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## Course Competencies

The Accreditation Board for Engineering and Technology (ABET) is a nonprofit, non-governmental accrediting agency for programs in applied and natural science, computing, engineering, and engineering technology. ABET accreditation provides assurance that a college or university program meets the quality standards of the profession for which that program prepares graduates. The following are course outcomes for ABET accreditation for this course.

- 1.0 Students will be able to identify, formulate, and solve complex engineering problems by applying principles of engineering, sc
- 1.4 Students will be able to use commercial process simulation software.
- 1.9 Students will exhibit critical and creative thinking skills for analysis and evaluation of problems and cause-effect relations
- 1.10 Students will be able to make order of magnitude estimates, assess reasonableness of solutions, and select appropriate levels
- 2.0 Students will be able to apply engineering design to produce solutions that meet specified needs with consideration of public
- 2.13 Students will be able to design a simple feedback loop to control process equipment.
- 7.0 Students will be able to acquire and apply new knowledge as needed, using appropriate learning strategies.
- 8.3 Students will be able to set up and solve transient mass balances.
- 8.4 Students will be able to set up and solve transient energy balances.
- 8.10 Students will have a qualitative understanding of the role of valves in process control.
- 8.30 Students will be able to tune a single feedback control loop.
- 8.31 Students will be able to define process control terminology and understand the following control strategies: feed-back control
- 8.32 Students will be able to fit data from step or pulse tests to linear models.
- 8.33 Students will understand the concept of a transfer function in classical control and be able to use transfer functions (Laplac
- 8.34 Students will be able to predict the closed-loop behavior and evaluate the stability of simple control loops.
- 8.35 Students will be able to use block diagrams to help determine system response characteristics.
- 8.36 Students will understand the concepts involved in multiple single control loops (e.g. distillation column control).
- 6.47 Students will understand process variables (e.g., P, T, flow rate, conc.) including procedures and equipment for their measure
- 8.48 Students will be able to use a process control system and understand the components of such a system.
- 8.49 Students will be able to explain and operate real process equipment.

#### Prior Competencies (2011-2017)

**Level 3 (Highest)**

- 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 about 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.