operating principles of wastewater stabi-
lization ponds. In addition, they are able to practice
key kinetic reactor concepts with a minimum addi-
tional academic load. Example 2 is complemented by
a field trip to the Universidad de Antofagasta's waste-
water stabilization pond pilot plant. Finally, a simi-
lar discussion can be carried out on activated sludge
as an alternative process where oxygen concentra-
tion replaces sunlight intensity in the analysis.

Water treatment subjects can be successfully in-
troduced in the core chemical engineering courses as
practical examples of standard concepts. It requires
a coordinated effort in several courses in order to
discuss similar wastewater aspects through various
The students can obtain a critical view of water
treatment processes for recycling purposes through
field trips, where real processes are seen in action.
Introducing wastewater treatment subjects in
the chemical engineering curriculum provides direct
access to biotechnological and ethical issues. The
students are exposed to environmentally related is-
sues and treatment alternatives which require an
interdisciplinary approach in both industrial and
academic research.

Part of this work was funded by the United Na-
tions Development Program project CHI-87-024.

1. Geografia de Chile. Tomo II Regi6n, Edited by Instituto
GeogrAfico Militar, 1st Edition, Santiago, 221 (1990)
2. Klohn, W., "Hidrografia de las Zonas Des6rticas de Chile,"
J. Burz, Ed., United Nations Development Program,
Santiago, 188 (1972)
3. Lane, A.M., "Incorporating Health, Safety, Environmental,
Chemical Engineering Education

and Ethical Issues into the Curriculum," Chem. Eng. Ed.,
23(2), 70 (1989)
4. Felder, R.M., "The Generic Quiz: A Device to Stimulate
Creativity and Higher-Level Thinking Skills," Chem. Eng.
Ed., 19(4), 176 (1985)
5. Narvaez, A., and R. Contreras, "Reciclaje de Agua en Planta
Concentradora de Cobre," Innovacidn, 2(1), 2 (1989)
6. Reklaitis, G.V., Introduction to Material and Energy Bal-
ances, John Wiley & Sons, New York (1983)
7. Mara, D., and H.W. Pearson, WHO ERO, "Waste Stabiliza-
tion Ponds," EUR/ICP/CWS 053 7384V (1987)
8. Arthur, J.P., "Notes on the Design and Operation of Waste
Stabilization Ponds in Warm Climates of Developing Coun-
tries," World Bank Technical Paper No. 7 (1982)
9. "Wastewater Stabilization Ponds: Principles of Planning and
Practice," WHO EMRO Technical Publication No. 10 (1987)

letter to the editor

Kinetics or Thermodynamics?

Dear Sir:
The Langmuir isotherm for adsorption equilibrium of
m solutes is of the form

J m
1+ b.ici

where the q, and c, are the concentrations of the solutes i
on the adsorbent and in the fluid phase, respectively, and
the a. and bi are constant coefficients. Langmuir' 1 derived
his equation in 1916 with a kinetic argument: that the
rates of adsorption and desorption must be equal at equi-
To this day almost every textbook follows his reason-
ing, even though it does not stand up too well to close
scrutiny. It postulates the adsorption rate to be propor-
tional to the concentration of the solute in the fluid phase
and the unoccupied surface area; and the desorption rate
to the amount adsorbed.
While this is plausible, there is no proof. Also, in real-
ity, adsorption and desorption rates often are controlled
by mass transfer and so may obey different laws. The
derivation should therefore retreat to declaring its rates
as only those of attachment to and detachment from the
surface,121 and even then the rate law may differ if attach-
ment and detachment were to involve more than a single
More seriously, where Langmuir's equation is not
obeyed, do we really believe the deviation is caused by a
kinetic anomaly? Lastly, have we not warned our students
on other occasions that intermingling kinetic and equilib-
rium arguments is fraught with pitfalls?
Although its original derivation is shaky, the Langmuir
isotherm has proved to be more successful than any other
of comparable simplicity. So why not show our students a
derivation that is more convincing and free of merely
Winter, 1992

plausible assumptions?
The isotherm describes adsorption equilibrium, and
the finest tool we have for equilibria is thermodynamics.
We used thermodynamics to derive the mass-action law.
To recapitulate: The Gibbs free energy of a (closed) system
is a function only of temperature, pressure, and conver-
sion and is at its minimum at equilibrium; with m partici-
pants, stoichiometric coefficients vi, and at constant tem-
perature and pressure

dG= -G dn =0 (2)
i=1 ani
at equilibrium, where n; is the number of moles of species
i. Introducing the chemical potential gp and its concentra-
tion dependence
-n. i =L +RT in ci

provided the system is ideal (activities equal concentra-
tions). The reaction stoichiometry requires
dn. v.
so that
m m m

i=l i=l i=l
at equilibrium. Since the term involving the standard
potential, p2, is constant

icv --K=const. (3)
i=1 '
at equilibrium. This is the mass-action law, with K as the
equilibrium constant.
Nowhere in this derivation was it necessary to assume
chemical bonds to be formed or broken, or even to identify
the participants as molecules or chemical species. The
derivation covers any kind of process in which something
is changed into something thermodynamically distinguish-
able. Its result can therefore be applied to adsorption as
well, and it yields the Langmuir isotherm.
An easy way of showing the long-known mathematical
equivalence of the mass-action law and Langmuir iso-
therm is as follows. For the reversible "reaction" of a
solute molecule j with free adsorbent surface to form occu-
pied surface, the mass-action law gives
j =Kj =const. (4)
where the free and occupied surface are expressed as
fractions 6 of total surface. Also

free = 1- .

From Eq. (4)

Continued on page 51.

0. K.c.
0i Kici
8. K.c.
J Jj

(j= 1'...,m)

I outreach




University ofNevada, Reno
Reno, NV 89557

Engineers and scientists will be key professionals
in the future development and implementation
of new technology programs that will serve to keep
our country in its leadership role. Recent enrollment
trends in engineering programs11l show a decrease in
the number of high school students who are inter-
ested in technical careers, and many who are inter-
ested do not have an adequate background for com-
pletion of an engineering program because they do
not take advanced science and math courses while in
high school.
Following the national trend, the Mackay School
of Mines and the Chemical and Metallurgical Engi-
neering Department at the University of Nevada,
Reno, have also experienced significant enrollment
reductions for the past few years. Figure 1 depicts
the number of freshmen and total enrollment for the

i Freshmen .- Total

Number of students

80 81 82 83 84 85

8. 87 88 89 90
86 87 88 89 90

FIGURE 1. ChE enrollment at the University of
Nevada, Reno
SPaper presented at AIChE Annual Meeting, Chicago, IL, 1990
2 currently with Westinghouse Electric Corporation, Resources
Energy Systems Division, Pittsburgh, PA

Taryn Melkus Bayles is currently a Senior En-
gineer with Westinghouse Electric Corporation.
She was formerly an assistantprofessor ofchemi-
cal engineering at the University of Nevada,
Reno, where she was active with the recruiting
and scholarship programs. She received her
BSChE from New Mexico State University, and
her MSChE, MSPetE and PhD in chemical engi-
neering from the University of Pittsburgh

Fernando J. Aguirre is an associate professor
of chemical engineering at the University of Ne-
vada, Reno. He received his MS and PhD in
chemical engineering from the University of Pitts-
burgh and worked for several years as a re-
search engineer for Bethlehem Steel Corpora-
tion. His major research interests are mathemati-
cal modeling, simulation, neural networks, and
computer applications.

last ten years. After reaching a low of one freshman
in 1986 and a total of twenty-four in 1987, we began
an active recruiting program which involved visiting
high schools and telling students about careers in
chemical engineering. We visited high schools in
Reno, Las Vegas, northern Nevada, and neighboring
counties in California. These visits proved to be very
useful, with the result that students are now more
aware of careers in engineering and that teachers
are now better informed and prepared to advise stu-
dents who have technical interests.
As a complement to the active recruiting pro-
gram, a "Summer Institute" was developed. Again,
the primary purpose was to introduce high school
students and teachers to chemical engineering. The
approach here, however, was through hands-on ex-
perimentation and exercises which were conducted
with the help of university students, a more involved
step than the recruiting seminars.
Active participation was the vehicle through
which students could discover the challenges, the
usefulness, and even the fun that is associated with
this scientific discipline. The students also acquired
a better feel for what types of preparatory math and
Copyright ChE Division ofASEE 1992
Chemical Engineering Education

science courses they would need to pursue an educa-
tion in chemical engineering.
The program which was developed for this sum-
mer instituted included an introduction to chemical
engineering, a description of typical chemical engi-
neering jobs, and general instruction in material
balances, fluid mechanics, heat transfer, mass trans-
fer, and process control. Of course, these topics could
only be covered superficially in such a short time,
but it was enough to provide some insight into the
problems that chemical engineers solve and the cor-
responding scientific background and preparation
that is required.
The main goal of the program was to increase
enrollment in engineering and to encourage women
and minority groups to increase their representation
in the engineering workforce.

The science teachers in several local high schools
(within a 75-mile radius of Reno) were invited to
attend the summer institute, and each of the teach-
ers was asked to select three or four of their better
students who had an interest in math and science to
also attend the institute. They were also asked to
encourage females and minorities to participate.
Five high schools responded to the invitation,
with a total of five teachers and nineteen students
participating. The student group consisted of nine
women and ten men, with four of them classified as
minorities. Eleven of the students had just com-
pleted the freshman year, seven had just completed
the sophomore year, and one had completed the jun-
ior year. Therefore, most of the students had two
remaining years of high school in which to prepare
themselves in math and science in the event they
wished to pursue an engineering degree.


The Summer Institute in Chemical Engineering
was one week in duration, with sessions lasting from
9:00 a.m. until 4:00 p.m. each day. The overall sched-
ule of activities for the week is presented in Table 1.
The program began on Monday morning with a gen-
eral introduction and slide presentation about chemi-
cal engineering, attended by all students. For the
remainder of the Monday session, the group of
twenty-four students was divided into three groups
of eight students each.
For the remaining days (Tuesday through Fri-
day) the students were divided into two groups, "A"
and "B," each of which was divided into two sub-

Winter, 1992

The program ... included an
introduction to chemical engineering,
a description of typical chemical engineering
jobs, and general instruction in material
balances, fluid mechanics, heat
transfer, mass transfer,
and process control.

General Schedule for Summer Institute
Monday Introduction
Careers in chemical engineering
(videotapes and personal experiences)
Material balances (lecture, problems,
and computer exercises)
Tuesday Fluid mechanics session: Group A
Mass transfer session: Group B
Wednesday Mass transfer session: Group A
Fluid mechanics session: Group B
Thursday Heat transfer session: Group A
Process control session: Group B
Friday Process control session: Group A
Heat transfer session: Group B

groups of five to seven students each. Dividing the
students into smaller groups provided for a more
personal level of participation and understanding by
all students involved, which fulfilled the course cri-
teria of active participation in experiments rather
than simply listening to a lecture or watching a
Each group of approximately twelve students
(groups A and B) had a common one-hour lecture in
their first morning session. This was necessary in
order to provide background information and to in-
troduce the students to the subject. Some of the
activities and experiments scheduled for the day
were also discussed in this session, and explanations
about the phenomena they would be observing or
measuring were provided.
After the morning lecture the groups separated
and participated in activities such as laboratory ex-
periments, calculations to analyze experimental data,
and computer exercises. Each of the laboratory ses-
sions was directed by a teaching assistant, who pro-
vided guidance to the students. A rotation procedure
was developed so that each of the smaller groups
had an opportunity to participate in all laboratory
sessions. A list of activities for each daily session
(fluid mechanics, heat transfer, mass transfer, and

process control) is presented in Table 2.
Lunch and refreshments were provided for all
participants. These periods provided a more infor-
mal atmosphere in which the students could inter-
act with the instructors and the teaching assistants,
as well as make friends with each other.
A comprehensive notebook was prepared and dis-
tributed to each of the student participants. It con-
tained all of the lecture notes, a description and
explanation of all the experiments and demonstra-
tions, and worksheets for performing calculations
and other exercises. This material enabled the stu-
dents to follow along more easily, and hopefully it
will serve as a reference for them in the future. It
should also be a useful guide for science teachers
who might later integrate some of the material into
their teaching.
The Summer Institute was taught by two profes-
sors of chemical engineering (the authors) with the
help of four teaching assistants who were seniors or
graduate students in the Chemical and Metallurgi-
cal Engineering department.

A list of the topics covered in the Summer Insti-
tute, with a brief description of their content, fol-

Introductory Topics
Material Balances This topic introduced the
students to chemical engineering. They learned how
to formulate and solve material balance problems
which are the basis in the design of process plants.
The topic was covered in three different sessions:
introductory lecture, solution of problems, and dem-
onstration of applications using a microcomputer. In
this last session the students used the CAAPS (Com-
puter Aided Analysis for Process Systems) softwareE2'
which is a linked system of menu-driven, compiled
BASIC programs for the elementary steady-state
analysis of chemical processes. The software was
demonstrated for balancing chemical reactions, con-
verting units, and performing some simple steady-
state material balances.
Biotechnology A ten-minute videotape which
explores the variety of careers open to chemical en-
gineers in the field of biotechnology was shown.
Advanced Materials A fifteen-minute video-
tape which explores the variety of careers open to
chemical engineers in the field of advanced materi-
als was shown.

List of Activities
Fluid Mechanics Introductory lecture
Reynolds number experiment
Reynolds number calculations
Pressure drop experiment
Pressure drop calculations
Computer design of slurry pipelines

Heat Transfer Introductory lecture
Temperature profiles in solid rods
Temperature profiles in solid rods
Double-pipe heat exchanger experiment
Double-pipe heat exchanger calcula-
NASA space shuttle tile demonstration

Mass Transfer Introductory lecture
Diffusion experiment
Diffusion calculations
Distillation column experiment
Distillation column calculations
Flotation demonstration

Process Control Introductory lecture
Valve characterization experiment
Valve characterization calculations
Liquid level control experiment
Liquid level control calculations
Computer simulation of level control

Environmental Protection A twenty-five min-
ute videotape exploring the variety of careers open
to chemical engineers in this field was shown. It
described many of the current environmental prob-
lems and the role chemical engineers have in their
Chemical Engineering Job Experience A de-
scription of typical job assignments given to chemi-
cal engineers was presented. The two instructors
have had prior work experience in the petroleum
refining and steel industries, and therefore a pres-
entation of each of those industries was made, in-
cluding a description of the petroleum refining proc-
ess and the steelmaking and cokemaking processes.
In addition, each instructor presented examples of
his/her own job assignments while employed in those

Chemical Engineering Education

Fluid Mechanics Topics
Reynold's Number Experiment Visual obser-
vations of various types of flow laminarr, turbulent,
and transition) were made by allowing water to flow
through various sized and shaped conduits, and in-
jecting a small stream of dye. These visual observa-
tions were compared to predicted values via calcula-
tion of the Reynold's number.
Pressure Drop in Pipes and Fittings Labora-
tory experiments were performed to measure the
frictional losses of water flowing through various
sized pipes, valves, and fitting. These frictional losses
were compared to theoretically-predicted pressure
Computer Design of Slurry Pipelines Per-
sonal computers were used to demonstrate a pro-
gram that is used for designing slurry pipelines.131
Use of the computer enabled students to investigate
problems associated with slurry pipeline design
through some specific design problems.

Heat Transfer Topics
Double-Pipe Heat Exchanger Three steam-
jacketed, copper, circular tubes of different diame-
ters were used to demonstrate the operation of
double-pipe heat exchangers. Water was passed
through the inner tube, and steam was passed
through the annular space. The heat transfer coeffi-
cients, both as a function of flow rate and tube di-
ameter, were determined for comparison with litera-
ture values.
Temperature Profiles in Solid Rods Three
cylindrical rods of varying diameters and construc-
tion materials were heated at one end. The tempera-
tures along the rods were measured to determine
the temperature distribution of each rod. These re-
sults were then compared to theoretical predictions.
The use of a thermocouple as a temperature-meas-
uring device was also demonstrated.
NASA Space Shuttle Tile Demonstration An
actual NASA space-shuttle tile was used to demon-
strate the thermal insulating power of modern ce-
ramic materials. The tile was heated to 900C in a
furnace, and then, due to the thermal conductivity of
the material, the students found they were able to
hold it without burning their hand.

Mass Transfer Topics
Diffusion Experiment The diffusion coefficient
of acetone in air was determined at various tempera-
tures. Acetone was placed in a graduated cylinder
Winter, 1992

and maintained at a constant temperature while air
was blown through the top. The rate of diffusion was
determined by measuring the change in acetone liq-
uid level as a function of time. The experimental
results were compared to theoretical predictions.
Distillation Column Operation A pilot-plant
size distillation column was operated to demonstrate
the principles underlying separation of two liquid
components in solution. Liquid samples and tem-
perature measurements were taken during steady-
state operation while separating an acetone-water
solution. The students were taught how to plot equi-
librium data and to calculate the number of stages
required for a given separation by using the McCabe-
Thiele method. They used this information to com-
pare with their experimental measurements and to
calculate the overall efficiency of the distillation col-
Flotation Demonstration A Denver labora-
tory cell was used to demonstrate the underlying
principles of flotation. This process uses differences
in the surface properties of particles in an aqueous
pulp to affect a separation. Hydrophobic particles
are floated to the surface by finely dispersed air
bubbles and are collected as froth concentrate. Hydro-
philic particles do not adhere to the air bubbles, but
remain in suspension in the pulp and are carried off
as underflow.

Process Control Topics
Valve Characterization The valve-sizing coef-
ficient of a miniature control valve was determined
as a function of valve-diaphragm pressure. The stu-
dents also determined whether the control valve had
linear or equal percentage inherent characteristics.
The procedures used for specifying control valves in
practical applications were also discussed.
Automatic Control ofLiquid Level An analog
controller was used to maintain the liquid level in a
tank at a desired value. The principles of automatic
process control were described, and the student was
exposed to the actual instrumentation used in the
field. Performance of the level controller was evalu-
ated for various operating conditions. The problems
which can arise by improper design or through selec-
tion of the wrong settings was also demonstrated.
Computer Simulation of Level Control A
computer program that simulates the operation of
three non-interacting tanks in series was used to
demonstrate some of the principles of process con-
trol. The program runs on a microcomputer and
graphically displays the level of one of the tanks.

This level can be monitored on-line as the user
changes various controller parameters. The program
runs interactively and the student can become the
plant operator who has the capability of making
changes to the process. The student can open or
close the control valve, select manual or automatic
operation, change the setpoint, or change controller
settings. As a result, he or she can observe the re-
sults of any given change immediately on the screen.

At the end of the week the students were asked
to complete a course evaluation to help us improve
the course in future years. The questions included in
the form are shown in Table 3.
The response to the Summer Institute was very
favorable; many of the students and teachers indi-
cated that they would be interested in attending the
next session also. The students selected the com-
puter sessions and the laboratory experiments (which
involved more participation) as their favorites. The
videotapes and some of the calculation sessions
seemed to be less attractive. However, in response to
the question about the session they liked the least,
the answer that students repeated the most was
"none." Several students indicated that they would
include "all" sessions as those they liked the most,
and one student wrote, "I liked almost all of them
the same. They put into perspective the thoughts
installed into our brains in the morning." The diffi-
culty level of the material covered was considered
appropriate by 74% of the students, while the re-
maining 26% thought it was somewhat high. One
student commented, "A few early-morning sessions
were hard to understand at first but were cleared up
by the afternoon. Having daily periods build on each
other was very effective."
The majority of the students (62%) indicated that
the time spent on lectures should remain the same,
and 33% of them would like this time reduced. The
opposite occurred for the time spent in the labora-
tory doing experiments or computer work: 62% sug-
gested an increase and 33% no change. More mixed
results were obtained for the time spent doing calcu-
lations: 52% suggested no change, 38% indicated
that the time should be decreased, and 10% sug-
gested an increase. The notebook that was prepared
received very favorable comments, as did the in-
structors and teaching assistants. One student said
about the notebook, "It was nice to have notes com-
pleted so we could look back and read what we
missed. It will be nice to keep and look back at."
Another student wrote, "I plan to study this book

Questions on the Course-Evaluation Form
1. Has this course been of help in understanding something
about chemical engineering?
2. What sessions) did you like the most? Comments.
3. What sessions) did you like the least? Comments.
4. Was the overall material covered and discussed
too difficult?
too easy?
about right?
Circle your answer and provide any comments. If any
specific session was too difficult or too easy, please
indicate below.
5. How do you feel about the time spent on each activity?
Mark your suggestions and provide any comments.
Increase Decrease No Change
Time spent on lectures
Time spent in laboratory
Time spent doing calculations
6. Did you find the notes useful and clear? Comments.
7. What would you suggest changing to make the course

and use it for future reference."
The students made several suggestions on how
to improve the course. Their suggestions ranged from
making the course and/or days shorter to making it
a four-week course. Even though the course empha-
sized hands-on laboratory experimentation by the
students, they would like to see more experiments in
a variety of areas. One general suggestion was that
students should have had a course in chemistry be-
fore attending the institute since some of those who
had not been exposed to chemistry had trouble under-
standing the material.
In summary, the Summer Institute in Chemical
Engineering proved to be a very enjoyable and use-
ful experience for everyone involved.

The financial support of the University of Ne-
vada System Chancellor's Office and Nevada Mining
Association is gratefully acknowledged. We would
also like to thank Thomas Lugaski and the teaching
assistants Timothy Burchett, David Castillo, Bain-
ian Liu, and Carl Nesbitt, for their help.

1. Donaldson, T., "Chemical Engineering Enrollments,"
AIChExtra, pg. 2, September (1990)
2. Cadman, T.W., CAPPS: Computer Aided Analysis for Proc-
ess Systems, User's Guide, ENSCI, Inc. (1988)
3. Provine, W., B. Freeman, G. Dow, and M. Denn, "Design of
a Slurry Pipeline," CACHE IBM PC Lessons for Chemical
Engineering Courses Other Than Design and Control O
Chemical Engineering Education

LETTER: Equilibrium Thermodynamics
Continued from page 7.

1984 to write
dH T if dP = 0 (10)
(dP = 0 does not have any special attachment to the ratio
that precedes it.) It is extremely useful, but I have seen it
nowhere else. dH and dT are differentials, smallness not
being implied.
Williams and Glasser give the following definition of
an integral:

STSVdS= im TS(Si,V(Si))ASi (11)
S, i=1
(A missing comma has been added on the right.) I believe
the definition is faulty. The main point about the proposed
notation is that the superscript variables are independent.
In DUsV/dS, the variable V has nothing to do with the
differentiation as such. One can, of course, define a new
function Us by
S= Us (S, VS) (12)
for some function (or "path") Vs and then obtain the de-
rivative 3Us/dS. Because
TSV (13)
aS (13)
one logically writes the corresponding anti-derivative or
integral as
STSvdS=US +BV (14)
ITSVdS=USV(S2,V)-USV(S1,V) (15)

The latter is a function of the single variable V, say I. It is
clear that the definition should in fact be

TsvdS= lim -TSV(Si,V)ASi (16)
S, A -->o i=1
The definition Williams and Glasser give is the definition
for the constant
JTSdS (17)
TS TSV(SVS) (18)
again for a particular function (or "path") Vs. Of course,
the integral then depends on the function VS and is, there-
fore, function (or "path") dependent. (It is commonly termed
a functional.) The integral of Eq. (16), on the other hand, is
variable dependent, not function dependent. The descrip-
tion "path-dependent function" is clearly ill-advised. Both
of the integrals given by Eqs. (16) and (17) are useful.
Incidentally, expressions of the form
Winter, 1992

Q= TdS (19)
are justifiable in this context only as abbreviations for
integrals like those above.
In their treatment of my approach to conservation of
energy, Williams and Glasser employ what I think is a
little unnecessary circularity. They use the concept "well-
insulated enclosure" to discover the concept commonly
called "heat." But it is not clear what a "well-insulated
enclosure" means when one has yet to meet "heat." My
approach is to argue that experiments are found to fall
into two classes: those for which
AU= w (20)
holds, and those for which it does not. The former are
called anything we like-say, adiabatic (but it could as
well be well-insulated for that matter)-or are said to be
surrounded by an adiabatic wall; the latter, non-adiabatic,
or surrounded by a diathermal wall. At this stage of the
argument these terms mean nothing except that Eq. (20)
is or is not obeyed. (It is easy to add terms on the left
where necessary to account for kinetic and potential en-
ergy.) Now one is ready to invent a new quantity which
can be given the symbol q; it is merely the quantity that
allows Eq. (20) to be modified so that it always holds. The
modified equation (and definition ofq) is
AU = q + w (21)
The confused thinking one encounters elsewhere over
"work" and "heat" is quite remarkable. Suggestions that
the gerunds "working" and "heating" be used instead'2' do
not seem helpful. I use "mechanical" and "thermal trans-
fer of energy." I also quote Callen's'[3 analogy of the pond
and the modes of transfer to it of water by rain and by
stream which, when I encountered it, gave me just the sort
of aha!-insight into thermodynamics that I had badly
I borrowed (and modified) the postulates from Callen
that now appear in the latter half of Williams and Glasser.12'
Much of what follows there is also based on Callen. But
there are other sources and influences; for example, the
early ideas of researchers such as Georgian'4'51 with whom
I had corresponded about the units of temperature and the
"universal gas constant" R.
Williams and Glasser describe what Callen calls the
basic problem of thermodynamics and use his method of
solving it when the internal adiabatic constraint is re-
moved: one maximizes entropy over all constrained states.
At the end of Part 2 they suggest that the student try
three ostensibly similar problems in which other internal
constraints are removed. Their first problem requires re-
moval of an internal rigidity constraint and no other. It
turns out, however, that the method does not work in this
case (as it is not difficult to show). Solution by maximiza-
tion of entropy always assumes removal of the adiabatic
constraint at least. Earlier in Part 2, Williams and Glasser
raise the practical difficulty of how to relax the permeabil-
ity constraint without relaxing the adiabatic constraint as
well. The answer is that one does not.
Continued on page 37.

class and home problems

The object of this column is to enhance our readers' collection of interesting and novel problems in
chemical engineering. Problems of the type that can be used to motivate the student by presenting a
particular principle in class, or in a new light, or that can be assigned as a novel home problem, are
requested, as well as those that are more traditional in nature and which elucidate difficult concepts. Please
submit them to Professors James O. Wilkes and Mark A. Burns, Chemical Engineering Department, Univer-
sity of Michigan, Ann Arbor, Ml 48109-2136.



Georgia Institute of Technology
Atlanta, GA 30332

P processing and storage vessels in the chemical
and allied industries come in a large variety of
shapes. There are almost as many reasons for this
variability as there are shapes; these reasons can
include convenience, insulation requirements, land
and material costs, safety considerations, tradition,
etc. Drainage of such vessels through an orifice-type
hole at the bottom of the vessel represents a class of
non-linear, ordinary, first-order differential equa-
tions, amenable to analytical solution. Thus, from
an academic standpoint, this category of practical
applications provides engineering educators with a
wide variety of useful problems in the area of ap-
plied mathematics.
Solutions to these drainage problems have ap-
peared for many of the geometrical configurations
that typically occur in practice. These solutions nor-
mally appear in trade journals or similar outlets.
For example, in one of the earlier such articlesE'" on
this subject, formulas were summarized to compute
the time requirements for emptying vessels of four
different shapes: vertical cylinder, cone, horizontal
cylinder (with flat ends), and sphere. Later articles
gave similar formulas for draining elliptical vessel
heads at the bottom of vertical cylinders,'21 elliptical
saturator troughs (horizontal elliptical cylinders with
flat ends),l3' and horizontal cylinders with elliptical
dished heads or end.'4'
One can conceive of a number of other geometri-
cal shapes for vessels or tanks. Admittedly, they
might not occur often in the real world, but such

configurations may be of some use for academic pur-
poses, e.g., examination or homework problems. Thus
(and also in the interest of completeness) this brief
article presents tank-drainage formulas for five new
configurations: parallelepiped (or box), vertical ellip-
tical cylinder, regular tetrahedron, pyramid (in-
verted), and paraboloid.
There are two fundamental engineering equa-
tions which must be invoked in the solution to any of
these tank drainage problems. The first of these is a
dynamic material balance for the liquid in the tank,
which in this rather simple case merely reduces to
the rate of accumulation being equal to the negative
of the output rate
t= -q (1)
or, more specifically

Ad= -Aov2 (2)

For the simpler geometric configurations (e.g.,
vertical cylinders [circular or elliptical] and box), the

Jude T. Sommerfeld is a professor in the School
of Chemical Engineering at Georgia Tech. He
received his BChE from the University of Detroit
and his MSE and PhD degrees, also in chemical
engineering, from the University of Michigan. His
twenty-five years of industrial and academic ex-
perience have been primarily in the area of com-
puter-aided design, and he has published over
one hundred articles in this and other areas.

Copyright ChE Division, ASEE 1992
Chemical Engineering Education

cross-sectional area (A) of the liquid surface in the
tank is a constant quantity and not a function of the
variable liquid level (z). This results in a very trac-
table, non-linear differential equation.
The effluent liquid velocity (v2) through the drain
hole or orifice is determined from a mechanical en-
ergy balance, specifically between elevation points 1
and 2 in Figure 1. This results in the classical Ber-
noulli equation
2 2
2 + Z + v2 + h
P1g + ,Z1_2+h (3)
P g 2g p g 2g
Two assumptions are conventionally made at this
point. The first of these assumes that the vessel is
1) vented to, and 2) drains to, the atmosphere, and
thus P1 = P2. The second assumption asserts that the
rate of change of the liquid level in the vessel (v,) is
negligible at all times in comparison with the liquid
velocity through the drain hole (v2). After replacing
the variable elevation difference, Z1 Z2, with the
liquid level (z) in the tank, we have

v2 = 2g(z-he) (4)
When the orifice discharge equation is used, the
fluid head loss (he) due to friction is not explicitly
calculated. Rather, an orifice discharge coefficient
(Co, generally less than unity) is introduced to at-
tenuate the fluid head and compensate for this head

v2 = C 2gz (5)
As shown in most unit operations'51 and fluid flow
textbooks, this quantity CO is a function of the fluid
velocity (as incorporated in the Reynolds number)
and the downstream (orifice)/upstream diameter ra-


f dz



q,V 2

FIGURE 1. Sketch of a vessel of arbitrary shape
with a drain hole or orifice located at the bottom.
Winter, 1992

Solutions to these drainage problems
have appeared for many of the geometrical
configurations that typically occur in practice.
[They] normally appear in trade journals
or similar outlets.

tio, although a constant value is generally assumed
for a given application. Typical values of C are be-
tween 0.60 and 1.0. Indeed, a value of 0.75 for this
coefficient is reported in a recent article'61 describing
an undergraduate experiment on efflux times through
a drain hole at the bottom of a horizontal cylinder
with flat ends. By way of information, civil engi-
neers171 know Eq. (5) (with C = 1) as the Torricelli
theorem. Insertion of this latter expression into Eq.
(2) then yields

A =-CAo2gz (6)
dt- 0
as the non-linear differential equation to be


The general integrated form of Eq. (6) can be
written as
t =- 1 f dz (7)
COAV 2g 0 Vz

It should be emphasized at this point that the inte-
gral in the above expression cannot be replaced by
the total volume (V) to be drained divided by the
square root of the average fluid head over the total
height (h) to be drained. That is

f z dz


where the denominator represents the average fluid
head. When A = const, the integration of Eq. (7)

2A h
t= 2 h (9)
CoAo22g 9
as the general equation for the efflux time to com-
pletely drain a tank whose cross-sectional area is
not a function of height.

This first simple case will employ Eq. (9). We
consider a rectangular parallelepiped with a length
and width (both in the horizontal plane) of a and b
units, respectively. In this case, A = ab, and the
efflux time from Eq. (9) is

t= 2CoA (10)
Clearly, in the case of a square (a = b) parallel-
epiped, one merely replaces the product ab in Eq.
(10) with a2.
Vertical Elliptical Cylinder
This is another case wherein the surface area (A)
formed by the liquid level is a constant, namely nab,
where a and b are the lengths of the major and
minor axes (again both in the horizontal plane), re-
spectively, of the elliptical cross-section. Equation
(9) in this case then becomes

2 tab h (11)
CoAo 2g
and in the special case of a vertical circular cylinder
(a = b = D/2), Eq. (11) reduces to the equation pre-
sented earlier by Foster."'

Regular Tetrahedron
We consider here only the case of a regular tetra-
hedron with four equilateral triangular surfaces
and with the drain hole located at a bottom vertex
opposite the top triangle in the horizontal plane.
The length of any edge of this figure is denoted by a.
By application of the Pythagorean theorem, the
height of any one of these triangles is equal to aw3 / 2.
The total height of this figure is determined to be
a2 /3 from a second application of this theorem,
and then, from similar triangles, the cross-sectional
area (A) of the liquid surface at any level z is given
as (3V3 / 8)z2. Lastly, insertion of this result into Eq.
(7), followed by integration, then yields for the efflux

t 33 h 5/2
20 CoAo2g


Note the interesting result here that the edge
length (a) does not appear in the above formula. It is
clear, however, that the initial liquid level (h) cannot
be selected in a manner inconsistent with a given
such length; that is, h cannot exceed a2 / 3. There
is also the not-surprising result ofh appearing to the

power of 5/2 in the integrated expression of Eq. (12),
which is consistent with Foster's result"1 for a coni-
cal tank.
Inverted Pyramid
This case of an inverted pyramid, like the tetra-
hedron above, is also similar to the case of an in-
verted cone. The drain hole is at the bottom vertex of
the inverted pyramid, the total height of which is
equal to c. A rectangular cross-section is assumed
for generality. Thus, let a and b (both in the horizon-
tal plane) represent the length and depth, respec-
tively, of the pyramid at its top. Two successive
applications of similar triangles yield (ab/c2)z2 as the
expression for the area (A) of the liquid level at any
elevation z. Integration of Eq. (7) with this expres-
sion for the area then gives

2abh5/2 (13)
t=52 (13)
5c CoAo 2g
as the expression for the time for complete drainage.
We note again the appearance of h to the power of
5/2 in Eq. (13), as in the preceding case. The product
ab in this equation is merely replaced by a2 in the
case of a regular pyramid with a square side length
of a.
This last case examines an elliptical (again for
generality) paraboloid of total height c. As with the
vertical elliptical cylinder, a and b here represent
the lengths of the major and minor axes, respec-
tively, of the ellipse in the horizontal cross-section at
the top of the paraboloid. The equation for this fig-
ure then becomes

2 2
a b2 c


It should be noted that in many mathematical
handbooks and textbooks the right-hand side of the
above equation is written as cz or 2cz, in which case
c would have the units of reciprocal length. In any
event, any horizontal cross-section of this figure is
elliptical, and from Eq. (14) it follows that the lengths
of the major and minor axes of any such intermedi-
ate ellipse at an elevation of z are equal to

a z/c

and bVz/c

respectively. Thus, the area of this ellipse becomes
nabz/c, and the resulting efflux time formula is

t= 2abh3/2 (15)
3cCoAo 2g
Chemical Engineering Education

Finally, Eq. (15) becomes

t ED2h3/2
6cCoAo 2g


as the expression for the efflux time in the special
case of a circular (a = b = D/2) paraboloid.
A cross-sectional area of the liquid level in a tank at
any time, L2
Ao cross-sectional area of the drain hole or orifice, L2
a length of a rectangle, edge of a regular tetrahedron,
or major axis of an ellipse, L
b width of a rectangle or minor axis of an ellipse, L
C orifice discharge coefficient
c height of a pyramid or paraboloid, L
D diameter of a circle, L
F force unit
g acceleration due to gravity, L/T2
g conversion factor, ML/FT2
h initial height of liquid in a tank, L
h fluid head loss due to friction, L
L length unit
M mass unit
P pressure, F/L2
q liquid volumetric flow rate out of a tank, L/T
T time unit
t time, T

book review

by Jeffrey I. Steinfeld, Joseph S. Francisco, and
William L. Hase
Prentice Hall, New York; 548 pages, $48.75 (1989)

Reviewed by
Robert W. Carr
University of Minnesota

This book is a text intended for use in courses on
chemical kinetics at the advanced undergraduate
and graduate level. It covers a broad range of sub-
jects in empirical macroscopicc) chemical kinetics,
the kinetics of elementary reactions, the quantum
state (microscopic) approach known as chemical dy-
namics, and the connections between them. Some
background in thermodynamics, quantum and sta-
tistical mechanics, and kinetics at the level of an
introductory course in physical chemistry is assumed,
making it a suitable text for chemical engineering
The book consists of fifteen chapters and three
appendices. After each chapter there is a list of ref-
erences, a bibliography, and a number of problems.
Winter, 1992

v liquid velocity, L/T
x length coordinate in the horizontal plane, L
y width or depth coordinate in the horizontal plane,
Z vertical elevation, L
z variable elevation of the liquid level in a tank, L
Greek Letters
n number pi (3.14159...)
p liquid density, M/L3
1 liquid surface in the tank at any time
2 bottom of tank (at drain hole)

1. Foster, T.C., "Time Required to Empty a Vessel," Chem.
Eng., 88, 105, May 4 (1981)
2. Koehler, F.H., "Draining Elliptical Vessel Heads," Chem.
Eng., 91,90, May 14 (1984)
3. Sommerfeld, J.T., "Inventory and Drainage of Saturator
Troughs," Amer. Dyestuff Reporter, 79, 44, April (1990)
4. Sommerfeld, J.T., "Tank Draining Revisited," Chem. Eng.,
97, 171, May (1990)
5. Brown, G.G., et al., Unit Operations, John Wiley & Sons,
New York, NY, p. 158 (1953)
6. DeLozier, K.R., K.A. Platner, and J.T. Sommerfeld, "An
Inexpensive Laboratory Experiment on Fluid Dynamics,"
Intl. J. Appl. Eng. Ed., 6, 377 (1990)
7. Vennard, J.K., and R.L. Street, Elementary Fluid Mechan-
ics, 5th Ed., John Wiley & Sons, New York, NY, p. 131
(1976) J

The references and bibliography will be useful for
those seeking entry into the literature of various
topics in chemical kinetics.
The book is unusually broad in its coverage, deal-
ing with a number of subjects that are usually in-
cluded only in more specialized texts, but which
have now become commonplace in kinetics practice.
Chapter 1 is conventional in its treatment of ele-
mentary concepts and definitions, but Chapter 2,
dealing with complex reactions, goes beyond the usual
presentation of analytical solutions to coupled sets
of ordinary differential equations to discuss applica-
tions of Laplace transforms, matrix methods, nu-
merical methods (Euler, Runge-Kutta, predictor-cor-
rector) and stochastic methods. Computer programs
for Runge-Kutta integration and Monte Carlo simu-
lation are included. Chapter 3, on kinetic measure-
ments, emphasizes modern instrumental methods
for direct detection of reactive intermediates and the
treatment of kinetic data. Sensitivity analysis, an-
other subject not normally covered in introductory
texts but which is of enormous help in understand-
ing a mechanism, is introduced in this chapter.
Chapter 4 deals with reactions in solution and
Continued on page 49.



McMaster University
Hamilton, Ontario, Canada L8S 4L7

What a challenge it is to develop a curriculum
that will prepare our students for the years
2020 to 2040! Should we focus on breadth, or depth?
Produce a generalist, or a specialist? Besides subject
knowledge, how much explicit training should be
included to develop problem-solving skills, commu-
nication skills, interpersonal and team skills, and
the ability to learn-how-to-learn? What is the role of
Our department at McMaster is relatively small
and does not have expertise in some of the "emerg-
ing technologies.""' We feel that the design project is
the capstone course, that synthesis activities should
be spread over the whole curriculum, and that com-
puter skills should be well developed. In this con-
text, what should our curriculum be and how should
we go about developing it?
To address the issues of curriculum design sub-
ject to our unique constraints, we examined and
defined our goals, and consulted with many others
during our two years of deliberations. As a depart-
ment, we set goals so that our graduates
would be technically sophisticated, with an emphasis
on the fundamentals
would not only be computer literate, but also be able
to program effectively and efficiently and would be
familiar with a wide range of computer executive
programs such as FLOWTRAN, PROCESS, HYSIM,
and various spreadsheets

could learn on their own
would have good communication, problem-solving,
interpersonal, and group skills
would know how to create hypotheses, perform
experiments, and draw valid conclusions
would have enriched experience through senior
electives drawn from our research expertise
Acceptance of these goals immediately highlighted
some directions: depth of the core fundamentals,
generalist with electives available in our areas of
expertise. Because the students cannot learn in class
all that they will need to know in their career, we
will have explicit activities to develop the student's
confidence in their own how-to-learn ability.
We held a number of faculty retreats for identify-
ing and streamlining the core concepts in chemical
engineering and removing the overlaps and the in-
consistencies. Concurrently, a team of students per-
formed the same tasks from their perspective. Spe-
cial workshops were held on such topics as the labo-
ratory (led by O.M. Fuller'21) and on the results of our
four-year research project to discover methods of
improving the development of problem-solving and
interpersonal skills. 3M
We discovered, among other things, that using
open-ended problems and modeling how we solved
problems did not develop the student's problem-solv-
ing skills, just as giving them good trouble-shooting
problems did not improve their trouble-shooting abil-
ity. If they entered the activity with the ability to
think of several causes (whereas we hoped they would
be able to think of, say, ten), they left the activity
still able to think of only several.
To develop the student's ability to learn-how-to-
learn, we chose as a model the problem-based, small-
group, self-assessed, self-directed learning model used
by McMaster Medical School.'41 However, we did not
have the advantage of its admission policies (that
eliminated students who did not have well-devel-
oped problem-solving and group skills), the time-
table flexibility, or the resources to provide a faculty
tutor for small groups of five students each. So we
had to rephrase the problem to "how can we adapt
their approach to our constrained system?" and chose
Chemical Engineering Education

SDon Woods is a professor in the department of
chemical engineering at McMaster University. He
is a graduate of Queen's University and the Uni-
versity of Wisconsin. His teaching and research
interests are in surface phenomena, plant de-
sign, cost estimation, and developing problem-
solving skills.
0 Copyright ChE Division ofASEE 1992

We discovered, among other things, that using open-ended problems and modeling how we solved
problems did not develop the student's problem-solving skills, just as giving them good
trouble-shooting problems did not improve their trouble-shooting ability.

to use a thread of courses throughout the curriculum
which would develop problem-solving and interper-
sonal skills and small-group learning skills.['5,6 The
development of problem-solving and interpersonal
skills was an important goal in its own right as well
as an important component needed for the design
Another issue was the integration of previous
courses with the capstone design course so that the
team-approach project course could focus on synthe-
sis. Our approach was that the principles of engi-
neering economics, ethics, professionalism, process
improvement, and process design would be handled
in a separate "course"17' and to have industrial cli-
ents with real projects.'"8 Teams of about ten stu-
dents and two faculty would tackle a problem. For
example, a recent project was with Esso/Texaco on
assessing an industrial wastewater-treatment facil-
ity. Difficulties arose since the students entered the
project without sufficient experience with computer
executive programs and without having had some of
the core courses (such as reaction kinetics and reac-
tor design, mass transfer and process control).
In rethinking the approach for the new curricu-
lum we were not trying to replace the design experi-
ence-we wanted to enrich it. Four important changes
pertaining to the design course were:
1. Introducing computer programming (especially the
executive programs PROCESS and HYSIM) in the
sophomore and junior years so that the students
would enter the project with this expertise already in
2. Providing all of the basic fundamentals before the end
of the junior year.
3. Shifting the course load in the design course so that it
was two tutorials per week in both semesters.
4. Providing explicit training ahead of time on how to
work effectively in groups and how to be a team
Thus, in addition to a "stream" of core fundamen-
tals that would be completed by the end of the junior
year, we envisioned a series of learning activities
on computer programming, numerical analysis, and
executive programs
on "how to experiment"
to develop communication skills
to develop problem-solving and interpersonal skills
These activities would culminate in and be inte-
Winter, 1992

grated through the capstone design course. The skill
of learning-how-to-learn would be acquired through
problem-based, small-group, self-directed learning
in the course "engineering economics."
For the core fundamentals the former senior-
level courses were altered as follows:
the topics of reaction kinetics and reactor design,
stagewise operations, diffusional transport phenom-
ena, and separations were split into two phases, with
the junior level offering the basics and a senior level
offering enrichment. This actually increased the
amount of coverage of this material
process control was shifted to the junior year.
Thus, by the end of the junior year the students had
the core fundamentals in all areas.
To provide expertise in the computer executive
programs that would be needed for the design project
course, a string of three courses in the sophomore-
junior years focused on computer programming, nu-
merical methods and modeling, and the use of execu-
tive packages. For example, PROCESS or HYSIM
was introduced in the sophomore course, was used
to enrich other courses in the sophomore-junior years,
and was used explicitly in a computer-simulation
course in the junior year that considered a relatively
well-structured problem on a small section of a pro-
cess. Since the content in this string of courses is not
ambitious, we decided to combine the problem-solv-
ing/interpersonal skills development activities with
each of these three courses. In principle this would
provide a ready-made "problem" and "group activ-
ity" where the problem-solving skills could be ap-
plied. Thus, the problem-solving activities would not
be developed in a vacuum. Rather, they would be
embedded and bridged into the computer program-
ming, model building, and process simulation activi-
ties. An example of the latter is given by Woods,
Wood, and Gallinger.'91
The problem solving/interpersonal skills/self-di-
rected learning components were dovetailed into the
three team-taught computer programming courses
described above and into a senior-level course on
process economics and synthesis. In addition, the
first sophomore course has as a co-requisite the mass
and energy balances course. In this way we hoped to
ensure that we had sufficient variety and opportu-
nity to apply the problem-solving skills in solving

homework problems. Details of this approach are
A revised series of activities for the laboratories
and on experimentation were added. In the sopho-
more year the emphasis was on familiarity with the
hardware"" and on measurement techniques. In the
junior year the emphasis was on doing a series of
medium-size, medium-duration experiments to il-
lustrate principles. In the senior year, the students
do several in-depth experimental projects. A lecture
component is included with the laboratories to con-
sider activities on data treatment, hypothesis test-
ing, and providing individual feedback about the
written reports.
Another stream of experience focused on commu-
nications skills. The Faculty of Engineering has a
policy that before students are admitted to the sopho-
more year, they must pass a Test of Writing Compe-
tence. So the students in our sophomore course on
communication (see Woods and Feuerstein'121) had
the necessary basic fluency in English. We then for-
mally reinforced this skill with private reviews and
feedback on the laboratory reports in the junior and
senior years and in the presentation of the design
Many of our introductory, graduate-level courses
were modified so that, although the lecture compo-
nent was common, a graduate and undergraduate
offering of the course would be presented in areas of
our research expertise: biomedical, polymer engi-
neering, process control, statistics, environmental
engineering, particle processing, and surface phe-
nomena. Senior students could elect to take three of
these courses.
Figure 1 shows the resulting new curriculum.
The freshman year is common to all branches of
engineering, so we had no direct control over the
content in that year. Accreditation requirements dic-
tate the eighteen credits of English and humanities
(in the freshman, sophomore, and senior years). Fac-
ulty requirements dictate the engineering courses in
mechanics/structures and electricity/magnetism.
design project: senior year, 4 credits
enrichment chemical engineering electives: senior
year (compared with general technical electives), 9
computer/simulation stream: introduction, freshman
year, 4 credits: sophomore year, 1 credit; junior year,
1.5 and 2 credits
communication stream: sophomore year, 1.5 credits;
part of 2-credit lab in both junior and senior years
and part of the design project
problem solving/interpersonal skills/self-directed
learning: sophomore year, 2 credits; junior year, 1.5

and 1 credit; Senior year (with special co-requisite
requirements to embed the skill development"), 2
experimentation and laboratory: sophomore year,
about 1/2 credit; junior year, 2 credits; senior year, 2
mass and energy balances: sophomore year, 8 credits
thermodynamics: junior year, 3 credits
reaction kinetics/reactor design: junior year, 3 credits;
senior year, 3 credits
fluid mechanics: sophomore year, 4 credits
heat transfer: junior year, 4 credits
stagewise operations and mass transfer: junior year, 4
credits; senior year 3 credits
process control: junior year, 3 credits
engineering economics and process engineering:
senior year, 2 credits
In two words-extremely well. Employers com-
ment very positively on the quality of our entry-level
graduate. Alumni are enthusiastic about the cur-
riculum and the preparation they have received. The
most unique innovation has been in the problem-
solving/interpersonal skills/self-directed learning
components. For this reason, we have conducted a
variety of pre- and post-tests as well as control-
group assessments. They have shown a statistically
significant increase in performance in the main-
stream chemical engineering courses and a 1 to 2
standard deviation shift in confidence that they now
possess skill in problem solving. The self-directed


Figure 1
Chemical Engineering Education

learning has been more difficult to quantify. Anec-
dotal evidence abounds as to the student's prefer-
ence for this mode of learning and to instructors who
feel that the students learned more and performed
as well, if not better, on written exams than did
students who previously "learned" the material via
traditional lectures.15,61

We are changing some components since they did
not work out as we had hoped. In particular, the
blend of problem solving with computer program-
ming in the sophomore year did not provide the
synergy we anticipated. The students viewed them
as two separate parts. So we have integrated com-
puter programming into the mass and energy bal-
ances course and maintained a separate 2-credit
course on problem solving that applies the skills in
the required co-requisite mass and energy balances
course. This latter bridge has worked extremely well.

The extra course in reactor design in the senior
year, likewise, has not lived up to its expectations.
So we combined the non-ideal behavior with the
junior course (now 4 credits) and created a richer,
elective course in reactor design. Also, the students
found that the sophomore fluid mechanics course
was very challenging, so we have now switched this
to the junior year.

The design project is much more effective in the
new format. We have shifted from PROCESS to
HYSIM as the computer executive program of choice.

These changes have been minor. All in all, we
feel that this new format offers a very viable curricu-
lum model for the year 2000.

I am pleased to acknowledge the efforts and in-
put of my colleagues. To Bob Moore, Leslie Eubanks,
Cam Crowe, Terry Hoffman, Joe Wright, Andy
Hrymak, Phil Wood, Paul Taylor, Bob Marshall, and
Ian Doig for nurturing the problem-solving courses;
to Derek Ryder, Steve Kelly, Joe Laricchia, Craig
McDougall, Bret Cousins, and Sandra Allen; to Bob
Anderson, Les Shemilt, John MacGregor, Irwin
Feuerstein, Malcolm Baird, Marios Tsezos, Andy
Benedek, Keith Murphy, Archie Hamielec, John
Brash, John Vlachopoulos, and Jim Dickson. The
Ontario Universities Program for Instructional De-
velopment and McMaster University funded the four-
year program to understand and develop the prob-
lem solving/interpersonal skills components. In par-
ticular, I thank Alvin Lee, Vice-President Academic,
and Les King and Alan Blizzard, Instructional De-
velopment Center, for ongoing support.
Winter, 1992

1. Baird, M.H.I., "Things are Humming at McMaster," Chem.
Eng. Ed., 4, 112 (1970)
2. Fuller, O.M., "On Experimentation: A Workshop," McMaster
University, Hamilton, May 6 (1981)
3. Woods, D.R., J.D. Wright, T.W. Hoffman, R.K. Swartman,
and I.D. Doig, "Teaching Problem Solving Skills," Annals of
Eng. Ed., 1, 238 (1975)
4. Barrows, H.S., and R.M. Tamblyn, Problem Based Learn-
ing: An Approach to Medical Education, Springer, New
York (1980)
5. Woods, D.R., "Implementing Self-Directed, Problem Based
Learning in a Traditional Curriculum," Chapter 4 in The
Challenge of Problem Based Learning by D. Boud and G.
Feletti, Kogan Page (1991)
6. Woods, D.R., "Self-Directed Learning," MPS Unit, McMaster
University, Hamilton, Canada (1990)
7. Woods, D.R.,"Innovations in a Design and Development
Course," Chem. Eng. Ed., 2, 162 (1968)
8. Woods, D.R., T.W. Hoffman, and A.I. Johnson, "Teaching
Experience with Design and Simulation Projects," Chem.
Eng. Ed., 7, 96 (1973)
9. Woods, D.R., P.E. Wood, and F.H. Gallinger, "Exploiting the
On-Campus Boiler House," Chem. Eng. Ed., 20, 28 (1986)
10. Woods, D.R., C.M. Crowe, P.A. Taylor, and P.E. Wood, "The
MPS Program for Explicitly Developing Problem Solving
Skills," 1984 ASEE Conference Proceedings, Salt Lake City,
UT, 1021 (1984)
11. Woods, D.R., R.W. Dunn, J.J. Newton, and D.J. Webster,
"The Travelling Circus as a Means of Introducing Practical
Hardware," Chem. Eng. Ed., 12 116 (1978) and "Touching
Technology," Chem. Tech, Oct., 586 (1981)
12. Woods, D.R., and I.A. Feuerstein, Eng. Ed., 70, No 7, 745
(1980) J

LETTER: Equilibrium Thermodynamics
Continued from page 29.
The adiabatic constraint is removed in their second
and third problems, which should, therefore, cause the
student no difficulties.
(Many of the points discussed here I raised in the
literature a decade ago or more.'6-111)
W.F. Harris
Optometric Science Research Group
Department of Optometry
Rand Afrikaans University
P.O. Box 524
Johannesburg 2000 South Africa

1. Williams, D.F., and D. Glasser, Chem. Eng. Ed., 25, 74 (1991)
2. Williams, D.F., and D. Glasser, Chem. Eng. Ed., 25, 164
3. Callen, H.B., Thermodynamics, John Wiley & Sons, New
York, NY (1960); 2nd ed. (1985)
4. Georgian, J.C., Nature, 201, 695 (1964)
5. Georgian, J.C., J. of Chem. Ed., 43, 414 (1966)
6. Harris, W.F., ChemSA, 6, 195 (1980)
7. Harris, W.F., Int. J. of Mech. Eng. Ed., 9, 181 (1981)
8. Harris, W.F., Int. J. of Mech. Eng. Ed., 9, 317 (1981)
9. Harris, W.F., ChemSA, 7, 259 (1981)
10. Harris, W.F., ChemSA, 8(7), 82 (1982)
11. Harris, W.F., Int. J. ofMech. Eng. Ed., 10, 287 (1982) 0




Michigan State University
East Lansing, MI 48824-1226

U sing the GENESIS environment, software has
been developed for computer control of a 10-tray
column in the chemical engineering department at
Michigan State University. The software permits
sequenced start-up of the column, transition to
steady-state cascade control, and data acquisition.
During runtime, process data are displayed on an
equipment schematic or a graphical trend window.
The GENESIS software is a powerful authoring sys-
tem for writing control and data acquisition pro-
grams and requires minimal background in com-
puter control.
Our department developed the control program
to help introduce industrial-style computer control
to undergraduate students. The system has two dif-
ferent columns which may be used independently
and a single reboiler, condenser, and tank system.
Flows through the desired column are obtained
by moving blind flanges just above the reboiler and
just below the reflux splitter. The columns are Pyrex,
which permits the students to observe upsets in the
columns as well as normal tray operation. The six-
inch diameter columns have ten trays. One column
consists of five valve trays and five bubble cap trays.
The other column consists of sieve trays. The trays
are constructed from stainless steel and Teflon. (Fur-
ther reference to the system will refer to "the col-
umn" since only one column is used at a given time.)

Our department developed the control
program to help introduce industrial-style
computer control to undergraduate students. The
system has two different columns which may be
used independently and a single reboiler,
condenser, and tank system.
@ Copyright ChE Division ofASEE 1992

Carl Lira is an assistant professor in the chemical
engineering department at Michigan State Univer-
sity. He received his BS degree from Kansas State
University and his MS and PhD from the Univer-
sity of Illinois, Urbana-Champaign. He joined the
MSU faculty in 1986. His current research inter-
ests are in the area of processing with super-
critical fluids.

A schematic of our equipment is shown in Figure
1. The input and output signals are summarized in
Table 1. All of the wiring from the column passes
through conduit to a wall panel box. An identical
panel box is installed on the back of the computer
cart. BNC and computer cables are used to connect
the two panels. This provides flexibility in computer
location as well as in use of the computer with other

An IBM AT is used for computer control. We
purchased interface hardware from Analog Devices
Inc. We use both RTI815 and RTI817 boards in the
computer. These boards require signal conditioning
which must be performed with additional boards.
The combination of boards and configuration are
dependent on the large number of signals which
were interfaced in our system, and details will be
supplied upon request.

Several different commercial programs are avail-
able which could equivalently fulfill the objectives of
this project. GENESIS was selected because of the
following capabilities:
1. A user-friendly interface which requires minimal
expertise in hardware/software interfacing and data
2. Graphic display of the process flowsheet and
process variables

Chemical Engineering Education

DP cell
Float Level
Feed Flow
Valve Position

Summary of Computer I/O

Computer Inputs

# of
Signal Type Signals
Analog (V) 13
Analog (mA) 2
Digital (V) 8
Analog (mA) 1
Analog (mA) 1
Digital (V) 6

SComputer Outputs
Reflux Splitter Digital (V) 1
Bottoms Overflow
Solenoid Valve Digital (V) 1
Steam Control
Valve Analog (mA) 1
Valve Position Digital (V) 6

3. Graphic-based control-loop strategy to provide easy
editing and visualization of the control loop
4. Sequencing to permit stepwise start-up of the
5. Security to limit the control parameters and
setpoints the students can change
6. Capability of "on-the-fly" alteration of control

In addition to the above advantages, MSU had
previously purchased the interface hardware and
therefore did not need a hardware/software combi-
nation. We also knew that GENESIS software had
received favorable reviews.I",2

There are two main components of GENESIS-
the strategy builder and the runtime system. The
strategy builder is used to "write" the control pro-
gram. Actually, no code needs to be written since the
control loops are entered graphically on the screen.
As part of the strategy builder, GENESIS provides a
powerful graphics program (the graphics builder) to
construct schematics of the process which are to be
viewed during process control.

An example of a simple strategy is shown in
Figure 2. The strategy is constructed using a mouse
to select icons from pictorial menus. By clicking on
an icon, the algorithm blocks are selected and may
be placed on the screen, dragged, and sized with the

Each of the algorithm blocks is labeled with an
Winter, 1992

BV Ball Valve
DP-Differential Pressure Cell
FI- Mass Flow Meter FC- Flow Control Input
LI- Float Level Indicator PR- Pressure Regulator
PS- Pressure Sensor RS- Reflux Splitter
SV- Solenoid Valve TI- Thermocouple

Figure 1. Schematic of the instrumentation utilized for the
distillation column.

acronym which identifies the type of block. In Figure
2, DEV represents the interface board (hardware
device). AIN, AOUT, and DOUT are analog inputs,
analog outputs, and digital outputs, respectively.
DGAP and PID represent a gap controller and PID
controller. Many other blocks may be used, includ-
ing an F(x) block which may contain up to five lines
of calculations using several inputs and registers.
Each algorithm block is given a tag name to
make the block unique and easily identifiable. In
this example, temperature input blocks are indi-
cated by PLATE1 and PLATE7. The DGAP control-
ler and PID controllers are used to control the re-
boiler level and steam flow. Specification of details
of a block is achieved by selecting the block with the
mouse and entering information in parameter win-

Figure 2. Example control strategy as constructed by
strategy builder.

dows which pop up on the screen. The actual control
loop is more complex than Figure 2 because it is
desirable to use direct manipulation of the steam
flow setpoint while keeping the temperature control-
ler disabled during start-up of the column or for
manual override of cascade during operation, as
shown in Figure 3.

An example of our control screen designed with
the graphics builder is shown in Figure 4. As the
students step through the start-up procedure, differ-
ent control screens are displayed. For each of our
screens, the equipment schematic remains the same,
but the control panel in the upper left contains dif-
ferent instructions. Figure 4 is the cascade control
screen. The control screen is displayed using colors
which are not reproduced here. During runtime, the
graphics screens provide instructions and data dis-
play. Depending on how the graphics are designed,
process data may be displayed numerically, graphi-
cally, or pictorially using a change in the size or color
of an object. In our schematic the valves are dis-
played in brown when closed and bright green when

On the control screen, all process data are nu-
merically displayed near the sensing device in the
schematic and are updated each second. The secu-
rity of cursor positions and the range of valid entries
is controlled. The only valid cursor locations are the

data-entry positions in the
per left of the screen.
Alarm messages in the
boxes on the right side
of Figure 4 are displayed
only if triggered by a spe-
cific condition. Different
alarm levels may be
used to identify the se-
verity of an event. In our
application, all of the
alarms are warnings ex-
cept for a low reboiler
level which triggers the
emergency state and
shuts off the steam line.


Once a strategy and
associated graphics dis-
play have been pro-
grammed, the process
may be executed. Trend
windows permit graphic
display of the data dur-

control panel in the up-

Screen B
Control Variables
Plate 7
Setpoint CC) 85 5
Measured CC) 85 4
Ref lux
Cycle TimeCsec) 40
D/L Ratio 0 5B
Man Valve Control' N
Man Steam Setpoint
CO-500 Ibs/h) 200
Valve PosItions
Feed Tank 1 BV-1 Y
Feed Tank 2 BV-2 N
Column Feed BV-3 Y
Emergency Shutdown? N
FT-1 FT-2
c -1 1-- 10.2

BV-1 BV-2
To enter data,
use tab key. make -T
changes, press Alt-D

ing runtime to follow the controller performance
and the approach to steady state. Trends may be
displayed over time intervals of 1, 6, or 30 minutes
only. Up to 20 variables may be trended and are
displayed on the screens in groups of up to 5. The
screens may be selected using the "Page Up" and
"Page Down" keys. An example of a trend window is
shown in Figure 5, illustrating the effect of a tem-
perature setpoint change on the steam flow rate.
The trend windows utilize colors to differentiate be-
tween variables and labels. For Figure 5, different
fonts have been used to differentiate variables for


Error "1 Controller Output
Signal ,
Temp Steam Flow
Setpoint Setpoint

Steam Flow
Controller Output


Figure 3. Schematic of the cascade control loop used for
the MSU distillation column.



Steamb h1 % 9 pig
Seto 145
Meas 17 O -rn
JReboilr CV- BV-5
I 27 5 n Procrammer C T Lire

Figure 4. Example control screen for the MSU control program. This screen is the screen
for cascade control
Chemical Engineering Education

purposes of this publication. During runtime, ac-
quired data may be written to the hard disk at time
intervals ranging from 1/10th-second upwards.


The objectives of the use of the distillation equip-
ment are:
to expose the students to the industrial equipment
and sensors
to run the column at steady-state and collect and
analyze tray samples to calculate tray efficiencies
to expose the students to an industrial-style control

The students are provided with a short problem
statement. Typically, they are to separate an equimo-
lar feed of ethanol and propanol to a product of 90%
ethanol and bottoms of 90% propanol and to deter-
mine Murphree tray efficiencies. They must obtain
literature data to construct the x-y diagram and
then perform a McCabe-Thiele analysis to predict
the composition on tray 7 at steady-state, which
determines the setpoint temperature. Also, the ap-
propriate reflux ratio must be calculated.
During the first 3-hour laboratory period the stu-
dents familiarize themselves with the experiment by
watching a video tape which illustrates the start-up
procedure and use of the computer. The teaching
assistant demonstrates the use of the gas chromato-
graph used for sample analysis. Students read
through the laboratory manual which contains por-

JUN 11/91







I- -I

30 Minutes
PLATE7 OUT 83.93 C

Figure 5. Example trend window which may be viewed
during experimental runs.
Winter, 1992

During the first 3-hour laboratory
period the students familiarize themselves with
the experiment by watching a video tape
which illustrates the start-up procedure
and use of the computer.

tions of the data sheets and documentation which
the manufacturers supply with the instrumentation.
Upon student request, the column is started to fur-
ther illustrate correct operation.
The students submit a written project proposal
twenty-four hours before the second laboratory pe-
riod which summarizes their McCabe-Thiele calcu-
lations and proposed laboratory procedure. Upon ap-
proval, the students may begin the experimental
A six-page instruction summary in the labora-
tory manual provides the necessary guidance for the
use of GENESIS with this experiment. Although an
experienced operator can start the column without
the instructions, the printed information provides
useful reference regarding the steps performed at
each screen during the sequence, hints on steam
flow during start-up, explanation on handling alarms,
and important keystroke combinations to plot trend
data on the control screen.
The sequencing capability of GENESIS is uti-
lized during the start-up to display instruction
screens to the students. At each screen the students
must take some action, such as verifying that the
cooling water is flowing, or draining condensate from
the steam line, or turning on the pump. When they
are ready to proceed, a keyboard command takes
them to the next sequence step.

Feed is prepared by mixing alcohols from the
product and bottoms tanks. The composition is de-
termined by gas chromatography. Usually, students
use 30-45 minutes to drain the tanks and prepare
the correct feed composition. Start-up of the column
is achieved using the steam-flow controller only. The
setpoint is entered on the screen by the students.
Although the written instructions provide sugges-
tions on the steam flowrate, the final choice is made
by the student. Typically, the students will encoun-
ter some type of difficulty during start-up, such as
flooding due to vapor flow up the downcomer of the
bottom tray
flooding on the feed tray
reboiler level too high or too low
slugs of vapor in the reboiler thermal siphon, causing
incorrect readings in the reboiler level.

Usually, we permit the students to encounter
these difficulties because they help to illustrate the
limitations of control systems. In the absence of com-
plications, vapors reach tray 7 in about fifteen min-
utes and the condenser in thirty minutes.
After vapors have reached the condenser the stu-
dents proceed to the cascade control screen shown in
Figure 4. Two factors are important in determining
the approach to steady-state. First, the temperature
controller has very little integral control due to the
sluggish behavior of the system. Students are en-
couraged to use the manual steam flow setpoint
until the temperature of plate 7 is within three de-
grees Celsius of the desired setpoint before proceed-
ing to cascade. The second factor is that GENESIS
provides bumpless transition of the steam flow set-
point upon transfer to cascade control, which means
the steam setpoint will be adjusted gradually from
the value existing at transfer to cascade control.
Students are encouraged to anticipate the sluggish-
ness and adjust the steam flow setpoint up or down
before transferring to cascade control. This adjust-
ment requires them to make a judgement as to
whether the system will overshoot if operating at
the current settings. An overshoot of a couple of
degrees will result in stabilization at setpoint taking
up to fifty minutes. A well-planned transfer to cas-
cade will result in a stabilization in about twenty
minutes. The trend screen data plots are useful in
watching the approach to setpoint and steady-state.
After tray 7 has reached the setpoint value, tray
temperatures are monitored for at least twenty min-
utes to assure that temperature drifting (composi-
tion changes) are not present on any trays. The
students then collect tray samples.
Shutdown of the system is also performed using
GENESIS. Shutdown uses the same procedure as an
emergency shutdown, so the student operator enters
a "Y" in the cursor location next to the "EMER-
GENCY SHUTDOWN?" prompt in Figure 4. (This
prompt is present on all screens.) The record of col-
umn history is printed from the hard disk following
completion of the experiment and is submitted with
the student's laboratory report.
Typically, students will repeat the experimental
run in a third laboratory period, making slight modi-
fications to the reflux ratio or setpoint temperature.
With our current laboratory objectives, the students
do not have adequate time to fully explore the wealth
of control experiences feasible with GENESIS. Pos-
sible control exercises include studying the effects of
sudden changes in feed flowrate or reflux ratio. An-

other possibility is to further explore the tuning of
the controllers. Typically, the students do not fully
appreciate the sluggishness of the system. An ex-
ample exercise would permit them to increase the
integral control to improve the rate of approach to
setpoint and then observe that the change results in
continuous oscillations about the setpoint value. An-
other possibility is to permit the students to perform
the Ziegler-Nichols tuning of the controllers, or to
attempt control without using cascade methodology.
We do not utilize these unsteady-state exercises be-
cause, with the available laboratory time, it is not
possible to restabilize the system and collect tray
samples for meaningful comparison with McCabe-
Thiele analysis.

Student response to the use of GENESIS is ex-
tremely positive. We have chosen to install the con-
trol system on equipment that illustrates the use of
a large number of data inputs. GENESIS would also
be extremely useful for a smaller scale experiment
with a single control loop. The flexibility of software
permits the instructor to prepare exercises and con-
trol screens which require little knowledge of con-
trollers or which are very advanced. The capability
for watching unsteady-state behavior is excellent.
It would be easy to plot the integral, derivative
and proportional components of a controller on the
same trend window as the overall controller and
loop response. The use of logged data from the spread-
sheet compatible files permits the students to fur-
ther manipulate their data and prepare plots. The
data files are compatible with LOTUS 1-2-3 and
may be manipulated further, although we do not use
this feature.
We have found the application of GENESIS to
provide a powerful method for design of control and
data acquisition programs, especially for those with-
out experience in computer control. Because of the
graphic-based strategy builder, the programmer does
not need to develop or maintain expertise in reading
or writing to registers. Once an understanding of the
software has been developed, it becomes easy to
write new control loops. The control program does
not greatly change the instructional time that must
be spent with the students, but provides exposure to
an important aspect of control technology.
I would like to thank Al Paulsen of Dow Chemi-
cal for his assistance in specification of instrumenta-
tion, Dow Chemical for funds for the instrumenta-
tion, and Bruce Wilkinson of the Chemical Engi-
Chemical Engineering Education

neering Department at MSU for planning and su-
pervising the installation of the instrumentation.

1. Bottali, P., and M. Kelly, "Software Monitors Electrical
Loads at IBM,"" Control, March (1989)
2. Software Engineering Consultants, "GENESIS: Human Fac-
tors Approach to SCADA," Control Engineering, November

APPENDIX 1: Equipment Description
The level indicators are floats which indicate only whether a
tank is nearly full or empty. All of the ball valves are air actuated,
with a sensor to indicate valve position. The air supply is switched
to the valves using solenoid valves in an air-supply line. The feed
pump is a small bellows pump. Feed rate is sensed with a
Micromotion mass-flow meter. The oscillations from the recipro-
cating pump cause fluctuations in the flow-meter readout which
are dampened by adjusting the electronic filter furnished on the
flow meter. The flow-meter signal is furnished to the computer as
a 4-20 mA signal. The feed enters the column after passing
through a single tube in shell preheater constructed from two
different sizes of stainless-steel tubing.
The steam is regulated from a supply pressure of 90 psig to
20 psig before entering the system. A steam pressure sensor
provides a 4-20 mA signal to the computer. Steam flow is sensed
with a differential pressure (DP) cell across an orifice plate. The
DP cell provides a 4-20 mA signal on a single pair of wires using a
24V supply. Steam flow is regulated by a 4-20 mA signal from the
computer. An I/P (current to pressure) converter provides the air
pressure to drive the control valve. The relative placement of the
orifice plate and control valve have provided satisfactory control
of the column. In the current configuration, the upstream pres-
sure on the orifice plate depends on the control-valve position.
The reboiler consists of a stainless-steel heat exchanger. The
reboiler level is sensed using a DP cell. This DP cell operates on
the same principles as the steam-flow DP cell. The reboiler level
overflow to the bottoms receiver is controlled with a solenoid
valve. The computer controls the solenoid with a bistate gap
controller signal based on the reading from the DP cell. A needle
valve in the overflow line serves as a restriction to limit the flow
rate. The gap controller is set to open the solenoid at hydrostatic
pressure of 25.1" of water and to close at 24.9".
The reflux splitter is driven by a 120 VAC solenoid. The
computer may be used to close a relay to provide the AC power or
a separate electrical/mechanical timer may also be used.

APPENDIX 2: Interface Hardware and Software
Analog signals are isolated and converted with an Analog
Device 3B signal conditioning system. Analog input signals from
the thermocouples and current inputs are converted to 0-10V
signals which the interface boards then converted to numerical
values of 0-4096. GENESIS reads the registers and converts the
register values to engineering units. The analog output for con-
trol of the steam flow is passed through the conditioning system
with a reverse of this procedure. Digital signal I/O is handled
through optical isolator modules and the signals are passed
through either the RTI815 or the RTI817.
GENESIS is available from ICONICS (phone 508-543-8600).
A variety of control versions is available in addition to a wide
range of device drivers to communicate with hardware from many
manufacturers. Data Translation and MetraByte boards, which
are popular in many university laboratories, are supported. GEN-
ESIS is priced competitively with other control packages such as
LABTECH Control. ICONICS offers a university discount. A very

Winter, 1992

inexpensive demo version is available which is limited to 20
algorithm blocks.

APPENDIX 3: Using the Strategy Builder
The start-up of the column is achieved using a sequencing
algorithm block which is not illustrated in Figure 2. The se-
quencer is designed with a series of states. Eight states are used
in our start-up sequence, along with an emergency state. Control
events may be associated with each state. Sixteen bits are associ-
ated with each state which may also trigger events. The status of
each bit may change with a given state of the sequencer. In our
application, the sequencer is used to control the display of control
screens which provide instructions for start-up, enable alarms
and warning messages which alert the students when a step has
not been completed, and provide restrictions on the type of steam-
flow control for a given state.
After an algorithm block has been placed on the screen, the
details regarding the block may be entered by clicking the mouse
on the block. When a block is selected, a parameter window pops
up on the screen. Parameter values for input ranges, output
ranges, alarms, controller settings, etc., are entered in this win-
dow. All of the values entered in the blocks are in engineering
units, making the programming quite simple. The instrument
range and operating range may differ. For example, our thermo-
couple inputs provide an instrument range of 0-500 C, but the
measurements are only expected in the 15-110C range. By speci-
fying the operating range, the graphical use of the acquired data
is kept on a meaningful scale. GENESIS scales all data internally
for communication between blocks.
Following specification of the blocks, arrows are added be-
tween blocks, using the mouse, to specify the flow of information.
For example, in Figure 2 the reboiler level (REBLVL) is obtained
from the interface card (RTI815). At the time the arrow is con-
structed, windows pop up to facilitate specification of the input
channel of the card which carries the signal. REBLVL serves to
convert the raw signal to engineering units. OVERFLW provides
a digital signal to OVR, which communicates with the hardware
TMPSET is an example of a block which does not obtain its
value from the interface card. The initial value of TMPSET can be
entered at the time the strategy is constructed, but the value may
be changed during runtime from the computer screen. This is
done by associating a particular cursor location on the control
screen with TMPSET during graphical construction of the control
screen. The graphics builder is used after the strategy has been
developed to design the computer-control screens which display
data from the strategy during runtime.
Careful design of the control loop and graphic display should
precede programming to minimize modifications. Alteration of
the strategy block connections or graphic display requires leaving
the runtime system and reentering the strategy-builder program.
Our system runs on an older 286 IBM AT which was slow in
loading the large strategy builder and in saving the compiled
control program "code." On the other hand, most of the param-
eters for the algorithm blocks may be changed during runtime,
eliminating the need for reentering the strategy builder if the
structure of the strategy is correct. This makes controller tuning
relatively simple. The revised parameters are stored on the hard
disk, and by simply renaming a file after completion of the run
the revised parameter file becomes the default file. The details of
some of the strategy algorithm blocks are not described com-
pletely in the GENESISdocumentation, but many of the capabili-
ties exceed the needs for most applications. In general, a phone
call to the company quickly resolves any confusion. GENESIS
offers a training course which is helpful in learning the capabili-
ties of the software. O



Problem-Solving Strategy

West Virginia University
Morgantown, WV26506-6101

A significant fraction of our undergraduates ac-
cept industrial employment that requires deal-
ing with problems associated with an operating sys-
tem (production). These responsibilities depend on
an ability to both predict problems before they occur
and to diagnose problems after they occur, in addi-
tion to designing and developing new processes. Prob-
lems must be solved under the constraints imposed
by physical equipment and the existing processes.
Neither course work nor the typical capstone design
course makes a conscious effort to develop such abili-
ties in the student.
To address this problem, the chemical engineer-
ing department at West Virginia University has ini-
tiated a process in the senior design course that
focuses on the development of the necessary skills
for solving problems which production engineers may
expect to confront.rl,,31 The program introduces a
series of comprehensive problems, extracted from a
single process flowsheet, into the two senior design
courses. The problems are worked out individually
under the same rules that apply in the AIChE stu-
dent-contest problem wherein the student presents

Richard Turton received his chemical engineer-
ing degrees from Nottingham University (BSc,
1977) and Oregon State University (MS, 1979;
PhD, 1986). He is currently an Associate Profes-
sor at West Virginia University and his primary
interests lie in fluidization research and under-
graduate and graduate education.

Richard C. Bailie holds ChE degrees from Iowa
State University (PhD), Wayne State University
(MSChE), and Illinois Institute of Technology
(BSChE), and is currently a Professor at West
Virginia University. His interests are in fluidization
I and energy utilization, and he has published many
articles and a book in these areas. He is currently
working on a second book on the teaching of
design in the undergraduate curriculum.
Copyright ChE Division, ASEE 1992

Unit Function: Intellectual vs. Industrial
1 Visualization plus Analysis Trouble Shooting
2 Analysis plus Synthesis Retrofit
3 Synthesis plus Optimization New Process Design

a written report and a one-hour oral report on each
problem. The student is "escorted" through the tran-
sition from a detailed consideration of a single unit
operation to management problems that can include
several interrelated unit operations. This is accom-
plished by providing intensive individual and group
feedback after each assignment.
Major adjustments in student attitudes are some-
times necessary. It is difficult for the student to go
from solving narrow, focused, single-answer prob-
lems that involve no creativity to global, multi-
answer problems that require considerable creativ-
ity. They find that the well-entrenched strategies for
problem solving that worked for them in the past are
no longer effective.

The general content of the comprehensive prob-
lems are summarized in Table 1. It shows the skills
that are necessary for solving the problem and the
area of its industrial application. The order of the
problems is significant. The skills required in a pre-
vious problem must be mastered in order to solve
each new problem. Each problem develops a single
skill while introducing a new skill that is the basis
for the following problem. For example, the first
problem develops an ability to visualize-and intro-
duces analysis. The second problem assumes the
ability to visualize, develops an ability to analyze-
and introduces synthesis. In terms of industrial ap-
plication, the three problems will cover trouble-shoot-
ing, retrofit operations, and new process design.
The problems are introduced to the student

Chemical Engineering Education

through industrial "role-playing." The student (a nov-
ice engineer) joins a company and is assigned to a
plant site where three assignments are given that
cover the areas shown in Table 1. The student is
given a packet of materials that includes a process
flowsheet and flow table, a description of changes
that have been made to the process, thermodynamic
data, and various other items of information describ-
ing the process and the company that may be useful.
The process flowsheet is special. It represents a
poor process design (it was built many years ago)
under current conditions and includes several poor
design areas that could be improved. Some defects
have been distorted (like big ears and long noses) to
make them stand out and be easy to detect. The
special flowsheet represents a "caricature flowsheet"
and is an aid to the early development of visualiza-
tion skills. In addition to poor design, several proc-
ess modifications (operating conditions) have been
made in response to changes in constraints and
availability of new technology.
In the process of solving problems, students 1)
will identify all of the "caricature problems" and
offer solutions, 2) will identify many other problems,
not highlighted for identification, and offer solutions,
and 3) will create new processes that improve the
original process and eliminate the poor engineering
of the original system. All solutions must be justified
by economic considerations.
All three projects are associated with the produc-

The assignments and experiences of
our 1988 class are used here as an example of
how the comprehensive problems, along with
the "caricature flowsheet," are used to
introduce and develop skills.

tion of the same chemical commodity. Since each
successive problem requires mastery of the previous
problem, it has been necessary to provide extensive
individual and group feedback during the oral and
after each project.

The assignments and experiences of our 1988
class are used here as an example of how the com-
prehensive problems, along with the "caricature flow-
sheet," are used to introduce and develop skills. Fig-
ure 1 is a "caricature" flowsheet for the production of
acrylic acid. It was created from a 1986 AIChE stu-
dent contest problem on the production of acrylic
acid via partial oxidation of propylene.
A packet of material (about twenty pages) was
provided that contained information concerning the
instability of the acrylic acid with temperature (even
with the addition of an inhibitor, it will rapidly po-
lymerize at above 90C when present in large con-
centrations). Some additional information on cur-
rent operations is also given.

AB-1 Quench Tower
AB-2 Off Gas Absorber
C-1 Inlet Air Blower
E-1 Reactor Coolant Exchanger
E-2 Absorber Product Cooler
E-3 Solvent Separator Condenser
E-4 Solvent Separator Reboiler
E-5 Waste Water Separator Condenser
E-6 Waste Water Separator Reboiler
E-7 Product Separator Condenser
E-8 Product Separator Reboiler
E-9 Incinerator Waste Heat Boiler
H-1 Off Gas Incinerator
M-1 Solvent-Product Mixer
S-1 Solvent-Product Liquid Separator
T-1 Solvent Separator
T-2 Waste Water Separator
T-3 Product Separator
BFW Boiler Feed Water
CW Cooling Water
CWR Cooling Water Return
CR Condensate Return
DI Deionized Water
NG Natural Gas
STM Steam

Figure 1. Acrylic Acid Process Flowsheet

Winter, 1992

To Stack STM

Acrylic Acid


The plant faces a serious problem. Our largest
customer cancelled its order. We shipped off-spec
material (a slight discoloration in the normally clear
acrylic acid). It damaged their process and their
product was worthless (colored). The potential loss
to our company is in excess of $500,000/day, and this
is the economic incentive that calls for an immediate
resolution. The assignment, to be completed in
one week, is 1) to identify the cause of the off-spec
material, 2) to recommend action to be taken to
correct the situation, 3) to present a written report,
and 4) to make an oral presentation to the company

There are several potential explanations for the
"off-spec" material. There is evidence to support some
of the explanations, while others are no more than
speculation. Table 2 gives a partial list of some of the
explanations. They can be separated into three
groups: 1) global, 2) numerical, and 3) research. An
example from each group follows and possible solu-
tions are included in Table 2.

Global problems require that the student con-
sider items outside of the process unit for an expla-
nation. For example, the off-spec material may have

resulted from low-
quality feed. There
is evidence in the ma-
terial packet given to
the student that sup-
ports this explanation:
the amount of feed
has increased (feed
may not be pure pro-
pylene); the amount of
steam generated in the
waste heat boiler in-
creased (the non-pro-
pylene material in the
feed may not react in
the reactor and burns
in the afterburner); the
non-propylene mate-
rial was colored.

This problem was
intentionally set up for
the student to dis-
cover. Poor feed is, in
fact, the most common
cause of an off-spec
product. We shipped
our customer tainted

feed and ruined their product. This could be the
same problem we have. We could have received
tainted feed material. We have evidence to support
this explanation. Students not only fail to make a
connection between these two situations but they
also are not ready to accept the explanation.
A limited number of explanations can be verified
numerically (the purpose of this problem was to limit
the number of necessary calculations). The refriger-
ated water (at 100C) to E-7 (Figure 1) was replaced
with cooling water (at 300C). Many of the students
noted this and suggested that it might have caused
the temperature of the acrylic acid to reach +900C,
causing polymerization. When asked to determine
this temperature, many of the students had a vague
idea of how to approach the solution, but only one in
twenty was able to fully analyze the problem and
calculate the temperature. The level of analysis re-
quired to solve the problem is similar to that used by
a plant engineer. We expect our students to under-
stand and be able to employ such an analysis.
Figure 2 gives the temperature-duty profile for
the design case (all this information was available to
the student). The temperature of the cooling water is
known and is plotted on the same figure. For the
same recycle ratio, the condenser duty is constant.

Possible Explanations for Off-Spec Product

Possible Cause
Feed is not pure

Reactor system

Separation systems
1. High temperature in
purification columns
2. Absorber malfunction

Product storage

Product transportation

Customer error
Product not discolored


1. Increased feed rate to maintain output
2. Increased steam production in waste
heat boiler
3. New supplier
4. Temperature and pressure of storage
vessel has changed

1. Increase in feed rate and lower
2. Lower selectivity

Change from refrigerated to cooling water
in condenser E-7
Increase in feed rate and steam production
in waste heat boiler.

Inhibitor not added to product in storage

Dirty tank cars or product exposed to air
and sunlight
Mishandling of material by customer

Check analytical equipment, testing
procedures, and records


Check feed for impurities
and return to the supplier

Replace spent catalyst

Return to refrigerated water

Increase the flow of water
to absorbers.

Check inhibitor and
injection system
Check transportation

Rerun samples in our lab
Rerun samples in our lab

Chemical Engineering Education

Chemical Engineering Education

To achieve a constant duty, Q = U*A*T Where A
constant and U is assumed constant, the value of'
must be constant. If the curves for the refrigerate
water coolant are shifted upward until the low tel
perature line corresponds to cooling water, the pr(
ess temperature at the top becomes 460C. This is t]
equilibrium temperature for the exiting acetic aci
Figure 3 provides the vapor pressure curve f
the distillate and the bottoms that were obtain
from the vapor pressures of the pure component
(and Raoult's law). From Figure 3, for a temperatu
of 460C the condenser pressure is 6.2 kPa. The pre
sure drop in the column is largely the result of t
liquid level on each plate and the number of platE
Since this remains constant (at 15.9 kPa), the b(
tom pressure is 22.1 kPa. From Figure 3 this corr
spends to a temperature of 950C. This is well ov
the 90'C limit for polymerization.
Some students elected to look for informati
outside of the material packet that was provided ai
came across the information that iron enhances p
lymerization. Iron may have come in with the fe
and been the cause of the off-spec material.


Figure 2. Temperature vs duty diagram for product
overhead condenser

2 \ Acetic Acid Product
-( 95% pure)
1016.2 kPa

SAcrylic Acid Product
1.0 (99% pure)
o 1.0I

Top Product Bottom Product
(at 46"C) (at 95C)
0.1 \
20 40 60 80 100
Temperature (OC)

Figure 3. Vapor pressure curves for acrylic and acetic
acid product streams.
Winter, 1992

T In

Student performance on this assignment was
poor. Unfortunately, once a single explanation was
identified, most students ended their search. No con-
sideration was given to the economic loss of $500,000/
day when they made their recommendations. Rec-
ommended changes were sequential, and no thought
was given to making simultaneous changes to save
time and money.
Assignment 2
The plant was returned to the original feed mate-
rial, refrigerated water was returned to condenser
E-7, and the catalyst was replaced. The high product
quality returned and the immediate problem was

The next assignment was to improve the plant
profitability. There are recent changes in the value
of steam and credit for excess steam will no longer
be given.
on The first step was to identify the major costs
under the current conditions or base case. Figure
d- shows the costs of feed materials and utilities tha
were calculated from information provided. It iden
tifies the major costs and shows that the overwhelm-
ing cost is propylene. There was no information on
S the catalyst that had been replaced. A recommenda-
tion that serious consideration be given to the devel-
S opment of a new catalyst with higher conversion and
selectivity is appropriate.
The next largest cost is steam. If large savings
are to be realized, the purchase of steam must be
curtailed. Two methods of reducing the steam costs
could be reducing the use of steam or generating
steam in the process. The acrylic acid reaction is
exothermic, and the heat generated is removed with
cooling water in E-1 (another example of the carica-
ture nature of the problem). Replacing E-1 with a
steam boiler eliminates the need to purchase steam.

Cost of Utilities Cost of Raw

Figure 4. Operating costs for the design case.

Cooling Water (New Conditions)

Refrigerated Water (Design Conditions)
Refrigerated Water (Design Conditions)

Table 3 lists some of the options for using the steam
produced to reduce the costs of utilities shown in
Figure 4.
Student performance on this assignment im-
proved dramatically from the first assignment. While
the assignment was more difficult and the changes
were subtle, the students uncovered and corrected
many process changes that improved profitability.
The changes were ranked by incremental return on
Assignment 3
This assignment requires the design of a new
plant based on new technology. The students are
free to be as innovative as possible under the given
structure. There are new catalysts that provide very
high selectivity at low conversion; they are tempera-
ture sensitive and ideal for a fluid bed. The single
reactor system is replaced by a two-reactor system
that can operate at different temperatures and pres-
sures. The students are provided with detailed ki-
netics along with a computer program that considers
both the kinetics and a fluid-bed model. This pro-
gram allows computation of the reactor size (given
the conversion and operating conditions). It is clear
that the new catalysts provide increased selectivity
and, with a recycle stream, the possibility of high
overall conversion.
Even though the students are provided with the
computer program, they will likely fail if they pro-
ceed to obtain the optimum design by a random
approach. Using the kinetic expressions or perform-
ing a few well-chosen simulations will provide a feel
for the effects of operating variables. Solely from the
reaction kinetics point-of-view, astounding savings
are possible by increasing the recycle. However, once
the cost of compressing the recycle gas is considered,
the advantages rapidly diminish and a sharp opti-
mum is reached. In the old plant without recycle,
large amounts of steam were introduced into the
reactor. With the recycle stream this is not neces-
The students did well on this assignment. Figure
5 is a typical flowsheet for section -AA- of Figure 1,
using new technology. It is noticeably different from
the old flow diagram. The plant costs are estimated
along with the predicted return on the investment.
Teaching the student about acrylic acid is not the
objective of this course. It is only a vehicle to demon-
strate how to approach a complex open-ended prob-
lem. While it is true that every process is different, it
is equally true that the methodology of visualizing,

analyzing, and synthesizing are universal and trans-
ferrable to other processes.
The goal of these problems is modest. The stu-
dent is not expected to master the strategies needed
to be effective in working problems of the type out-
lined. We only hope to introduce the student to these
types of problems and to move them to the break-
point on the learning curve where the rise becomes
rapid with a little more experience. We feel that if
we have accomplished this, the process has been
successful. The final conclusion deals with student
motivation. Motivation provides both a high driving
force and a low resistance to learning, enabling the
student to learn more rapidly. One student's view of
the sequence of problems is as follows:
On September 15th, 1988, we were presented with our
first in a series of design projects. It was apparent that our
experience in the classroom had to be challenged by the
real-world situation. Instead of performing a "cookbook"

Possible Uses for Excess Steam in the Acrylic Acid Plant

1. Place a trim cooler in series with the waste heat boiler and
produce just enough steam for the process.
2. Use any excess steam in a turbine to power the feed air
compressor and reduce the overall power consumption in
the plant.
3. Place a preheater on the feed or air streams into the
incinerator and use excess steam to reduce the consump-
tion of natural gas.
4. Use incinerator effluent to preheat incinerator feed streams
and a trim waste-heat boiler to make steam balance within
the plant.



Figure 5. Modified section (detail -AA-) from Figure 1.
Chemical Engineering Education

type problem, we were supplied with a minimal amount of
information. Assumptions, answers and suggestions for
rather vague situations had to be made. The time to test our
knowledge in a real world situation was suddenly upon us.
As the semester progressed, many hours of sleep were
lost, many times tempers became short, and often the most
docile student exhibited impatient behavior. The effort put
forward was not wasted though; the increase in knowledge
greatly outweighed the amount of time put forth towards
the projects.
It is for the above reasons that I am pleased to present
this final in a series of three design projects. The knowledge
which has accumulated over the past two semesters will be
of great importance in the years to come.
An expanded version of this paper and copies of
the original problems are available from the au-
The authors would like to acknowledge that the
concept of these individual projects or "majors" has
been in existence at WVU for almost twenty years
and that many faculty have contributed to its suc-
cess. Most recently, we would like to recognize the
contributions ofA.F. Galli and W.B. Whiting.
1. Bailie, R.C., "The Evolution of a Design-Based Curriculum in
Ch.E.," Eng. Educ., July/Aug (1990)
2. Bailie, R.C., "Mining the AIChE Contest Problem for All It's
Worth," Proceedings of the 1990 ASEE Annual Conference,
Toronto, Canada; p. 506
3. Turton, R., and R.C. Bailie, "The Senior Design Problem in
Chemical Engineering: A Programmed Approach," presented
at the 1989 AIChE Annual Meeting, San Francisco, November
(1989) 0

REVIEW: Chemical Kinetics
Continued from page 33.
Chapter 5 with catalysis. The former is conventional
in its coverage, while the latter introduces autocat-
alysis and oscillating reactions (a subject of much
current interest in chemical engineering) in addition
to homogeneous catalysis, heterogeneous catalysis,
and enzyme reactions. These first five chapters, two
hundred pages in length, comprise nearly half the
Chapter 6, a brief discussion of the transition
from the macroscopic to the microscopic level, sets
the stage for the remainder of the text. It introduces
the description of reactive collisions in terms of colli-
sion cross sections and relates the cross section to
the rate coefficient. Also introduced at this point are
the quantum state description of reactions (state-to-
state kinetics), microscopic reversibility and detailed
balance, and a short discussion of the relationship
between macroscopic and microscopic kinetics.
Winter, 1992

Chapter 7 discusses the role of the potential en-
ergy surface in governing the outcome of reactive
events. Succeeding chapters take the microscopic
approach to kinetics, covering the kinetics of ele-
mentary reactions, and chemical dynamics. A treat-
ment of bimolecular collision dynamics and molecu-
lar beam scattering is followed by another chapter
on experimental methods, this time for state-to-state
kinetics. Chapters on transition-state theory (includ-
ing variational transition-state theory) and unimol-
ecular reactions are followed by one on dynamics in
solution and at interfaces. Chapters 13 and 14 cover
the advanced topics of the information-theoretic ap-
proach to dynamics, including surprisal analysis and
the master equation. The book concludes with a chap-
ter on applications: atmospheric chemistry, and hy-
drogen and methane combustion.
This book has been used for the past two years in
a one-quarter course given to chemical engineering
graduate students at the University of Minnesota.
In the ten weeks of lectures it has not been possible
to cover the entire book. The chapters on reactions
in solution and dynamics in solution, catalysis (which
is covered in another course), information theory,
and the master equation have been omitted, and
supplementary material on bimolecular collision dy-
namics, chain reactions, and the kinetics of combus-
tion reactions has been incorporated. It has proved
to be a satisfactory text, treating the subject at a
level suitable for graduate students and giving more
comprehensive coverage (particularly of modern de-
velopments) than many other texts.
For undergraduates, portions of the book could
be employed as the basis for a series of lectures on
kinetics that would introduce students to material of
interest to engineers in a more modern vein than
most chemical engineering kinetics texts. For ex-
ample, at Minnesota juniors are given approximately
six weeks of lectures on kinetics during the spring
quarter. The first five chapters of this book, plus
some selected material on rate theory from the chap-
ters on collision dynamics, transition state theory,
and unimolecular reactions (and perhaps atmospheric
chemistry and combustion reactions), would provide
good reading material to accompany the lectures.
Students mastering this material would have an
excellent foundation for future work in kinetics and
reaction engineering.
Chemical kinetics in an enormously broad area.
It is difficult to find a text that gives good treatment
of the fundamentals of the subject, as well as cover-
age of subjects of interest to chemical engineers.
This book is one that succeeds and can be recom-
mended. O

I O classroom


Application to Inorganic Processes


Universidad de Barcelona
08028 Barcelona, Spain

T he first task in process design is selecting
the raw materials and the reactions and opera-
tions needed to manufacture the desired product.
Process synthesis accomplishes this task by gen-
erating different process alternatives and selecting
the best ones.
Taking into account the void existing in the lit-
erature about inorganic process synthesis, this pa-
per is an attempt to show, in a simple and summa-
rized manner, how the principles of process synthe-
sis can be applied to inorganic processes. These prin-
ciples can also be applied in other fields of chemical
Process synthesis uses heuristics, or "rules-of-
thumb" based on experience, for the generation and
selection of process alternatives. Education in proc-
ess synthesis implies that students will acquire, in a
systematic way, the necessary experience to enable
them to apply heuristics, or even to "invent" them
when the situation demands it. Douglastl'21 pro-
pounded a systematic application of heuristics to
process synthesis of organic processes and also indi-
cated the possibility of using the procedure in chemi-
cal engineering instruction.
The application of process synthesis methods to
inorganic processes requires specific considerations
due to the different chemistry and properties of inor-
ganic compounds. However, it seems possible to give
heuristics which will permit the student to acquire
systematic knowledge about the processes.
Raw materials are very important in inorganic
processes. Natural compounds are the raw material
for one (or a very reduced number) of the derived
compounds of every element, and from this (or these)
all the other compounds of the element are obtained.
The natural raw material for an element and its
derived compounds is selected according to the ele-
Copyright ChE Division ofASEE 1992

ment concentration, ease of mineral extraction, ease
of separation of the desired compounds, associated
impurities, etc. The most frequent natural raw ma-
terials are sulfides, oxides and hydroxides, chlorides,
carbonates, and silicates.
The next step in process synthesis of inorganic
processes is the selection of the reaction path. Three
types of reactions can be considered in inorganic
processes: redox, displacement (exchange of ions be-
tween compounds), and change of crystal structure.
For redox reactions, the general rules are: oxida-
tions must be made at the beginning of the process;
reductions will, if possible, be the latest steps of the
process; and electrochemical reactions will be the
last step. The oxidant or reductor selection can be
made using Ellingham's (or a similar) diagram and
taking into account the price of the reactants and
the ease of reaction-products separation. Air for oxi-
dations, and H,, C, or CO for reductions, will be
considered first. Displacement reactions are closely

Josd M. Gutierrez is a professor of chemical
engineering at the University of Barcelona
(Spain), where he received his PhD in 1984. His
major research focus has been in the areas of
colloid chemistry, and in chemical processes,
including synthesis and safety.

Jaime Glmdnez is a professor of chemical engi-
neering at the University of Barcelona (Spain)
where he received his PhD in 1985. His major
research focus has been in the areas of kinetics
and catalysis, and in chemical processes, in-
cluding synthesis and safety. -

Miguel A. Aguado is an assistant professor of
Chemical engineering at the University of
SBarcelona (Spain). He received his PhD in 1990
from the University of Barcelona. His major re-
search focus has been in the areas of kinetics
and catalysis, and in chemical processes, includ-
ing synthesis and safety.

Chemical Engineering Education

related with separation steps and are generally used
when a precipitate or an easily separable gas is
formed. When a change of crystal structure is re-
quired, the corresponding reaction will be the latest
step in the process.
Following the scheme given for organic processes,
the next step in process synthesis is to decide the
species allocation, i.e., the route of each species
through the process. Thus, quantity and reactive-
ness of impurities permit one to decide if they are
processed or not. If there are ions in the solution,
every valuable product or by-product and every group
of species with waste destination and similar solu-
bility will constitute an outlet. Recirculation of the
mother liquor, with a purge to avoid the build-up of
impurities, can be convenient.
The general structure of the separation system
depends upon the phases leaving the reactor. In
every case, first separation is a phase split, and after
that the stream of each phase is driven to the corre-
sponding separation system (solid, liquid, or gas).
From each separation system, streams of different
phases are normally produced and driven again to
the corresponding separation system.
The same heuristics as in organic processes can
be applied when choosing the separation task. Crys-
tallization and precipitation operations, followed by
solid-liquid separations (sedimentation or filtration,
by example) are used in many cases. In inorganic
processes there are normally not a great number of
separations and the sequencing problem is not diffi-
cult. In all cases, heuristics such as the removal of
corrosive and dangerous species first, removal of the
most abundant species, making difficult separations
last, etc., can be applied.
The last step in process synthesis is the inte-
gration of operations. In the inorganic processes,
the same general criteria are valid as in organic
It can thus be concluded that the student's
education in process synthesis can consist of trans-
mission of the necessary experience together with
heuristics or rules-of-thumb. This instruction in pro-
cess synthesis can be an advantageous substitute for
the exhaustive descriptions of chemical processes
which is given to students in subjects such as indus-
trial chemistry.

1. Douglas, J.M., Hierarchical Decision Procedure for Proc-
ess Synthesis," AIChE J., 31,253 (1985)
2. Douglas, J.M., Conceptual Design of Chemical Processes,
McGraw-Hill, New York (1988) 0
Winter, 1992

LETTER: Langmuir's Isotherm
Continued from page 23

And from Eqs. (4) to (6)

ej =Kjcj9free=Kcj 1- ei
V i=1 )

Kjcj K (Kici jcj
=Kc 1Kici) =K^

0 ici

Solved for 6
0.- JJ
3 m m
1+ i (Kici)
The concentration ofj on the adsorbent is proportional to
the surface fraction occupied by j, so that

j = k.jj J (7)
1+ (Kc,)
where k is another constant. This is of the form of Eq. (1),
with k. corresponding to a and the K to the b,.
This derivation also gives the same result as Langmuir's
for adsorption of a dissociating molecule, for instance, of
H2 as 2 H occupying two sites.
Langmuir-type adsorption is seen to result from "ideal"
thermodynamic behavior, that is, from the absence of any
specific interactions that would result in activity-coeffi-
cient corrections or call for the definition of additional
species. This is a more germane reason than are the ad-
sorption and desorption rates. That adsorption equilib-
rium has a basis in thermodynamics will be easier for the
student to accept and will convey better insight into why
many adsorbents behave in this manner, and why some do
When I went to school, more years ago than I care to
count, textbooks still derived the mass-action law for reac-
tions with the kinetic argument of equal forward and
reverse rates at equilibrium-one of them even with the

Cu2+ +6NH3 < [Cu(NH3)6 2+

postulating a single-step mechanism with hepta-molecu-
lar formation and decay into seven fragments! Happily,
we have long outgrown such nonsense and have put the
mass-action law for reactions on a sounder basis. Is it not
time that we accord the Langmuir isotherm the same
Friedrich G. Helfferich
The Pennsylvania State University
1. Langmuir, I., J. Am. Chem. Soc., 38,2221 (1916)
2. For instance, see Fogler, H.S., Elements of Chemical
Reaction Engineering, Prentice-Hall, Englewood Cliffs,
NJ, p. 241 (1986) 0

Award Lecture


From There, To Here, To Where?
Part 2: Education and the Future*

University of Michigan
Ann Arbor, MI 48109

What have engineering schools/colleges been do-
ing about the remarkable computing develop-
ments chronicled in Part 1 of this lecture?*
With the arrival of the first campus computers in
the mid-1950s, many faculty researchers gravitated
to computing centers to solve their equation sys-
tems. The computer has been central to creation of
new research disciplines (e.g., numerical fluid me-
chanics) and reorientation of old ones (such as pro-
cess analysis and design). The availability of com-
puting resources has caused a major shift in the way
research is done.
On the other hand, it would be inaccurate to
claim that undergraduate education has been radi-
cally transformed by the computer. The impact of
computing on engineering education has been much
less profound than research. No paradigm shift away
from the traditional lecture-recitation-laboratory-tu-
torial format, with the textbook as principal instruc-
tional resource, has yet occurred. Nevertheless, there
has been a gradual infusion of computing work into
the curriculum since the early 1960s.
The computing experience of our undergraduates
has been controlled to a considerable extent by their
access to computing facilities: mainframes for re-
search only in the 1950s; mainframes accessible for
instruction (initially with batch processing and later
with timesharing from hard-wired terminals) in the
1960s; mainframe time-sharing from remote termi-
nals, wide-area networks, and decentralized mini-
computer facilities in the 1970s; personal computer
clusters, local area networks, student-owned com-
puters, and network-accessible supercomputers in
the 1980s; workstations, heterogeneous internets,
distributed services (client-server model), intensely
graphical interfaces and applications, and parallel
Part 1 of this lecture appeared in the last issue ofCEE: Vol.
25(4), (1991), page 218.
Copyright ChE Division ofASEE 1992

processing in the 1990s. Every engineering school
now has computing facilities for all its undergradu-
ates, though the quantity and quality of the hard-
ware, software, and services vary widely from school
to school. A pertinent statistic"1: in 1989 there were
more than 200,000 university-owned microcomput-
ers in the US, and a significant fraction of them were
in engineering school clusters.
In 1959, Don Katz (then chairman of the Chemi-
cal Engineering Department at Michigan) foresaw
the tremendous impact that computing would have
on engineering practice. He convinced the Ford Foun-
dation to support a feasibility study of broad-scale
integration of computer use into undergraduate en-
gineering curricula that would make recommenda-
tions, prepare teaching materials, and train faculty.
In a three-year period, over two hundred faculty
from nine engineering disciplines and sixty-five en-
gineering schools participated in the various activi-
ties of the Michigan project. They jointly produced
more than 120 completely documented computer
problems/programs for classroom use that were
widely distributed to other faculty.
My first contact with this project occurred in the
summer of 1959 when Don offered me a full-time job
with his project. My acceptance put my thesis on
hold and delayed my PhD by an unconscionable num-
ber of years. But I have never regretted that deci-
sion. It provided opportunities that I would not have
otherwise had and steered me toward an academic
career which has brought me much pleasure.
Principal recommendations of the project:
1. Train faculty to use computers
2. Provide ("free") time-shared computing services to all
3. Require a computer-programming course
4. Teach numerical and optimization methods
5. Integrate computing assignments into all engineering,
science, and design courses
6. Stress design-like (now called "open-ended") problems
throughout the curriculum
Chemical Engineering Education

Some of these recommendations are a bit dated, but
most are still on the mark.

According to ABET guidelines, our current engi-
neering students must'2' 1) have access to computing
facilities, 2) use computers for technical calculations,
problem solving, data acquisition and processing,
process control, and design, and 3) be able to apply
digital computing techniques to specific problems in
a disciplinary program. In addition, chemical engi-
neering students must be able to 1) program in a
high-level language, 2) use software packages for
analysis and design, 3) use computing facilities such
as editors, and 4) simulate engineering problems.
My own view is that students should be able to
formulate algorithms, be familiar with a procedural
computer language, and be able to understand and
write simple programs in that language.
In addition, I believe that graduating engineers
should have competence in workstation-centered ac-
tivities having little to do with traditional program
writing-in particular
Electronic communication
Preparation of most written materials and reports with
editing, word-processing, page layout, or desktop docu-
ment preparation and publishing software
Drawing, drafting, plotting, and CAD tools
Spreadsheeting for technical and financial analysis
Direct access to engineering and other information
resources (e.g., property and equipment data bases,
engineering abstracts, library card catalogues, on-line
display of journal articles and technical archives)
Signal processing and statistical analysis of machine-
acquired experimental data
Symbolic mathematical software
Numerical methods and mathematical software
Powerful analysis simulation and synthesis packages
for solution of complex discipline-oriented engineer-
ing problems
Interpretation of computer-generated visual images as
important aids to understanding computed results,
physical phenomena, and engineering systems
Group project work in which the computer is a major
factor in effective collaboration
Computer-assisted instruction/training (multi-media)

Are faculty implementing such recommendations
so that our students graduate with computing skills
essential for successful careers? A recent (unpub-
lished) CACHE survey of three large petroleum/
chemical companies suggests that industry views
recent graduates as having acceptable-to-good com-
puting knowledge and abilities. My own view is that
while our students do graduate with significant com-
puting skills, we are closer to implementing the let-
ter than the spirit of even the ABET requirements,
Winter, 1992

particularly when it comes to integrating computing
work into our core engineering science courses.
I believe that a college- or university-wide net-
worked computing infrastructure is an essential in-
gredient if we are to be successful. Departmental
resources alone will be inadequate for the job that
needs to be done. Since both our college and depart-
mental administrations at Michigan are committed
to "computing" as a vehicle for significantly improv-
ing the quality of instruction, I would like to relate
some of what we have been, and are now, doing to
make this happen. The impetus came first in 1983
when our dean (now President of the University)
brought a group of faculty (myself included) together
to plan the "complete" integration of "computing"
into the life of the college (target date, 1993). After
lengthy argument and discussion, our principal con-
clusion was:
The personal computer/workstation, connected to the rest of
the world through a hierarchical, heterogeneous multi-
vendor network, will be central to the engineering comput-
ing paradigm well before the turn of the century.
We decided that a networked personal computer/
workstation infrastructure was the first prerequi-
site for effective implementation of the broad goal of
"computing in the curriculum."
In 1984, the college began to implement the plan
Starting to build a college network connected to, but
otherwise independent of, the university's central main-
frame computing facilities.
Creating a college network management structure that
would foster personal, academic, and research use of
the new facilities. This included a full-time network
staff and an Executive Committee representing the fac-
ulty. An "Applications Sector" concept for supporting
general-purpose commercial productivity and disci-
pline-oriented professional software (e.g., CAD, design,
control) was also put into place.
Putting a networked personal computer on the desk of
every faculty member in the college. The dean sent out
the word that electronic mail should be the principal
means of communication for the faculty and staff.
Putting in place a long-range financial plan. The col-
lege made a firm commitment to maintain state-of-the-
art facilities, replacing outdated equipment and soft-
ware with the current "best" affordable.
Since 1984 our network has grown to a size and
complexity that even we did not envision at the
outset. Here are some facts and figures on its cur-
rent status:
1.100 mbps FDDI optical-fiber token ring backbone
2. Two IBM Token Ring Lans interfaced to the backbone
3. Over thirty Ethernets (at least one in each engineering build-
ing) interfaced to the backbone

4. Three bridged Apollo workstation 15 mbps optical-fiber token
rings gatewayed through Ethernets to the FDDI backbone
5. Subsidiary LANS (e.g., office Apple Talk networks) gatewayed
to building Ethernets
6. About 2000 attached machines distributed as follows:
650 in 18 open (24 hours a day) computing clusters, princi-
pally for undergraduates
700 in departmental teaching laboratories and in research
laboratories (principally for graduate student and faculty re-
650 on faculty and professional staff desks, and for college
and departmental administrative and clerical staffs.
The public workstations directly available to our
undergraduate students include the following mix:
125 IBM PS/2 (386DX and 386SX)
250 Macintosh II (various models)
140 Apollo workstations
50 DEC workstations
50 Sun workstations
20 Hewlett Packard workstations
20 IBM (RS6000) workstations

Because all of the high-performance workstations
use variants of UNIX for their operating systems,
the actual number of computing nodes available to
our students from these open machines is much larger
than 650. Computing tasks can be distributed over a
large number of network workstation nodes (e.g., 75
RS6000s, several hundred Apollos, many high-per-
formance computation servers) operating in client-
server mode. The network also supports a state-of-
the-art visualization laboratory.

With the infrastructure in place, we began the
transformation of our traditional programming course
into a "computing" course to prepare our undergrads
for immersion in our networked computing environ-
ment. Jim Wilkes and myself are responsible for the
required computing course for all of our undergradu-
ates, including those in the Computing Science Divi-
sion of our Electrical and Computer Engineering
Departments. Our premises for switching from the
traditional programming course format were:
1. Engineering computing involves much more than tradi-
tional programming
2. The networked workstation will be central to engineering
computing in the 1990s; every student and practicing
engineer will have personal access to one
3. Central mainframes will function principally as informa-
tion servers to networked clients
4. The predominant operating system characteristics of the
future will: support multi-tasking; be multi-user and dis-
tributed; have windowed graphical user interfaces; sup-
port pointing and other non-keyboard devices.
5. Application programs will have a uniform interface across
hardware platforms with: common menu appearance;
common text and graphical element selection; on-line,
context-sensitive help.

6. The network will support workstation access to any net-
work file, information, computation server; there will be
a common file storage format for all servers.
7. Future workstations will support rapid and natural ma-
nipulation of text, graphics, sound, video, and other me-
8. Cooperative activity will be supported for both communi-
cation and computation (e.g., group report, data-base,
spreadsheet access/generation, design project work-even
We decided (after substantial and continuing con-
sultation with college faculty) to include the follow-
ing topics in the first computing course:
General computer "literacy"
Hardware and network facilities that will be used through-
out the student's academic career
*Basic productivity software that will be used later on,
regardless of discipline (word processing; drawing, draft-
ing, plotting; spreadsheeting; symbolic math; data-base
manipulation; data acquisition/analysis)
Programming in a procedure-oriented language
Solution of problems designed to expose students to topics
from different engineering disciplines
Participation in a group activity (e.g., cooperative design
and implementation of a problem solution on the com-
To make the balance of our activities a bit clearer,
the course syllabus is shown in Table 1. In truth, we
have not yet been able to include the last two topics
without consuming more than a fair (3 credit-hour)
share of the student's time during the term. It is
likely that we will eliminate some of the introduc-
tory material and include one or both of these topics
in future terms, since our students are arriving with
more knowledge of computers and more experience
in computer programming with each passing year.

Almost all of our faculty have taken the produc-
tivity enhancing services of the networked personal
computer/workstation (mail, wordprocessing, desk-
top publishing, and even spreadsheeting and draw-
ing applications) in stride, much more easily than I
would have thought ten years ago. Our students
have taken to network services like fish to water-
especially the major productivity tools like word pro-
cessing, plotting, and spreadsheeting.
But what about the impact of computing and the
networked environment on engineering course con-
tent and teaching methodology? In upper-level pro-
fessional design courses the computer already has
had a pervasive influence. In effect, most of the
college's design and control courses have become
computer-aided courses. The computer has also had
a significant impact in our undergraduate labora-
tory courses, which now emphasize experimental

Chemical Engineering Education

design and data analysis.
Unfortunately there is still a reluctance by many
faculty to truly integrate "computing" into the middle-
level engineering science courses. Historically, our
computing activities in these courses have been simi-
lar to those at many other colleges-hit-and-miss,
with little course-to-course coordination. A few
courses, such as our senior/graduate numerical meth-
ods offering depended heavily on computing assign-
ments, while many courses ignored the computer
altogether or had only an occasional computer as-
signment (typically the writing of a program).
Around 1986 our department adopted a policy
that every core course would involve at least two
"computing" problems and at least one "open-ended"
problem. The computer problems started out as pro-
gramming assignments for solving assigned analy-
sis problems, but over the years, the trend has been
toward use of application packages for solving more
realistic (nonlinear) technical problems.
There is still a vast potential for enhancing our
engineering science courses with computer simula-
tions and computer-assisted instruction. Bob Seader121
points the way with the following comment:
The microcomputer is the most powerful learning device
since the printed textbook. If the computer is used prop-
erly, individualized interactive learning is economically
possible for the first time.
Substituting "networked workstation" for "mi-
crocomputer," I agree with Bob. The networked work-
station with high-quality color graphics (and in the
future, CD-ROM, video and sound) and access to a
variety of information servers has the potential of
being the near-perfect vehicle for bringing unique
"open-ended" problems to individual students who

Freshman Computing Course Syllabus
classes TOPIC
1 General introduction to computers, the PS/2
2 OS/2, PM interface, files
2 Word processing/Text Editing
1 Networks
1 Internet hardware/software, services
1 Electronic mail, on-line services of the university library
9 Programming language (FORTRAN-77 or PASCAL)
1 The Macintosh
3 Graphics (drawing, drafting, plotting, CAD) Claris CAD, Delta Gr
1 Non-numerical methods (sorting, searching, symbol manipulation
1 Symbolic mathematics Maple
2 Spreadsheeting, simple financial analysis tools EXCEL
1 Simple database tools
1 Data acquisition and analysis
Winter, 1992

make the technical decisions while the computer
generates alternative solutions and displays them in
easily understandable (principally graphical) forms.
Unfortunately, the creation of good instructional
software is very demanding of faculty time, student
manpower, and money. There is unlikely to be any
significant effort outside the university to generate
such software because there is little prospect of fi-
nancial return. And since the reward structure, at
least at research universities, discourages such ac-
tivity, there is little prospect of major faculty efforts
to develop instructional software except in associa-
tion with popular textbooks or when supported by
outside funding.
Two of our faculty (Scott Fogler and myself) be-
gan to work on instructional modules for personal
computers several years ago. Scott developed a set of
several stand-alone modules for his reaction engi-
neering course. They were well received by students
and have been acquired by many schools that adopted
his reaction engineering textbook. At about the same
time, several students and I developed a CAI
authoring package and several chemical engineer-
ing and numerical and optimization modules for
stand-alone PCs.
More recently, Scott received a NSF curriculum-
improvement grant and has undertaken develop-
ment of several (four to six each) instructional mod-
ules for introduction to chemical engineering ther-
modynamics, reaction engineering, separations, and
fluid mechanics. Many of these will be released to
the chemical engineering community through
CACHE in the next year or so.
In the meantime, I supervised development of a
system-management tool called MicroMENTOR that
supports networked delivery of all IBM-oriented soft-
ware (including Scott's modules) used in our
department. MicroMENTOR allows individual
faculty to install software and other instruc-
tional materials directly on network servers
without going through network administra-
tors, to control access to the materials by their
students, to automatically collect student com-
ments/criticisms, and to gather statistics on
user activity and software use. I believe that
the concept of departmentally-controlled in-
structional software embedded in a more glo-
aph bal environment of network services will prove
to be an effective way to deliver educational
software to our students.
Two other NSF-sponsored curriculum im-
provement grants promise to deliver very high

quality products that will be widely distributed
(through CACHE) at low cost. One project (co-di-
rected by Rex Reklaitis and Bob Squires at Purdue)
is developing comprehensive simulation models of
industrial processes.The simulations are very flex-
ible, involve professionally produced videos, and could
be used effectively in a simulation lab, design course,
or engineering-science courses.
The second project (directed by Bruce Finlayson
at the University of Washington) focuses on numeri-
cally intensive solution of general fluid mechanics,
reaction, and heat and mass transfer models: its
major features are extensive graphical input and
high-quality color display for the visualization of
computed results.
In addition, a few faculty scattered across the
country are producing very useful instructionally-
oriented software. I hope that the recent showcasing
of some of this software at the national AIChE meet-
ing in Los Angeles will be an annual event, giving
faculty an opportunity to demonstrate their pro-
grams/lessons to a nationwide faculty audience.

What about the future? The track record for long-
range predictions about computing is only fair, at
best. Nevertheless, I'd like to end with some predic-
tions about the future of computing and the impact
of computing on engineering education in the short
(five to ten years) term.

By 1996
1. Microprocessors will be the dominant computing technology;
differences in personal computer and workstation character-
istics (and probably technology) will virtually disappear. Most
functions of the simpler microcomputers will be incorporated
into a single chip.
2. Typical workstation memories will be 16 MBytes; typical
operating speeds will be 50-100 MIPS.
3. The dominant mode of professional and academic engineer-
ing computing will be networked and distributed with main-
frames functioning principally as large-scale networked infor-
mation servers.
4. Character-based applications will disappear; essentially all
applications will operate in graphical mode.
5. "Three-dimensional" graphical interfaces will be available (no
glasses). Flat panel displays will be widely available.
6. The visualization capabilities of the newest workstations will
be widely used for research and education.
7. Multimedia workstations will be both available and afford-
able for instruction, but only in limited numbers; high-quality
multimedia instructional software will begin to appear on
engineering campuses.
8. With the advent of digital high-definition television, there
will be a significant merging of video and computing technol-
ogy. Some campus workstations will have a camera and mi-
crophone as peripherals.

9. New authoring tools will make it much easier to create visu-
ally attractive and interesting interactive instructional mod-
ules (e.g., with animation and video). Standards will be in
place for capturing and encoding audio and visual informa-
tion. New image compression algorithms will reduce hard-
ware demands for visual-image storage. Hypertext (non-se-
quential information representation) tools will play an impor-
tant role in authoring software.
10. It will still be time-consuming and expensive for faculty to
design, create, and test discipline-oriented instructional soft-
ware. Some colleges will begin to recognize faculty-authoring
efforts as a valued contribution at merit salary time (but not as
criteria for promotion or tenure).
By 2001
1. Procedure-language programming will decrease in importance
and will probably not be required of students. Object-oriented
and visual-programming tools will fill the void left by the
decline of algorithmic languages.
2. Interactive instructional modules will have a significant im-
pact on the education and continuing education of engineer-
ing students and professionals.
3. Workstations operating in the 1000 MIP/100 MFLOP range
will be available on the desktop (and in a briefcase) for about
the price equivalent to a current high-end personal computer.
4. Students will take notes on pen-based notebook computers;
in-class transponders will allow immediate storage of figures,
assignments, etc., in these computers.
5. Network transmission rates will increase several fold to many
gigabit/sec. Much of the paperwork (class handouts, home-
work assignments, collections of assignments) associated with
current engineering classes will be handled electronically
using network services. (So far the computer has hardly pro-
duced the paperless society-but I think this will happen
6. A digital cellular wireless network will allow access to the
international Internet from virtually anywhere in the world.
7. Many technical publications will be electronically accessible,
with new mechanisms for copyright, royalties, etc., in place.
8. Spoken-language interfaces will begin to appear.
9. Parallel processors on a single chip will be common in per-
sonal workstations.
10. Microcomputers will compete effectively with supercomputers
in the solution of many computational-intensive problems.
Supercomputers will be able to maintain superior speeds, but
only by increased parallelism. They will remain, relatively
speaking, quite expensive.
11. Massively parallel machines will be available and widely
used for engineering research. Many will operate at Teraflop
speeds. Programming tools and application software will be
slow to develop, but in place and very effective.
12. Some faculty will still not be using computers, except grudg-
ingly (E-mail only?).
And finally, no one will remember these predic-
tions. I will not be asked to comment on them-and
a good thing too!

1. Seader, J.D., "Education and Training in Chemical Engi-
neering Related to the Use of Computers," Comp. Chem.
Eng., 13, 377 (1989)
2. Seader, J.D., "A Brief History of Computing in Chemical
Engineering," first Katz lecture, Chemical Engineering De-
partment, University of Michigan (April 1990) 0

Chemical Engineering Education


This guide is offered to aid authors in preparing manuscripts for Chemical Engineering
Education (CEE), a quarterly journal published by the Chemical Engineering Division of the
American Society for Engineering Education (ASEE).
CEE publishes papers in the broad field of chemical engineering education. Papers generally
describe a course, a laboratory, a ChE department, a ChE educator, a ChE curriculum, research
program, machine computation, special instructional programs, or give views and opinions on
various topics of interest to the profession.
Specific suggestions on preparing papers.
TITLE Use specific and informative titles. They should be as brief as possible, consistent
with the need for defining the subject area covered by the paper.
AUTHORSHIP Be consistent in authorship designation. Use first name, second initial, and
surname. Give complete mailing address of place where work was conducted. If current address is
different, include it in a footnote on title page.
TEXT Manuscripts of less than twelve double-spaced typewritten pages in length will be
given priority over longer ones. Consult recent issues for general style. Assume your reader is not a
novice in the field. Include only as much history as is needed to provide background for the
particular material covered in your paper. Sectionalize the article and insert brief appropriate
TABLES Avoid tables and graphs which involve duplication or superfluous data. If you can
use a graph, do not include a table. If the reader needs the table, omit the graph. Substitute a few
typical results for lengthy tables when practical. Avoid computer printouts.
NOMENCLATURE Follow nomenclature style of Chemical Abstracts; avoid trivial names.
If trade names are used, define at point of first use. Trade names should carry an initial capital
only, with no accompanying footnote. Use consistent units of measurement and give dimensions
for all terms. Write all equations and formulas clearly, and number important equations consecu-
ACKNOWLEDGMENT Include in acknowledgment only such credits as are essential
LITERATURE CITED References should be numbered and listed on a separate sheet in the
order occurring in the text.
COPY REQUIREMENTS Send two legible copies of the typed (double-spaced) manuscript
on standard letter-size paper. Clear duplicated copies are acceptable. Submit original drawings (or
clear prints) of graphs and diagrams, and clear glossy prints of photographs. Prepare original
drawings on tracing paper or high quality paper; use black india ink and a lettering set. Choose
graph papers with blue cross-sectional lines; other colors interfere with good reproduction. Label
ordinates and abscissas of graphs along the axes and outside the graph proper. Figure captions
and legends may be set in type and need not be lettered on the drawings. Number all illustrations
consecutively. Supply all captions and legends typed on a separate page.

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