53:157 Environmental Engineering Design

53:157 Environmental Engineering Design

Fall Semester 2000

2000/2002 Catalog: 53:157 Environmental Engineering Design 3 s.h.

Description: Application of physical, chemical, and biological operations and processes to the design of water and wastewater treatment systems; applications in solid and hazardous waste treatment. Prerequisites: 53:071, 53:150, 53:155 (or equivalent)

Textbooks: Wastewater Engineering: Treatment, Disposal, and Reuse, 3rd edition, Metcalf and

Eddy, Inc., as revised by G. Tchobanoglous and F.L. Burton, McGraw-Hill, 1991.

Water Supply and Pollution Control, by W. Viessman, Jr. and M.J. Hammer, 6th edition, Addison Wesley Longman, 1998.

Coordinator: Gene F. Parkin, Professor, Civil and Environmental Engineering

Goals: This course will focus on how individual unit operations and processes are connected together to form a treatment scheme designed to solve a particular environmental problem (for example, design of a drinking water treatment plant, design of a groundwater remediation system, etc.). The major focus is on drinking water treatment and treatment of wastewaters. Some consideration may be given to design aspects of hazardous waste treatment and groundwater remediation.

Learning Objectives:

·  The student will develop an understanding of the design process as it relates to design of environmental engineering projects.

·  The student will learn how to put unit operations/processes together in a general flow scheme to meet specific treatment goals.

·  The student will learn how to make a variety of process design calculations as they pertain to the design of drinking water and wastewater treatment systems.

·  The student will learn how the design and performance of individual unit operations/processes affect the design and performance of other unit operations/processes in the total treatment scheme.

·  The student will participate in a semester-long environmental engineering design project that will involved working in a design team and producing a variety of reports for and making oral presentations to a client(s).

·  The student will complete some class homework assignments as a part of a team, and thus gain additional appreciation for the team effort necessary to develop designs that meet treatment goals and satisfy clients.

·  The student will gain additional appreciation for the design process through field trips to nearby facilities and guest lectures by practicing Professional Engineers.

Prerequisites by topic: 1. Hydraulics

2. Environmental chemistry

3. Physical, chemical, and biological treatment processes

Topics: Class Periods (75 minutes each)

1. Constructing process flow schemes to meet treatment goals 2

2. Review of basic hydraulics and selection of pumps 2

3. Hydraulics of Mixing 1

4. Safe drinking water act review; general water treatment requirements 1

5.  Drinking water treatment unit operations and processes 9

6.  General wastewater treatment requirements and regulations 1

7.  Wastewater treatment unit operations and processes 9

8.  Guest lectures and field trips 3

9.  Exams 2

10.  Oral presentations of semester-long design project 1

Total 31

Design Team Projects

Design teams are assigned early in the semester. A semester-long design project is assigned during the first week in class. The project is coordinated with a local professional engineer. Students are required to present interim progress reports and meet with the client twice during the semester. During the last week of class, the final design report is due and each design team makes a short, oral presentation of their design. In addition, during the semester, some homework assignments are done in teams and short oral presentations are required for some of these assignments.

Prepared by: Gene F. Parkin December 2000

Contribution to Outcome / ABET Outcomes / Course Activity / Material to be Collected
● / They will have the ability to apply knowledge of mathematics, science and engineering in their chosen fields. / The students complete about nine homework assignments and a semester-long design project, most of which require application of mathematics, physics, chemistry, and principles of environmental engineering and science / Homework, exams, and design reports (representative)
*
/ They will have the ability to design and conduct engineering experiments, and to analyze and interpret experimental results. / Students may use experimental results in doing their homework assignments and design project / Homework, exams, and design reports (representative)
● / They will have the ability to design systems, components, or processes to meet specified objectives in their chosen fields. / The students complete about nine homework assignments and a semester-long design project, most of which require application of mathematics, physics, chemistry, and principles of environmental engineering and science / Homework, exams, and design reports (representative)
● / They will have the ability to work as members of multidisciplinary project and/or research teams, and have an understanding of leadership in teams and organizations. / Students participate in a semester-long design project and group homework assignments / Homework, design reports, oral presentations, and self-evalutions
● / They will have the ability to identify, formulate, and solve engineering problems. / Students participate in a semester-long design project, and most homework problems require identification, formulation, and solution of engineering problems / Homework, design reports, exams, and oral presentations (representative)
* / They will have an understanding of professional and ethical responsibility and the value of mentoring and peer support. / Guest lectures touch briefly on these issues during their presentations / None
● / They will have the ability to communicate effectively in written form. / Design reports are graded in part based on clarity and effectiveness / Graded design reports and results from EASY survey
● / They will have the ability to communicate effectively in oral form. / Oral presentations of the final design are graded in part on clarity and effectiveness / Evaluations forms and results from EASY survey
● / They will have the ability to communicate effectively in graphical form. / Design reports, oral presentations, and homework assignments are expected to include effective graphical presentations / Graded design reports and homework assignments
They will have an education that is supportive of a broad awareness of the diversity of the world and its cultures, and that provides an understanding of the impact of engineering practice in the global community. / None / None
○ / They will understand the importance of updating and maintaining their technical skills and continuing their education throughout their professional careers. / The importance of lifelong learning and awareness of new developments is stressed in lectures and by guest lecturers. / EASY survey questions.
They will have knowledge of contemporary issues. / None / None
○ / They will have the ability to use the principles, techniques, skills and modern engineering tools necessary for successful engineering practice and/or research in their chosen fields. / Students use such techniques and tools in their design project and presentations. / Graded design reports

○ denotes moderate contribution to the outcome ● denotes substantial contribution to the outcome

* denotes minor contribution to the outcome