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Chemistry and Life Sciences in a New Vision of Chemical Engineering

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Chemistry and Life Sciences in a New Vision of Chemical Engineering ...lej5:::j_._....__ ..:::...__gradua_____ te education __ ) CHEMISTRY AND LIFE SCIENCES IN A NEW VISION OF CHEMICAL ENGINEERING PHILLIP R. WESTMORELAND University of Massachusetts Amherst • Amherst, MA 01003-9303 hemkal engineering must expand its self-concept in penetrating the research activities of many companies, but it order to maintain its vitality and viability as a pro­ is also beginning to be a practical means for resolving many C fession. It can still be defined as "the profession that questions about engineering properties. The Schri:idinger applies chemistry." However, current chemical engineering equation and statistical mechanics form its scientific prin­ education, however, does not effectively couple chemistry to ciples, and computational quantum chemistry, molecular engineering applications. This article proposes that the cen­ simulations, and computer visualization form its toolbox. It tral issue of this profession's future is how to reintegrate is not a substitute for understanding the relevant chemistry, chemistry, including life sciences, into our vision of chemi­ however. For such problems, computer programs still are cal engineering. It is a challenge to be met in educational faster than they are intelligent. curricula, in practice, and within the restructuring of the Applied chemistry-understood on the molecular and con­ chemical process industries. tinuum scales, including biological chemistry, and tied more Applying chemistry now must be understood to include effectively into the profession and the rest of the ChE cur­ applying the chemistry of life sciences. Chemical riculum-must become a component of chemical engineer­ engineering's foundation in chemistry has been a solid basis ing education that is equally important with transport phe­ for dominating the interface between process technology nomena, process operation and design, and economics. and the chemical sciences. The profession's relationship to Chemical engineering faculties have a particular responsi­ life sciences has been hazier, deriving naturaJly-but often bility for reintegrating chemistry into chemical engineering empiricaJly-from paralJels ofbioreactors and bioseparations because the undergraduate and graduate curricula reflect the to traditional reactor engineering and separations. Much of profession 's self-image to each new generation. the traditional profession still sees biochemical engineering as peripheral, and the lack of life sciences in the ChE curriculum DEVELOPMENT OF CHEMICAL ENGINEERING'S shows how strong that perception is. Now, as biology is be­ PRESENT SELF-IMAGE coming chemically based, haziness should be cleared up. A profession's self-image is defined by Going still further, modern chemistry and biology have /:; What its professionals do /:; What they think others in their profession do become more focused on understanding and exploiting the /:; What they are taught about the profession molecular scale, and so must chemical engineering. Reac­ Consequently, it is useful to consider the undergraduate tions and physical properties alike have their bases in chemi­ chemical engineering curriculum and how it has developed. cal structure. Chemical engineers should be at the forefront of translating this understanding into processes and prod­ Phil Westmoreland is Professor of Chemical ucts. Extra science courses aren't sufficient, as the discon­ Engineering at the University of Massachu­ nects between chemistry courses and chemical engineering setts Amherst. His research interests include gas kinetics by molecular-beam mass spec­ courses show. Rather, the science and applications must be trometry; experimental polymer decomposi­ layered and mixed through the curriculum. tion and flammability kinetics; and applica­ tions of computational quantum chemistry and Molecularly based modeling is one aspect of these con­ reactive dynamics, and reaction theory to these problems. He is a graduate of N.C. nections that chemical engineers will increasingly need to State (BS '73), LSU (MS '75) and MIT (PhD know. Over time, it must be added into the curriculum as a '86). topic in its own right and as an educational aid to the larger goal of integrating chemistry. Use of this set of tools is © Copyright ChE Division of ASEE 2001 248 Chemical Engineering Education C graduate education ) The cu1Ticulum expresses what the faculty think the profes­ "chemical engineers can do anything," as many have put it, sion is or should be, and the courses of study also strongly but we do an amazing variety of things. The self-image of influence the self-image of ChE students who go on to breadth in engineering education, coupled with particular become its practicing professionals. depths, is somewhat deceptive. Historically, the education Historically, any ChE department's curriculum must be in breadth has na1Towed and become more specialized. Signifi­ accord with broad opinion, as articulated by the Accredita­ cantly, chemistry has always been at the heart of chemical tion Board for Engineering and Technology (ABET). Even engineering practice, but it has been pushed off to the edge though ABET now allows much greater latitude for depart­ of academic experience. ments to reshape their curricula, changes must be guided by In the 19th century, the chemical engineer was a general careful study of feedback from their constituencies. engineer with a specialization in applied chemistry (Table The key feature of chemical engineering practice is the 1). Courses involved much hands-on practical work, but economically feasible process. Realistically, de nova prod­ most were usually "engineering" or "practical chemistry" or uct invention has never been our calling card. It is natural, "industrial chemistry." The Civil War and the subsequent however, that product development will continue to be a second industrial revolution had stimulated a burst of engi­ collaboration between engineers and scientists, almost al­ neered production of oil products, of steel and smelted met­ ways linked by the requirement of a desirable product and als, and of manufactured tobacco products and refined sugar. the necessary process of making or formulating it. The link The transportation industry (rail and ship) was a key factor is only broken when the needed amount of product is tiny to increased use and distribution of products, and demand (scientists may Ca!TY out production) or when the science is for modern conveniences brought civic water and sewage already in place (product engineering). systems, the coal-derived "gas-light" era, and dyed fabrics. Breadth is consequently another key aspect of chemical During the early 1900s, German chemists dominated in­ engineering's present self-image. Our profession is wonder­ dustrial chemistry with their expertise in dyestuffs, coal fully inclusive, bringing together a wide range of sciences, conversion, and synthetic fertilizers. Petroleum refining in technologies, and economics. It may not be quite true that the U.S. focused on fuel uses. It was dominated by TABLE 1 Examples of Curriculum Requirements for Chemical Engineers: 1898,111 1965, and 2000 Area 1898W 1965 2000 Chemical industrial Chemistry (including Mass and Energy Balances Mass and Energy Balances Engineering lectures and "laboratory for study of Unit Operations (Heat Transfer and Fluid Flow) Transport Phenomena (Fluid Mechanics, chemical processes on a larger scale") Equilibrium Separations Heat Transfer, Mass Transfer Operations) Mass Transfer Operations Equilibrium Separations Reactor Engineering Process Design Industrial Chemistry Process Control Process Design Engineering Science and Process Process Control Laboratory Unit Operations Laboratory Other Metallurgy and Forging FORTRAN Programming Communication and Computer Skills Engineering Drafting Engineering Graphics Engineering Science Electives Machining Statistics Intro. to Materials Intro. to Electrical Engineering Mathematics Calculus I, ll, Lil Calculus I, ll, III Differential Equations Differential Equations Chemistry Gen., Org., Adv. lnorg., Theoretical, General Chemistry I and II General Chem. I and fl (Some with Labs) History of, and Sanitary Chemistry; Organic Chemistry I and ll Organic Chem. I and II Qual. , Quant., and Gas Analysis Physical Chemistry I (Thermodynamics and Physical Chem. I (Thennody., Kinetics) Kinetics) II (Spectroscopy, Quantum Mech.) Other Sciences Mineralogy Physics I and Il Physics I and II (Some with Labs) Elective Intro. Course in Life Science Elective intro. course in life science Liberal Arts English Composition English Composition Electives required in Hi story, Economics Electives required in Econ., Arts or Literature, History, Social Science Fall 2001 249 ( graduate education ) Rockefeller's Standard Oil trust until the 1911 court-man­ kinetics, although texts include heterogeneous treatments. dated break-up and by its components afterward. World War Catalytic chemistry is treated as an empirical black box, and I forced U.S. chemical companies to develop, such as Dow its chemical principles and classifications are seldom taught. Chemical and Diamond Alkali (now part of Ultramar Dia­ Even at the graduate level, elegant treatments of reactor mond Shamrock). analysis and design (e.g. Aris' Introduction to the Analysis of Chemical Reactors161 ) have presumed that all of the needed The "Unit Operations" approach responded to these de­ chemical reactions, stoichiometries, and rate constants were velopments and the demand for quantitation in the early known. Empirical kinetics
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