## Main.CourseCompetencies History

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* %list list-cat%~~ ~~Students will be able to solve steady-state, overall, material and energy balances for systems which include one or more of the following: recycle, multiple units, chemical reactions.

* %list list-cat%~~ ~~Students will be able to tune a single feedback control loop.

* %list list-cat%

to:

* %list list-cat%Students will be able to solve steady-state, overall, material and energy balances for systems which include one or more of the following: recycle, multiple units, chemical reactions.

* %list list-cat%Students will be able to tune a single feedback control loop.

* %list list-cat%Students will be able to tune a single feedback control loop.

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Students will be able to perform preliminary valve sizing and understand the interaction of the valve with other process components.

to:

* %list list-cat%Students will learn aboout chemical processes, units, and corresponding equipment related to process control.

* %list list-cat%Students will be able to set up and solve simple transient material balances.

* %list list-cat%Students will be able to derive batch, CSTR, and PFR performance equations from general material balances.

* %list list-cat%Students will demonstrate familiarity with process control terminology and understand the following control strategies: feed-back control, feed-forward control, and cascade control; as well as the difference between linear and nonlinear systems.

* %list list-cat%Students will be able to write and solve ODE’s that describe the transient behavior of simple lumped-parameter systems.

* %list list-cat%Students will be able to fit data from step or pulse tests to approximate linear models.

* %list list-cat%Students will understand the concept of a transfer function in classical control and be able to use transfer functions (Laplace domain) to approximate the transient behavior of elements in a feedback control loop.

* %list list-cat%Students will be able to predict the closed-loop behavior and evaluate the stability of simple control loops.

* %list list-cat%Students will understand and be able to use tuning relationships for PID controllers.

* %list list-cat%Students will be able to use block diagrams to help determine system response characteristics.

* %list list-cat%Students will demonstrate familiarity and experience with the application of process control principles on an industrial control system.

* %list list-cat%Students will be able to use a process simulator to conduct process control.

* %list list-cat%Students will understand and have a basic knowledge of how safety and environmental considerations are incorporated into engineering problem solving.

* %list list-cat%Students will understand the principles involved in selecting a control valve.

* %list list-cat%Students will be able to design a simple feedback loop to control process equipment.

* %list list-cat%Students will be able to perform preliminary valve sizing and understand the interaction of the valve with other process components.

* %list list-cat%Students will be able to set up and solve simple transient material balances.

* %list list-cat%Students will be able to derive batch, CSTR, and PFR performance equations from general material balances.

* %list list-cat%Students will demonstrate familiarity with process control terminology and understand the following control strategies: feed-back control, feed-forward control, and cascade control; as well as the difference between linear and nonlinear systems.

* %list list-cat%Students will be able to write and solve ODE’s that describe the transient behavior of simple lumped-parameter systems.

* %list list-cat%Students will be able to fit data from step or pulse tests to approximate linear models.

* %list list-cat%Students will understand the concept of a transfer function in classical control and be able to use transfer functions (Laplace domain) to approximate the transient behavior of elements in a feedback control loop.

* %list list-cat%Students will be able to predict the closed-loop behavior and evaluate the stability of simple control loops.

* %list list-cat%Students will understand and be able to use tuning relationships for PID controllers.

* %list list-cat%Students will be able to use block diagrams to help determine system response characteristics.

* %list list-cat%Students will demonstrate familiarity and experience with the application of process control principles on an industrial control system.

* %list list-cat%Students will be able to use a process simulator to conduct process control.

* %list list-cat%Students will understand and have a basic knowledge of how safety and environmental considerations are incorporated into engineering problem solving.

* %list list-cat%Students will understand the principles involved in selecting a control valve.

* %list list-cat%Students will be able to design a simple feedback loop to control process equipment.

* %list list-cat%Students will be able to perform preliminary valve sizing and understand the interaction of the valve with other process components.

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Students will demonstrate familiarity and experience with chemical process

Students will understand the concepts involved in multiple single loops in applications like simple distillation column control.

to:

* %list list-cat%Students will be able to set up and solve transient energy balances

* %list list-cat%Students will demonstrate familiarity and experience with chemical process equipment.

* %list list-cat%Students will understand the concepts involved in multiple single loops in applications like simple distillation column control.

* %list list-cat%Students will demonstrate familiarity and experience with chemical process equipment.

* %list list-cat%Students will understand the concepts involved in multiple single loops in applications like simple distillation column control.

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ChE 436 Competencies

to:

!! ChE 436 Competencies

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Level 3

to:

!!! Level 3

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Students will be able to tune a single feedback control loop.

to:

* %list list-cat% Students will be able to solve steady-state, overall, material and energy balances for systems which include one or more of the following: recycle, multiple units, chemical reactions.

* %list list-cat% Students will be able to tune a single feedback control loop.

* %list list-cat% Students will be able to tune a single feedback control loop.

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Level 2

to:

!!! Level 2

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Level 1

to:

!!! Level 1

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ChE 436 Competencies

Level 3

Students will be able to solve steady-state, overall, material and energy balances for systems which include one or more of the following: recycle, multiple units, chemical reactions.

Students will be able to tune a single feedback control loop.

Level 2

Students will learn aboout chemical processes, units, and corresponding equipment related to process control.

Students will be able to set up and solve simple transient material balances.

Students will be able to derive batch, CSTR, and PFR performance equations from general material balances.

Students will demonstrate familiarity with process control terminology and understand the following control strategies: feed-back control, feed-forward control, and cascade control; as well as the difference between linear and nonlinear systems.

Students will be able to write and solve ODE’s that describe the transient behavior of simple lumped-parameter systems.

Students will be able to fit data from step or pulse tests to approximate linear models.

Students will understand the concept of a transfer function in classical control and be able to use transfer functions (Laplace domain) to approximate the transient behavior of elements in a feedback control loop.

Students will be able to predict the closed-loop behavior and evaluate the stability of simple control loops.

Students will understand and be able to use tuning relationships for PID controllers.

Students will be able to use block diagrams to help determine system response characteristics.

Students will demonstrate familiarity and experience with the application of process control principles on an industrial control system.

Students will be able to use a process simulator to conduct process control.

Students will understand and have a basic knowledge of how safety and environmental considerations are incorporated into engineering problem solving.

Students will understand the principles involved in selecting a control valve.

Students will be able to design a simple feedback loop to control process equipment.

Students will be able to perform preliminary valve sizing and understand the interaction of the valve with other process components.

Level 1

Students will be able to set up and solve transient energy balances

Students will demonstrate familiarity and experience with chemical process equipment.

Students will understand the concepts involved in multiple single loops in applications like simple distillation column control.

Level 3

Students will be able to solve steady-state, overall, material and energy balances for systems which include one or more of the following: recycle, multiple units, chemical reactions.

Students will be able to tune a single feedback control loop.

Level 2

Students will learn aboout chemical processes, units, and corresponding equipment related to process control.

Students will be able to set up and solve simple transient material balances.

Students will be able to derive batch, CSTR, and PFR performance equations from general material balances.

Students will demonstrate familiarity with process control terminology and understand the following control strategies: feed-back control, feed-forward control, and cascade control; as well as the difference between linear and nonlinear systems.

Students will be able to write and solve ODE’s that describe the transient behavior of simple lumped-parameter systems.

Students will be able to fit data from step or pulse tests to approximate linear models.

Students will understand the concept of a transfer function in classical control and be able to use transfer functions (Laplace domain) to approximate the transient behavior of elements in a feedback control loop.

Students will be able to predict the closed-loop behavior and evaluate the stability of simple control loops.

Students will understand and be able to use tuning relationships for PID controllers.

Students will be able to use block diagrams to help determine system response characteristics.

Students will demonstrate familiarity and experience with the application of process control principles on an industrial control system.

Students will be able to use a process simulator to conduct process control.

Students will understand and have a basic knowledge of how safety and environmental considerations are incorporated into engineering problem solving.

Students will understand the principles involved in selecting a control valve.

Students will be able to design a simple feedback loop to control process equipment.

Students will be able to perform preliminary valve sizing and understand the interaction of the valve with other process components.

Level 1

Students will be able to set up and solve transient energy balances

Students will demonstrate familiarity and experience with chemical process equipment.

Students will understand the concepts involved in multiple single loops in applications like simple distillation column control.