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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, science, and mathematics.
  • 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 relationships.
  • 1-10: Students will be able to make order of magnitude estimates, assess reasonableness of solutions, and select appropriate levels of solution sophistication.
  • 2-0: Students will be able to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
  • 2-13: Students will be able to design a simple feedback loop to control process equipment.
  • 6-1: Students will understand process variables (e.g., P, T, flow rate, conc.) including procedures and equipment for their measurement.
  • 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, feed-forward control, and cascade control; as well as the difference between linear and nonlinear systems.
  • 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 (Laplace domain) to approximate the behavior of control loops and their components.
  • 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).
  • 8-46: Students will be able to operate a process control system and understand the components of such a system.