Andrew Kline

An overview of compiling, critically evaluating, and delivering reliable physical property data from AIChE DIPPR® Projects 911 and 912

Abstract The goal of AIChE DIPPR® Projects 911 and 912 is to develop a comprehensive, consolidated database of physical properties for those chemical species which are regulated by various agencies of the US government, and are important to the chemical process industry. Environmental, safety and health (ESH) properties are the prime focus of the data collection and validation efforts of the two projects. Project 911, a database compilation effort, collects data for 700 chemicals and 55 physical properties. These properties include aqueous solubility, viscosity, vapor pressure, flash point, octanol–water partition coefficient, and bioconcentration factor. Project 912 is a complementary effort which focuses on the review of existing physical property prediction techniques and developing new estimation algorithms where none exist. Limited mixture data (e.g., infinite dilution vapor/liquid equilibrium measurements) are also being researched. Work is continuing on the critical assessment of the quality of data within the Project 911 database. Available literature data are compiled and categorized according to quality. Recommended data values and correlation statistics are provided as part of the Project 911 software product. To automate the data evaluation effort, a computerized Statistical Process Control (SPC) data review system has been designed. The Project 911 database is being developed to support engineering and regulatory calculations and to work in tandem with the estimation protocols established by Project 912 to predict properties for chemicals not readily available through literature sources.

Henry's law constants derived from equilibrium static cell measurements for dilute organic-water mixtures

Abstract The relationship of pressure and composition in the Henry’s law regime has been experimentally measured in an equilibrium static cell for a set of binary organic–water mixtures. The solutes range from hydrophilic materials, such as alcohol to extremely hydrophobic components, such as toluene and 1,2-dichloroethane. The goal of this study is to determine the effective concentration range over which Henry’s law reasonably approximates the gas–liquid partitioning. With the goal of obtaining accurate values of Henry’s law constant, several methodologies are critically compared for the aqueous solutes examined experimentally. The apparatus employed can determine gas–liquid partitioning coefficients through a variety of methods including direct phase concentration ratios, equilibrium partitioning in closed systems (EPICS), and application of the coexistence equation for γ ∞ . Results to date indicate a more complex d P /d x behavior in the dilute region than previously assumed; and Henry’s law constant may not strictly apply to hydrophobic materials until the solute concentration is so low that analytical detection is problematic.

Integrating first-year engineering design and pre-service science education: a model for engineering and education collaboration to enhance K-16 STEM education

The purpose of this paper is to describe the emerging results of a collaboration between education and engineering using science activities and instructional devices produced in a specially-designed undergraduate course, Introduction to Engineering and Technology (ENGR 101). These materials were used and evaluated by senior-level education students who then provided feedback regarding the clarity of the manual, the appropriateness of the activities, and the user-friendliness of the activities and devices. The process wherein education students used and assessed the instructional activities is described. In addition, preliminary findings are provided and future work outlined.

An online assessment system to enhance teaching and learning in engineering

~ This paper describes the development and implementation of an Online Assessment System with intelligent Support (OASIS), which uses an online decision tree to guide faculty through a library of assessment instruments, ranging from simple checklists to detailed rubrics. The initial focus areas are written and oral communication and teamwork, with planned expansion into the other ABET a through k areas. These instruments can be used to evaluate and grade student performance, assess student learning, and/or provide students with assignnrent expectations and criteria. Each instrument is annotated with ifs purpose. application, skill serfs) addressed, and suggestionsfor usage. with additional comments, resources, ondfregucntly asked questions (FAQs). An overview ofthe initial development. testing, and implementation of the OASIS system, the evaluation ofthe system, and ifs potential for broader application to assessment and accreditation activities, are discussed. index T e r m Assessment, Engineering coninrunication. Evaluation. Online assessment system, Teamwork. PROJECT N E E D AND D ESCRlPTlON Meeting ABET’S Engineering Criteria 2000 (EC2000) and Technology Criteria 2000 (TCZK) may pose a challenge for engineering and technology faculty, who are experts in assessing student performance in their disciplinary subjects, but who may be less experienced in assessing some of the a through k outcomes described in Criterion 3111. Materials or instruments for assessing andlor evaluating student performance in these areas are often not readily available, and those instruments that do exist may not be clear in terms of strengths, weaknesses, and best application. ldcntifying relevant assessment instruments often requires much searching and sorting by busy engineering faculty. A need thus existed for compiling, critically evaluating, and disseminating instruments that are annotated as to their application and usefulness in teaching and learning situations. The OASIS project uses technology to serve the needs of engineering and technology faculty in the College of Engineering and Applied Sciences (CEAS), helping them to improve their teaching and assess student learning in the EC2000/TC2K performance areas, across the disciplines and in the 100to 400-level courses, beginning with the ABET criteria of communication and teamwork skills. The outcomes of this project are:

Quantitative review and delivery of reliable physical property data: development of DIPPR® Environ 2001™ database and estimation software

Abstract The goal of American Institute of Chemical Engineers Design Institute for Physical Property Data (AIChE DIPPR ® ) Project 911 has been to develop a comprehensive database of physical properties for chemicals that are regulated by various agencies of the United States government, and are important to the chemical process industry. Project 911 collects and quantitatively reviews environmental, safety and health (ESH) data for over 1000 chemicals and 56 physical properties. Project 912 analyzes and uses published estimation methods and develops new algorithms to generate predicted values where experimental data do not exist. Physical properties within Project 911 include aqueous solubility, octanol–water partition coefficients, vapor pressure, aquatic toxicity, bioconcentration factor, flash point, and activity coefficients at infinite dilution. Data are reviewed qualitatively for purity of chemicals and type of experiment, reported precision of measured data, and agreement with other investigators. An extensive quantitative review of the Project 911 database uses statistical quality control (SQC) techniques, where individual data points are compared to the highest rated data value from the qualitative review. The SQC review also tests data values using thermodynamic relationships. Recommended data values and estimation techniques are delivered to the user by a new Visual Basic™ software product, Environ 2001™. Results to date show an error rate of 1.5% for nearly 130,000 data values in the Project 911 database.

Work in Progress: Western Michigan University Partnership with K-12 Teachers to Improve STEM Education

This paper describes activities and assessment outcomes related to a 3-day workshop held in October 2005 for practicing and pre-service K-12 teachers, offered for the second time by the authors. Six teachers from five K-12 school districts partnered with university faculty and two pre-service teachers to learn about the engineering design process; engineering and technology careers in general; and expectations for K-12 students interested in pursuing STEM-related college studies. Working with university faculty during the 2005-06 academic year, each of the workshop participants designed and constructed a STEM-related module for their classroom, including equipment and lesson plans, which met State of Michigan educational standards. The modules were classroom tested and feedback was documented for further module refinement. Improvements implemented as part of this second workshop, including using a project design notebook and sharing knowledge gained with other K-12 colleagues, and preliminary classroom evaluation showing increased student engagement are presented

Work in Progress - Development, Use, and Evaluation of Materials to Support STEM-related Activities in K-12 Classrooms

This paper focuses on the development, evaluation, and classroom testing of STEM-related teaching materials from a June 2004 workshop organized by Western Michigan University (WMU) Engineering Design Center for Service-Learning (EDCSL). The workshop introduced three practicing and two pre-service teachers to the engineering design process; provided them opportunities to develop STEM-related materials with assistance from WMU engineering and technology faculty; provided instruction in writing clear and useable STEM-related materials within the state-mandated curriculum guidelines; and, ultimately, provided relevant and appropriate materials for use in K-12 classrooms. Results from classroom testing and evaluation of materials developed during the workshop or other materials reformulated because of the workshop are presented

Work in progress: establishing an engineering design center for service-learning at Western Michigan University

This paper describes the first-year activities of the engineering design center for service-learning jointly established by the College of Engineering and Applied Sciences and the College of Education at Western Michigan University. The Center works in partnership with the local K-12 school system and campus volunteer groups to provide teaching materials, manipulatives, training, and after-school activities to support science, technology, engineering, and mathematics (STEM) instruction. The materials allow K-12 teachers to engage their students in hands-on learning of STEM topics, are designed to be age appropriate, and meet applicable state and school instructional standards. The center also integrates service-learning within the engineering curriculum. The outcomes for education students are that these future teachers will be capable of describing the work of engineers and technologists to K-12 students, and are able to use stimulating examples of real-world engineering and technology in teaching STEM topics. Engineering students can see an immediate impact of their work in the community outside their regular campus-related engineering studies.