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The Role of Nanotechnology in Chemical Substitution
EUROPEAN PARLIAMENT Scientific Technology Options Assessment S T O A The role of Nanotechnology in Chemical Substitution STUDY IPOL/A/STOA/ST/2006-029 PE 383.212 This project was commissioned by STOA under Framework Contract IP/A/STOA/FWC/2005-28). The associated workshop, "The Role of Nanotechnology in Chemical Substitution" was organised by the European Parliament in Brussels on 13 September 2006. Only published in English. Authors: ETAG European Technology Assessment Group Institute for Technology Assessment and Systems Analysis (ITAS), Karlsruhe Danish Board of Technology (DBT), Copenhagen Flemish Institute for Science and Technology Assessment (viWTA), Brussels Parliamentary Office of Science and Technology (POST), London Rathenau Institute, The Hague Dr. Ulrich Fiedeler, ITAS E-mail: [email protected] Administrator: Mr. Miklos Györffi Policy Department A: Economic and Scientific Policy DG Internal Policies European Parliament Rue Wiertz 60 - ATR 00K076 B-1047 Brussels Tel: +32 (0)2 283 25 05 Fax: +32 (0)2 284 49 84 E-mail: [email protected] Manuscript completed in April 2007. The opinions expressed in this document do not necessarily represent the official position of the European Parliament. Reproduction and translation for non-commercial purposes are authorised provided the source is acknowledged and the publisher is given prior notice and receives a copy. E-mail: poldep- [email protected]. IP/A/STOA/ST/2006-029 PE 383.212 TABLE OF CONTENTS 1 EXECUTIVE SUMMARY..............................................................................................................ii -
Chemical Engineering Curriculum
CHEMICAL ENGINEERING CURRICULUM Fall Term Spring Term First Year EGGG 101 Introduction to Engineering (FYE) 2 CHEG 112 Introduction to Chemical Engineering 3 CHEM 111 General Chemistry 3 CHEM 112 General Chemistry 3 MATH 242 Analytic Geometry & Calculus B 4 MATH 243 Analytic Geometry & Calculus C 4 CISC 106 General Computer Science for Engineers 3 PHYS 207 Fundamentals of Physics I 4 ENGL 110 Critical Reading and Writing 3 Breadth Requirement Elective 1 3 15 17 Second Year CHEG 231 Chemical Engineering Thermodynamics 3 CHEG 325 Chemical Engineering Thermodynamics 3 CHEM 220 Quantitative Analysis 3 CHEG 304 Random Variability in Chemical Processes 3 CHEM 221 Quantitative Analysis Laboratory 1 CHEM 444 Physical Chemistry 3 PHYS 208 Fundamentals of Physics II 4 CHEM 445 Physical Chemistry Laboratory ( a ) 0/1 MSEG 302 Materials Science for Engineers 3 MATH 305 Applied Math for Chemical Engineering 3 Breadth Requirement Elective 2 3 Breadth Requirement Elective 3 3 17 15/16 Third Year CHEG 332 Chemical Engineering Kinetics 3 CHEG 342 Heat and Mass Transfer 3 CHEG 341 Fluid Mechanics 3 CHEG 345 Chemical Engineering Laboratory I 3 CHEM 331 Organic Chemistry I 3 CHEM 332 Organic Chemistry ( b ) or 3 CHEM 333 Organic Chemistry Laboratory 1/2 CHEM 527 Introduction to Biochemistry Technical Elective 1 3 Breadth Requirement Elective 4 3 Technical Elective 2 3 CHEG Elective 1 3 16/17 15 Fourth Year CHEG 431 Chemical Process Design 1 3 CHEG 432 Chemical Process Design 2 (DLE) 3 CHEG 401 Chemical Process Dynamics and Control 3 CHEG Elective 3 3 CHEG 445 Chemical Engineering Laboratory II 3 Technical Elective 3 3 CHEG Elective 2 3 Technical Elective 4 or CHEG Elective 4 3 Breadth Requirement Elective 5 3 Breadth Requirement Elective 6 3 15 15 Total Credit Hours 126 ( a ) If CHEM 333 is taken for two credits, CHEM 445 is not required. -
MSE 403: Ceramic Materials
MSE 403: Ceramic Materials Course description: Processing, characteristics, microstructure and properties of ceramic materials. Number of credits: 3 Course Coordinator: John McCloy Prerequisites by course: MSE 201 Prerequisites by topic: 1. Basic knowledge of thermodynamics. 2. Elementary crystallography and crystal structure. 3. Mechanical behavior of materials. Postrequisites: None Textbooks/other required 1. Carter, C.B. and Norton, M.G. Ceramic Materials Science and Engineering, materials: Springer, 2007. Course objectives: 1. Review of crystallography and crystal structure. 2. Review of structure of atoms, molecules and bonding in ceramics. 3. Discussion on structure of ceramics. 4. Effects of structure on physical properties. 5. Ceramic Phase diagrams. 6. Discussion on defects in ceramics. 7. Introduction to glass. 8. Discussion on processing of ceramics. 9. Introduction to sintering and grain growth. 10. Introduction to mechanical properties of ceramics. 11. Introduction to electrical properties of ceramics. 12. Introduction to bioceramics. 13. Introduction to magnetic ceramics. Topics covered: 1. Introduction to crystal structure and crystallography. 2. Fundamentals of structure of atoms. 3. Structure of ceramics and its influence on properties. 4. Binary and ternary phase diagrams. 5. Point defects in ceramics. 6. Glass and glass-ceramic composites. 7. Ceramics processing and sintering. 8. Mechanical properties of ceramics. 9. Electrical properties of ceramics. 10. Bio-ceramics. 11. Ceramic magnets. Expected student outcomes: 1. Knowledge of crystal structure of ceramics. 2. Knowledge of structure-property relationship in ceramics. 3. Knowledge of the defects in ceramics (Point defects). 4. Knowledge of glass and glass-ceramic composite materials. 5. Introductory knowledge on the processing of bulk ceramics. 6. Applications of ceramic materials in structural, biological and electrical components. -
CHEMICAL REACTION ENGINEERING* Current Status and Future Directions
[eJij9iviews and opinions CHEMICAL REACTION ENGINEERING* Current Status and Future Directions M. P. DUDUKOVIC and petrochemical industry provided a fertile ground Washington University for further development of reaction engineering con St. Louis, MO 63130 cepts. The final cornerstone of this new discipline was laid in 1957 by the First Symposium on Chemical HEMICAL REACTIONS have been used by man Reaction Engineering [3] which brought together and C kind since time immemorial to produce useful synthesized the European point of view. The Amer products such as wine, metals, etc. Nevertheless, the ican and European schools of thought were not identi unifying principles that today we call chemical reac cal, but in time they converged into the subject matter tion engineering were not developed until relatively a that we know today as chemical reaction engineering, short time ago. During the decade of the 1940's (not or CRE. The above chronology led to the establish even half a century ago!) a transition was made from ment of CRE as an accepted discipline over the span descriptive industrial chemistry to the conceptual un of a decade and a half. This does not imply that all the ification of reaction processes and reactor types. The principles important in CRE were discovered then. pioneering work in this area of industrial practice was The foundation for CRE had already been established done by Denbigh [1] in England. Then in 1947, by the early work of Frank-Kamenteski, Damkohler, Hougen and Watson [2] published the first textbook Zeldovitch, etc., but at that time they represented in the U.S. -
Materials Science and Engineering 1
Materials Science and Engineering 1 EN.515.603. Materials Characterization. 3 Credits. MATERIALS SCIENCE AND This course will describe a variety of techniques used to characterize the structure and composition of engineering materials, including metals, ENGINEERING ceramics, polymers, composites, and semiconductors. The emphasis will be on microstructural characterization techniques, including optical The Materials Science and Engineering Program for professionals allows and electron microscopy, x-ray diffraction, and acoustic microscopy. students to take courses that address current and emerging areas Surface analytical techniques, including Auger electron spectroscopy, critical to the development and use of biomaterials, electronic materials, secondary ion mass spectroscopy, x-ray photoelectron spectroscopy, structural materials, nanomaterials and nanotechnology, and related and Rutherford backscattering spectroscopy. Real-world examples of materials processing technologies. Students in this program gain an materials characterization will be presented throughout the course, advanced understanding of foundational concepts and are exposed to including characterization of thin films, surfaces, interfaces, and single the latest research that is driving materials-related advances. crystals. Courses are offered at the Applied Physics Laboratory, the Homewood EN.515.605. Electrical, Optical and Magnetic Properties. 3 Credits. campus, and online. An overview of electrical, optical and magnetic properties arising from the fundamental electronic and atomic structure of materials. Continuum materials properties are developed through examination of microscopic Program Committee processes. Emphasis will be placed on both fundamental principles and James Spicer, Program Chair applications in contemporary materials technologies.Course Note(s): Principal Professional Staff Please note that this 515 course is also listed as a 510 course in the full- JHU Applied Physics Laboratory time program. -
Biological Materials: a Materials Science Approach✩
JOURNALOFTHEMECHANICALBEHAVIOROFBIOMEDICALMATERIALS ( ) ± available at www.sciencedirect.com journal homepage: www.elsevier.com/locate/jmbbm Review article Biological materials: A materials science approachI Marc A. Meyers∗, PoYu Chen, Maria I. Lopez, Yasuaki Seki, Albert Y.M. Lin University of California, San Diego, La Jolla, CA, United States ARTICLEINFO ABSTRACT Article history: The approach used by Materials Science and Engineering is revealing new aspects Received 25 May 2010 in the structure and properties of biological materials. The integration of advanced Received in revised form characterization, mechanical testing, and modeling methods can rationalize heretofore 20 August 2010 unexplained aspects of these structures. As an illustration of the power of this Accepted 22 August 2010 methodology, we apply it to biomineralized shells, avian beaks and feathers, and fish scales. We also present a few selected bioinspired applications: Velcro, an Al2O3PMMA composite inspired by the abalone shell, and synthetic attachment devices inspired by gecko. ⃝c 2010 Elsevier Ltd. All rights reserved. Contents 1. Introduction and basic components ............................................................................................................................................. 1 2. Hierarchical nature of biological materials ................................................................................................................................... 3 3. Structural biological materials..................................................................................................................................................... -
Materials Science
Materials Science Materials Science is an interdisciplinary field combining physics (fundamental laws of nature), chemistry (interactions of atoms) and biology (how life interacts with materials) to elucidate the inherent properties of basic and complex systems. This includes optical (interaction with light), electrical (interaction with charge), magnetic and structural properties of everyday electronics, clothing and architecture. The Materials Science central dogma follows the sequence: Structure—Properties—Design—Performance. This involves relating the nanostructure of a material to its macroscale physical and chemical properties. By understanding and then changing the structure, material scientists can create custom materials with unique properties. The goal of the materials science minor is to create a cross-disciplinary approach to fundamental topics in basic and applied physical sciences. Students will gain experience and perspectives from the disciplines of chemistry, physics and biology. The minor places a strong emphasis on current nanoscale research methods in addition to the basics of electronic, optical and mechanical properties of materials. Any student with an interest in pursuing the cross-disciplinary minor in materials science should consult with the coordinator of the minor. Students are encouraged to declare their participation in their sophomore year but no later than the end of the junior year. Students also should seek an adviser from participating faculty. Degree Requirements for the Minor General College requirements -
Development of a Pedagogical Model to Help Engineering Faculty Design Interdisciplinary Curricula
International Journal of Teaching and Learning in Higher Education 2016, Volume 28, Number 3, 372-384 http://www.isetl.org/ijtlhe/ ISSN 1812-9129 Development of a Pedagogical Model to Help Engineering Faculty Design Interdisciplinary Curricula Maria Navarro, Timothy Foutz, Kerri Patrick Singer and Sidney Thompson Ray International Group University of Georgia The purpose of this study was to develop a model to help engineering faculty overcome the challenges they face when asked to design and implement interdisciplinary curricula. Researchers at a U.S. University worked with an Interdisciplinary Consultant Team and prepared a steering document with Guiding Principles and Essential Elements for the design, implementation, and evaluation of integrative curricula in engineering education. The team also developed exemplar materials (Integrative Learning Module) to provide a practical example and demonstrate how the tools provided could be used in the development of new curricula. The Guiding Principles, Essential Elements, and Integrative Learning Module were evaluated by faculty and students who provided feedback for their improvement. Faculty indicated that the tools provided were appropriate guidelines for faculty, but they indicated that the Integrative Learning Module was too long to be a manageable example. Students agreed about the need for more interactive, real-world applications of engineering concepts, but they expressed differences of opinion regarding how humanities and social sciences topics should be addressed in the engineering curriculum. Students who participated in a course modeling the Integrative Learning Module were satisfied with its use and learning outcomes. After the course, these students were able to explain the importance of problem definition, process, and disciplinary integration in engineering work. -
Chemical Engineering Careers in the Bioeconomy
BioFutures Chemical engineering careers in the bioeconomy A selection of career profiles Foreword In December 2018, IChemE published the final report of its BioFutures Programme.1 The report recognised the need for chemical engineers to have a greater diversity of knowledge and skills and to be able to apply these to the grand challenges facing society, as recognised by the UN Sustainable Development Goals2 and the NAE Grand Challenges for Engineering.3 These include the rapid development of the bioeconomy, pressure to reduce greenhouse gas emissions, and an increased emphasis on responsible and sustainable production. One of the recommendations from the BioFutures report prioritised by IChemE’s Board of Trustees was for IChemE to produce and promote new career profiles to showcase the roles of chemical engineers in the bioeconomy, in order to raise awareness of their contribution. It gives me great pleasure to present this collection of careers profiles submitted by members of the chemical engineering community. Each one of these career profiles demonstrates the impact made by chemical engineers across the breadth of the bioeconomy, including water, energy, food, manufacturing, and health and wellbeing. In 2006, the Organisation for Economic Co-operation and Development (OECD) defined the bioeconomy as “the aggregate set of economic operations in a society that uses the latent value incumbent in biological products and processes to capture new growth and welfare benefits for citizens and nations”.4 This definition includes the use of biological feedstocks and/or processes which involve biotechnology to generate economic outputs. The output in terms of products and services may be in the form of chemicals, food, pharmaceuticals, materials or energy. -
Ceramic Engineering Building
CERAMIC ENGINEERING BUILDING UNIVERSITY OF ILLINOIS URBANA CHAMPAIGN, ILLINOIS Description of the Building and Program of Dedication, December 6 unci 7, 1916 THE TRUSTEES THE PRESIDENT AND THE FACULTY OF THIS UNIVERSITY OF ILLINOIS CORDIALLY INVITE YOU TO ATTEND THE DEDICATION OF THE CERAMIC ENGINEERING BUDUDING ON WEDNESDAY AND THURSDAY DECEMBER SIXTH AND SEVENTH NINETEEN HUNDRED SIXTEEN URBANA. ILLINOIS CERAMIC ENGINEERING BUILDING UNIVERSITY OF ILLINOIS URBANA - - CHAMPAIGN ILLINOIS DESCRIPTION OF BUILDING AND PROGRAM OF DEDICATION DECEMBER 6 AND 7, 1916 PROGRAM FOR THE DEDICATION OP THE CERAMIC ENGINEERING BUILDING OF THE UNIVERSITY OF ILLINOIS December 6 and 7> 1916 WEDNESDAY, DECEMBER 6 1.30 p. M. In the office of the Department of Ceramic Engineering, Room 203 Ceramic Engineering Building Meeting of the Advisory Board of the Department of Ceramic Engineering: F. W. BUTTERWORTH, Chairman, Danville A. W. GATES Monmouth W. D. GATES Chicago J. W. STIPES Champaign EBEN RODGERS Alton 2.30-4.30 p, M. At the Ceramic Engineering Building Opportunity will be given to all friends of the University to inspect the new building and its laboratories. INTRODUCTORY SESSION 8 P.M. At the University Auditorium DR. EDMUND J. JAMBS, President of the University, presiding. Brief Organ Recital: Guilnant, Grand Chorus in D Lemare, Andantino in D-Flat Faulkes, Nocturne in A-Flat Erb, Triumphal March in D-Flat J. LAWRENCE ERB, Director of the Uni versity School of Music and University Organist. PROGRAM —CONTINUED Address: The Ceramic Resources of America. DR. S. W. STRATTON, Director of the Na tional Bureau of Standards, Washington, D. C. I Address: Science as an Agency in the Develop ment of the Portland Cement Industries, MR. -
Chemical & Biological Engineering Department History (PDF)
Chemical & Biological Engineering The University of Alabama A Century of Excellence and Quality A Legacy of Leadership 1910 – 2010 By Gary C. April University Research Professor & Head (Emeritus) A Century of Excellence and Quality A Legacy of Leadership 1910-2010 Gary C. April University Research Professor & Head Emeritus Chemical & Biological Engineering The University of Alabama October 2010 ii Dedication The author would like to dedicate this brief history of the Chemical Engineering Department at The University of Alabama to Lynne, his wife, partner and soul mate of 48 years, to his children, Andrew, Brian and Elizabeth, who lived most of their lives while he was a professor there, and to his granddaughters, Andrea, Abigail, Caroline and Olivia who continue to provide him with encouragement by sharing a vision for the future that is filled with hope and opportunities. iii Table of Contents Preface ..................................................................................................................... v 1. The Beginning of Engineering Education at The University of Alabama 1 ................................................................................................................. 1 2. The Emergence of the Chemical Engineering Profession ........................... 7 3. Chemical Engineering at the University of Alabama – A Century of Excellence and Quality – A Legacy of Leadership 5 ....................................... 11 4. The Significance of Who We Are ................................................................. -
Undergraduate Handbook
Department of Chemical and Biological Engineering Undergraduate Handbook Academic Year 2021-2022 Revised: June 2021 Engineering Biology Certificate Bioengineering & Biotechnology Engineering & Sustainable Entrepreneurship Environmental Management Energy Certificate Studies Certificate Certificate Certificate Energy & Entrepreneurship Environmental & Management Technology The Chemical and Biological Engineering Materials Science Applied Math Certificate Major Certificate Materials & Optimization, Product Dynamics & Engineering Information Engineering Physics Technology Certificate Science & Engineering for New Technologies Table of Contents WHAT IS CHEMICAL AND BIOLOGICAL ENGINEERING? .................................... 2 THE EDUCATION OF A CHEMICAL AND BIOLOGICAL ENGINEER ........................ 3 CERTIFICATE PROGRAMS .............................................................................. 19 INDEPENDENT WORK ................................................................................... 20 GRADUATION REQUIREMENTS ..................................................................... 24 ACADEMIC HONORS ..................................................................................... 24 HONOR SOCIETIES, AWARDS, AND PRIZES .................................................... 25 ADVISING ..................................................................................................... 28 EXTRACURRICULAR ACTIVITIES ..................................................................... 29 POST GRADUATION PLANS ..........................................................................