Guide to Third and Fourth Year Chemical Engineering Mid-Year Edition.pdf

Guide to Chemical Engineering 3rd & 4th Year Courses Everything you need to know about third year courses and fourth year technical electives

2010-2011 Academic Year Prepared by the

Student Curriculum Committee (SCC)

2013-2014 Academic Year

GUIDE TO TECHNICAL ELECTIVES

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In this Catalogue... Welcome

5

APS301—Technology in Society & the Biosphere I

9

APS305—Energy Policy

9

BME440—Biomedical Engineering Technology & Investigation

10

BME455—Cellular & Molecular Bioengineering II

11

CHE311—Separation Processes

13

CHE322—Process Dynamics & Control

14

CHE323—Engineering Thermodynamics

15

CHE324—Process Design

17

CHE326—Thermodynamics & Kinetics Laboratory

20

CHE332—Applied Reaction Kinetics

21

CHE333—Chemical Reactions Engineering

23

CHE334—Team Strategies for Engineering Design

24

CHE341—Engineering Materials

25

CHE353—Engineering Biology

28

CHE354—Cell & Molecular Biology

30

CHE397—Communication Portfolio II

32

CHE403—Professional Practice

33

CHE412—Advanced Reactor Design

34

CHE451—Petroleum Processing

36

CHE460—Environmental Pathways & Impact Assessment

38

CHE462—Food Engineering

40

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CHE466—Bioprocess Engineering

42

CHE467—Environmental Engineering

44

CHE469—Fuel Cells & Electrochemical Conversion Devices

46

CHE471—Modelling in Chemical Engineering

48

CHE499—Thesis

50

CHE507—Data Based Modelling for Prediction & Control

51

CHE561—Risk Based Safety Management

52

CHE562—Chemical Properties of Polymers

54

CHE564—Pulp & Paper Processes

56

CHE565—Aqueous Process Engineering

58

CHE568—Nuclear Engineering

60

CHE575—Mechanical Properties of Bio-Comp. & Biomaterials

62

CHM415—Atmospheric Chemistry

64

CIV300—Terrestrial Energy Systems

66

CIV342—Water & Wastewater Treatment Processes

68

CIV375—Building Science

70

CIV440—Environmental Impact & Risk Assessment

72

MIE331—Physiological Control Systems

74

MIE515—Alternative Energy Systems

76

MIE516—Combustion &Fuels

78

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MIE517—Fuel Cell Systems

80

MSE330—Introduction to Polymer Engineering

82

MSE440—Biomaterial Processing & Properties

84

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Welcome! Whether you are using this booklet to choose your technical electives or just using it to gain some insight into third year courses, the Student Curriculum Committee (SCC) welcomes you! This is our very own anti-calendar. The purpose of this booklet is to give you course information you can only gain from experience. Stuff you need to make more informed decisions about how to go about choosing and tackling your courses. This is our mid year edition of the guide containing information from Fall 2012 and Winter 2012. We will issue an up to date version of this booklet during the summer with info from Winter 2013 courses so check back during August course enrollment. As you browse this catalogue, keep in mind that only the course descriptions provided by the departmental Engineering Calendar are official. For some courses we have included the latest grading scheme available to us, but remember that professors can and do make revisions to courses regularly and courses can change drastically from year to year. Where it applies we make reference to our source material. Also please note, the course statistics and comments are compiled and interpreted from surveys filled out by students and as such represent students’ perspectives. WE ASSUME NO RESPONSIBILITY AND OFFER NO GUARENTEES FOR THE ACCURACY OR THE CREDIBILITY OF THIS MATERIAL. As you read this catalogue you may notice that some courses are not featured or have far less information available then others. While we attempted to include something about every preapproved Chemical Engineering course the truth is that due to our limited resources some information is just not available to us. If you find incorrect information in this catalogue or would like to see something that’s not here consider contributing. After all this publication is powered by student input and the more that we get the better . If you are still confused about choosing technical electives after reading this booklet and you cannot find the answers you are looking for in the course calendar, our Chemical Engineering Undergraduate Student Counselor, Jane Park (WB216A), is available to help you out.

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About the Student Curriculum Committee (SCC) If this is your first time browsing this catalogue we’d like to introduce you to our student-run organization that gives chemical engineering students the opportunity to have their say about their curriculum. After all, learning is the most important part of your time here in the department. Our mandate is to:  Improve relations between chemical engineering students and their faculty  Act as a line of communication between chemical engineering students and

their faculty  Create and promote the development of a better chemical engineering

curriculum with the aid of both students and faculty  Help potential and existing students cope with and understand their curriculum

In short, we are the people you can approach with all your faculty and curriculum concerns. Need advice or information about a course you’re taking? Need information about the educational resources provided by the department? Have awesome ideas about how to improve your chemical engineering courses? Let us know about it, and we’ll be sure to look into it.

Access this Booklet Online This booklet, along with booklets for the other years, can be accessed online through the Portal: 1. Under “My Organizations Plus” click “Chemical Engineering Undergraduate Community” 2. Select “Documents” 3. Click “Student Curriculum Committee” 4. Select and view PDF version of all booklets.

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Acknowledgments/Contact Us If you have any suggestions, comments or feedback, or if you wish to join our group, contact us by speaking to one of our members or emailing us at:

[email protected] The following people have made this booklet possible:

        

Aleksandar Saric Julia Caldwell Bridget Mills Lisa Phin Praneet Bagga Rosanna Kronfli Arjang Tajbakhsh Rebecca Keeler Hussein Warfa

Logo Design By: Jonathan Horvatin Firm: Distilled Design Website: distilled-design.com Email: [email protected]

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How to Use This Booklet We have tried to included some information about every commonly chosen third and fourth year course and technical elective that has been preapproved by the faculty. Some courses have less information available due to our limited resources. Please note this booklet does not include every course that has been preapproved by the department of chemical engineering. Each course overview aims to include:  1. Official course descriptions as found in the Engineering Calendar (in red italic). 2. Course grading scheme. 3. Comments and advice complied from SCC course survey results. 4. Statistics complied from SCC course survey results. We have also created an easy set of icons to help identify each course’s minor eligibility and enrollment restriction.

Bioengineering Minor

Environmental Engineering Minor

Sustainable Energy Minor

Courses restricted to 4th year students

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Technology in Society & the Biosphere I

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APS301H1 F

Humanities and Social Science Elective Taught by: Professor W. Vanderburg Course Retake Rate: (Insufficient Data) Is Your Professor an Effective Lecturer? (Insufficient Data) This course teaches future engineers to look beyond their specialized domains of expertise in order to understand how technology functions within human life, society and the biosphere. By providing this context for design and decision-making, students will be enabled to do more than achieve the desired results by also preventing or significantly reducing undesired consequences. A more preventively-oriented mode of practicing engineering will be developed in four areas of application: materials and production, energy, work and cities. The emphasis within these topics will reflect the interests of the class. No Additional Information Available!

Energy Policy

Complimentary Studies Elective

APS305H1 S

Taught by: Professor A. Knox and A. White Course Retake Rate: (Insufficient Data) Is Your Professor an Effective Lecturer? (Insufficient Data) Introduction to public policy including the role and interaction of technology and regulation, policy reinforcing/feedback cycles; procedures for legislation and policy setting at the municipal, provincial and federal levels; dimensions of energy policy; energy planning and forecasting including demand management and conservation incentives; policy institution, analysis, implementation, evaluation and evolution; Critical analyses of case studies of energy and associated environmental policies with respect to conservation and demand management for various utilities and sectors; policy derivatives for varied economic and social settings, developing countries and associated impacts.

Marking Scheme (Based on Winter 2012 syllabus) Final Exam Midterm Exam Briefing Notes Project

50% 20% 15% 15%

No Additional Information Available!

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Biomedical Engineering Technology & Investigation BME440H1 S Prerequisite: CHE353H1 Taught by: Professor K. Truong Course Retake Rate: (Insufficient Data) Is Your Professor an Effective Lecturer? (Insufficient Data) An introduction to the principles of fundamental technologies used in biomedical engineering research including but not limited to tissue culture, protein assays or colorimetric enzymatic-based assays, spectroscopy, fluorescence microscopy, PCR, electrophoresis, DNA manipulation and transfection. Since these technologies enable the investigation of a wide range of research questions with important clinical implications, the main focus of the course is learning these technologies while subsequent application within the lab will allow evidence-based investigation into specific research questions. Scientific literature (both good and bad) pertaining to each technology will be reviewed as examples of conducting investigations.

Marking Scheme (Based on Winter 2012 Syllabus) Final Exam Lab Major Design Project

35% 35% 30%

No Additional Information Available!

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Cellular & Molecular Bioengineering II

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BME455H1 F

Prerequisite: CHE353H1 and CHE354H1 Taught by: Professor J. Audet Course Retake Rate: 100% (Based on 2 Responses) Is Your Professor an Effective Lecturer? Yes: 100% (Based on 2 Responses) Quantitative approach to understanding cellular behavior. Using engineering tools (especially derived from transport phenomena and chemical kinetics) to integrate and enhance what is known about mammalian cell behavior at the molecular level. The course combines mathematical modeling with biology and includes numerical methods, factorial design, statistics, empirical models, mechanistic models and mass transfer. Specific topics include: receptor-ligand interactions, cell adhesion and migration, signal transduction, cell growth and differentiation. Examples from gene therapy, and cellular and tissue engineering are used.

Marking Scheme (Based on Fall 2011 Syllabus) Final Exam Midterm Exam Lab Experiments Oral Presentations Quizzes

35% 25% 20% 10% 10%

Student Comments Previous students found that compared to other Bioengineering Minor courses this course puts a greater focus on the biomedical field. Previous students found the course load to be very heavy saying that you will need to do a lot of reading to keep up. As such, students recommend avoiding conflicts or missing lecture as catching up is time consuming and tedious. Students found Professor Audet to be knowledgeable and a good lecturer stating that she explains lecture material very well and is very approachable when students have questions. Despite the amount of work, students that have taken the course claim it is very informative and would still recommend it.

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Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 4 For 2012 - 2013 Year (red): 2 1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

The value of the course tutorial (if there is one) is?

-

25%

25%/50%

25%

25%/50%

The value of the course lecture is?

-

-

-

50%/50%

50%/50%

The value of the posted course notes (if any) is?

-

-

-

50%

50%

The value of the course text (if any) is? The relative difficulty of this course is?

No Formal Course Textbook -

-

50%

50%/50%

50%

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

(Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Separation Processes

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CHE311H1 S

Required Course Taught by: Professor R. Farnood Email: [email protected] Office: WB362 Course Retake Rate: (Survey Pending) Is Your Professor an Effective Lecturer? (Survey Pending) Staged equilibrium and rate governed separation processes for gases and liquids. Topics include equilibrium stage calculations, cascade separation, binary distillation, gas absorption and stripping, liquid-liquid extraction, membrane processes, adsorption and ion exchange. Experiments in fluid mechanics, heat transfer and related unit operations.

Marking Scheme Coming Soon!

Student Comments (Survey in Progress: Comments and statistics may change to include data from current semester)

The course lecture material involves a lot of basic math. Don’t panic, most questions can be solved by applying algorithms, so follow the basic steps and you should be fine. Students find Professor Farnood to be an excellent lecturer saying he explains everything you need to know. The textbook provides assigned problems but is a poor substitute for the lectures. Quizzes, midterms and exams will permit use of the textbook or an aid sheet. Questions from past exams may look familiar. A group project will be assigned involving AspenPlus. If you attended the tutorials in Process Design (CHE324), you should have no trouble with it. Please note, there are distinct differences between the Separation Processes labs and the Process Design labs since they involve theory from their respective courses. You will do 5 labs in total; one of which will be a construction lab. The construction lab will only be graded by Paul Jowlabar for preparation and execution. You will be unsupervised during the construction, but your final product will be scrutinized. Paul will deduct marks for the slightest mistakes. Make sure you examine your work space for any tools or material, because if you see it, then most likely it has to be used. Your other 4 labs will be chosen at random from a list of 9 to 11 (depending on the year). You may have to read ahead, as theory from future lectures will be needed to do some of the labs early on. Prepare for the labs in advance as you will find that much of the lab protocols are lacking and confusing. The reports are a large component of your lab mark so put effort into them. Make sure each group member contributes as the reports take time.

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Process Dynamics & Control

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CHE322H1 S

Required Course Taught by: Professor R. Mahadevan Email: [email protected] Office: WB326 Course Retake Rate: (Survey Pending) Is Your Professor an Effective Lecturer? (Survey Pending) The major goals of this course are to teach students how to model chemical processes and how to design control strategies for these processes. The first part of the course focuses on the types of interconnections encountered in chemical engineering, namely feedback, parallel and series connections, and their effect on the process dynamics. The second part of the course looks at the design of feedback, feedforward, cascade and multivariable control strategies for these processes and interprets these types of “engineered” interconnections in terms of the effect they have on the performance of the overall system. This course will make extensive use of interactive learning through computer simulation based on the MATLAB software package and its associated Simulink block diagram simulation environment.

Marking Scheme Coming Soon!

Student Comments (Survey in Progress: Comments and statistics may change to include data from current semester)

This course contains a lot of math but it’s simple compared to what you did during first year. Course material is straightforward but requires attentive study. It seems more complicated than it really is, so you just need a lot of practice. You will need the textbook for assigned practice problems, but it is a very poor substitute for lectures. Professor Mahadevan will provide excellent examples and is very attentive to questions. Be respectful during lectures, Professor Mahadevan has a very low tolerance for time wasting . Don’t come late to class as he will pick on you and ask you to introduce yourself (I know, creepy). Also, don’t talk when he’s talking; you will have the same fate as the late comers. You will do 7 to 9 MATLAB assignments using a simulation program called Simulink. These assignments will be done during mandatory tutorials and will be handed in at the end. Two of them will be chosen at random to be marked (it won’t be the first few). If your MATLAB skills are weak, don’t panic; there will be review tutorials. The TAs are extremely helpful during tutorials and will drop hints about material that is likely to appear on exams. There will be a lab assigned near the end of the semester. Don’t worry too much about it. The work involved in the lab is similar to the tutorials. There will be a TA supervising and he/she is usually very helpful when running the experiment. The lab is done one group at a time so you will have the TA’s undivided attention.

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Engineering Thermodynamics

CHE323H1 F

Required Course Taught by: Professor E. Acosta Email: [email protected] Office: WB131 Course Retake Rate: 38.5% (Based on 26 Responses) Is your professor an effective lecturer? Yes: 11.4% (Based on 44 Responses) Classical thermodynamics and its applications to engineering processes are introduced. Topics include: the concepts of energy, work and entropy; the first and second laws of thermodynamics; properties of pure substances and mixtures; the concepts of thermal equilibrium, phase equilibrium and chemical equilibrium; and heat engines and refrigeration cycles.

Marking Scheme (Based on Fall 2012 Syllabus) Final Exam Midterm 1 Midterm 2 Project & Pop Quizzes

35% 35% 20% 10%

Student Comments A warning: this course will be frustrating. Remember Physical Chemistry (CHE112)? Well, hope you want some more. Course material moves fast and most will find it difficult. It is imperative you keep up! Falling behind (especially early in the term) will cost you, as it’s very stressful trying to catch up. Most students find the tests to be murder. The first few evaluations will be a review of CHE112. These are the easiest marks to pick up so come out strong. Harder work early on will pay off later since the theory becomes more difficult as the course progresses. Tests questions will rarely resemble textbook or lecture examples so don’t bother memorizing solutions! Only genuine understanding will get you the best marks so do as many practice problems as possible. Students found lectures frustrating saying they were poorly organized. They found Professor Acosta enthusiastic but say his lectures and course notes are difficult to follow because of his messy writing style. They feel that the professor’s use of a tablet and OneNote during lectures contributes to the problem. They would like the professor’s lectures to be more concise and better structured as he has a tendency to go off on tangents while speaking. Students would also like to see more examples during lecture especially since tests consisted completely of calculations. Students found the textbook and tutorials to be excellent resources in clarifying the confusion from lectures. Some students specifically praised TA Doug Duffy stating they found him very helpful in explaining theory and appreciated his commitment to making sure student understood the material.

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Survey Results Number of Respondents: For 2011 - 2012 Year (blue): No Data For 2012 - 2013 Year (red): 44 1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

The value of the course tutorial (if there is one) is?

2.3%

4.5%

11.7%

36.4%

45.5%

The value of the course lecture is?

22.7%

29.5%

36.4%

9.1%

2.3%

The value of the posted course notes (if any) is?

27.2%

34.1%

25%

13.6%

-

The value of the course text (if any) is?

13.6%

20.5%

22.7%

31.8%

11.4%

The relative difficulty of this course is?

-

-

29.5%

54.5%

15.9%

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

(Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Process Design

CHE324H1 F

Required Course Taught by: Professor G. Norval Email: [email protected] Office: WB216C Course Retake Rate: 62.1% (Based on 29 Responses) Is Your Professor an Effective Lecturer? Yes: 98% (Based on 50 Responses) This course presents the philosophy and typical procedures of chemical engineering design projects. The course begins at the design concept phase. Material and energy balances are reviewed along with the design of single unit operations and equipment specification sheets. The impact of recycles on equipment sizing is covered. Safety, health and environmental regulations are presented. These lead to the development of safe operating procedures. The systems for developing Piping and Instrumentation diagrams are presented. Process safety studies such as HAZOPS are introduced. Typical utility systems such as steam, air and vacuum are discussed. Project economics calculations are reviewed.

Marking Scheme (Based on Fall 2012 Syllabus) Final Exam Midterm Exam Laboratory Assignment

40% 20% 35% 5%

Student Comments This course consists of two parts: a lecture/tutorial component and a practical laboratory component. This booklet will address student concerns about both parts separately: Lecture/Tutorial Component: This course takes the theory from Process Engineering (CHE208), Fluid Mechanics (CHE211) and Heat & Mass Transfer (CHE210), and teaches how all that theory applies to designing processes. You will design processes and size unit operations through practical problems. You will also examine ethics and safety through “failure and success” case studies. Most importantly you will learn Process Flow Diagrams (PFDs) and Piping and Instrumentation Diagrams (P&IDs), the language of engineering drawings. Lecture readings are posted on Blackboard however they are more detailed than what is necessary. Lectures will help you focus on the most important points. Tutorials will introduce you to AutoCAD and Aspen Plus, two programs necessary for fourth year Plant Design. Attend the tutorials because there is always an exam question concerning them. Avoid skipping lectures and tutorials. Professor Norval notices absentees and makes mental notes for future reference. He greatly appreciates effort and regular attendance.

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Laboratory Component: No, you don’t have a conflict. You just have a rotating schedule between your tutorials and labs. It is not as complicated as it looks, but rather than try to remember it, we advise making yourself a copy of your schedule on a calendar. Paul Jowlabar will explain the whole thing, and then Professor Ambidge will do the same. If you get confused, you can always consult the master schedule outside Paul’s lab. The laboratory component will provide 35% of your mark. There are 13 unit ops labs, of which you will randomly do 6 with your randomly assigned team. They vary in difficulty of preparation, execution and analysis, so your workload will depend on your luck. Each lab will have a pre-lab quiz where the majority of the lab marks will come from, so make an effort. You will need to do a pre-lab visit, and Paul does make mental notes of who attends. Last year students were required to do oral presentations rather than full lab reports. In addition to the labs there may be a team construction project which changes from year to year. This project will be accompanied by an oral quiz in pairs. Remember that many questions get recycled (including the end-of-term interviews). Never memorize an answer; understand the concept. Instead of posting your grades on blackboard, Paul will ask you to provide a “secret code” that only you will know is you. Be sure to give him a code at the start of the term, as it will be the only way to see your grades. Try to make sense of Paul’s instructions and read them thoroughly.

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Survey Results Number of Respondents: For 2011 - 2012 Year (blue): No Data For 2012 - 2013 Year (red): 51 1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

13.2%

7.9%

36.8%

34.2%

7.9%

The value of the course lecture is?

-

9.8%

23.5%

39.2%

27.4%

The value of the posted course notes (if any) is?

-

2%

17.6%

52.9%

27.4%

The value of the course tutorial (if there is one) is?

The value of the course text (if any) is? The relative difficulty of this course is?

No Formal Course Textbook -

19.6%

64.7%

15.7%

-

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

(Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Thermodynamics & Kinetics Laboratory

PAGE 20

CHE326H1 F

Required Course Taught by: Professor C. Ambidge Email: [email protected] Office: WB207 Course Retake Rate: (Survey Pending) Is Your Professor an Effective Lecturer? (Survey Pending) This one term laboratory course involves experiments investigating thermodynamics and kinetics, complimenting two courses this term. Thermodynamic experiments include phase equilibrium and calorimetry, and kinetics experiment. Includes investigations of rate constants and Arrhenius behaviour.

Marking Scheme Coming Soon!

Student Comments This laboratory complements theory taught in Engineering Thermodynamics (CHE323) and Applied Reaction Kinetics (CHE332) but unlike the Process Design laboratory this is a completely independent course and has no impact on your CHE323 or CHE332 grades so don’t expect it to save you. You will perform six labs and will make six presentations on the work you did using various presentation media (i.e. PowerPoint, blackboard and whiteboard). The lab protocols are straight forward and easy to follow. The protocols are posted in video format on Blackboard and take you through the entire experiment. Students have praised these video protocols saying they were well done and extremely helpful. They would like to see them implemented in other lab courses. You’ll have to try hard to fail this course but you’ll also have to be pretty good to get an A. Genuine effort in lab performance and a basic demonstration of theory will guarantee an acceptable passing grade. Have fun with it!

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Applied Reaction Kinetics

CHE332H1 F

Required Course Taught by: Professor C. Chin Email: [email protected] Office: WB353A Course Retake Rate: 46.4% (Based on 28 Responses) Is Your Professor an Effective Lecturer? Yes: 62.5% (Based on 40 Responses) The rates of chemical processes. Topics include: measurement of reaction rates, reaction orders and activation energies; theories of reaction rates; reaction mechanisms and networks; development of the rate law for simple and complex kinetic schemes; approach to equilibrium; homogeneous and heterogeneous catalysis. Performance of simple chemical reactor types.

Marking Scheme (Based on Fall 2012 Syllabus) Final Exam Term Tests (2) Quizzes (4) Problem Sets (5)

45% 40% (20% each) 10% 5% (1% each)

Student Comments Though not as bad as Engineering Thermodynamics this is the other course students generally find difficult during the first semester of third year. As the course name suggests, this course examines reactions through modelling and math. The key to this course is practice. Do lots of practice problems as test questions do not resemble examples and memorize solutions will not help. Previous students were frustrated with the course saying that the quizzes were fair but that not enough time was given on the midterm and that there was a significant disconnect between the midterm questions and the assigned problem sets. Students found Professor Chin to be tough and demanding saying that she keeps a rapid pace and expects students to pick up material quickly. For the most part students found Professor Chin’s lectures clear but say she focuses too much on theory. They would like to see more in-class examples especially since the textbook does not have solutions. Students claim that tutorials were the best resource for clarifying the confusion from lectures some specifically mentioning the TA Srinath as being particularly helpful and dedicated to explaining the material.

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Survey Results Number of Respondents: For 2011 - 2012 Year (blue): No Data For 2012 - 2013 Year (red): 47 1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

The value of the course tutorial (if there is one) is?

2.1%

10.6%

17%

38.3%

31.9%

The value of the course lecture is?

6.4%

4.3%

38.3%

42.6%

8.5%

The value of the posted course notes (if any) is?

27.2%

34.1%

25%

13.6%

-

The value of the course text (if any) is?

23.4%

25.5%

25.5%

25.5%

-

The relative difficulty of this course is?

-

-

17%

48.9%

34%

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

Applied Theoretical Computer Work Presentations Group Work

2012‐2013

Memorizing Writing Problem Solving 0%

20%

40%

60%

80% 100% 120%

Percentage of Respondents (Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Chemical Reactions Engineering

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CHE333H1 S

Required Course Taught by: Professor B. Saville Email: [email protected] Office: WB340 Course Retake Rate: (Survey Pending) Is Your Professor an Effective Lecturer? (Survey Pending) The rates of chemical processes. Topics include: measurement of reaction rates, reaction orders and activation energies; theories of reaction rates; reaction mechanisms and networks; development of the rate law for simple and complex kinetic schemes; approach to equilibrium; homogeneous and heterogeneous catalysis. Performance of simple chemical reactor types.

Marking Scheme Coming Soon!

Student Comments (Survey in Progress: Comments and statistics may change to include data from current semester)

If you ask current and former third year students most will tell you this is the most frustration course of third year. The course builds up on theory from CHE332 by introducing elements of reactor design. Some theory from CHE332 is repeated but not a lot. New material will come at you fast and will take significant effort to understand. Get ready to work! In an effort to help students better understand the material, last year, Professor Saville started posting all his lectures to Blackboard with the class time being used as extended tutorials for questions and sample problems. The idea was for students to watch lectures on their own and come to class with questions. Most students didn’t like this system since it effectively doubled “class time” without clarifying much of the confusion. Your grade will consist of computer work and written tests. You will do three computer quizzes and a design project using a mathematics simulation program called E-Z Solve. Put some effort into these as you will need the marks going into the tests. E-Z Solve is like a combination of C programming and MATLAB. If your coding skills are weak, don’t panic, as there will be a lecture and practice tutorial to introduce you to the program. If you can get your hands on old quizzes they’re good for practice, but don’t expect question recycling. It is highly advised that you do as many practice problems as possible. First do them using E-Z Solve and then pen and paper since the exam and midterm are written. The exam and midterm were open book in the past but don’t get comfortable, they will be punishing. The test length will guarantee that you will not be able to finish if you use the book to look up every equation and theory. Memorizing formulas will not work since tests will have a heavy focus on theory in addition to problem solving. Only genuine understanding will get top grades.

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Team Strategies for Engineering Design

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CHE334H1 S

Required Course Taught by: Professor G. Norval Email: [email protected] Office: WB216C Course Retake Rate: (Survey Pending) Is Your Professor an Effective Lecturer? (Survey Pending) In this course, team strategies including how teams work, how to lead and manage teams, and decision making methodologies for successful teams will be taught in the context of engineering design. The development of problem solving and design steps will be undertaken. This course will be taught with an emphasis on team development and problem solving as it relates to the practice of process safety management in engineering and engineering design. The teams will develop a PFD and P&ID’s, as well as an operating procedure for a portion of the process. Thus, environmental and occupational health and safety becomes the vehicle through which the teamwork is performed.

Marking Scheme Coming Soon!

Student Comments (Survey in Progress: Comments and statistics will change to incorporate data from current semester)

This is one of the least demanding courses you will take during third year with the exception of Communications Portfolio II (CHE298). Marks are based on a group project and a final exam. The groups will be the same as your CHE311 lab group. Course lectures will be an extension of the material learned in Process Design and APS111/APS112 but with a greater focus on the qualitative aspects of engineering design as opposed to the quantitative. Minimal effort will earn a passing grade but greater effort and attention to detail on the project will be rewarded. Temptation to skip lectures will be high but Professor Norval does notice who attends. Lectures will provide everything you need to pass the exam, which will be very simple. If you’re spending more than 4 hours studying for the exam, you are doing it wrong…

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Engineering Materials

CHE341H1 F

Required Course Taught by: Professors R. Newman and A. McGuigan Course Retake Rate: 24.6% (For R. Newman, Based on 61 Responses) 25.5% (For A. McGuigan, Based on 47 Responses) Is Your Professor an Effective Lecturer? Yes: 4.3% (For R. Newman, Based on 47 Responses) Yes: 92.8% (For A. McGuigan, Based on 28 Responses) This course advances the understanding of the use of materials in engineering design, with special emphasis on corrosion and the effect of chemical environment on long term failure modes. Students will learn how to apply material property data to specify materials for load bearing applications, thermal and other non-structural applications, and chemical containment and transport. Topics will include strength of materials concepts, an introduction to computerized materials databases, material failure modes and criteria, principles of corrosion, and practical applications of corrosion prediction and mitigation. Students are required to design a component of their choice and do a detailed materials selection as a major design project.

Marking Scheme (Based on Fall 2012 Syllabus) Final Exam Midterm Exam Design Project

40% 40% 20%

Student Comments As the name suggests, this is a materials course which builds on theory from CIV101 and MSE101. It was made mandatory two years ago because the department wanted to see better material selection in Plant Design projects (HINT!). The course has two sections: the first, on corrosion, is taught by Professor R. Newman and the second, on material performance, selection and design, is taught by Professor A. McGuigan. Previous students found the course only moderately difficult saying there is a significant disconnect between the two halves of the course. Some suggested only having one professor. Students did appreciate that the design assignment was incorporated into their PD projects. Most students found the corrosion section frustrating commenting that Professor Newman’s lectures were poorly structured and required extreme effort to follow. They found professor Newman’s speaking style sporadic, saying he often goes off on tangents during lectures. As such, students had difficulty understanding what to retain for tests and often memorized without understanding. They would like Professor Newman to provide more in-class examples that reflect what would be on the midterm. Students praised the corrosion tutorial claiming that they helped clarify a lot of the confusion from the lectures. Multiple students directly praised the corrosion TA Nick Senior, who they said was the reason why the tutorial was good. In contrast to the corrosion section students found Professor McGuigan’s lectures well structured and clear. They particularly enjoyed the step-by-step in class examples Professor McGuigan provided and would like to see something similar from Professor Newman. However, they found the second part of the course predominantly theoretical and they failed to see the usefulness of the lecture material to the field of Chemical Engineering . The general opinion is still that the course still doesn’t provide significant enough gains in exchanged for the lost technical elective.

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Survey Results (For section taught by A. McGuigan) Number of Respondents: For 2011 - 2012 Year (blue): 81 For 2012 - 2013 Year (red): 58 1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

The value of the course tutorial (if there is one) is?

23.5%/5.8%

12.3%/8.6%

35.8%/25.9%

19.8%/27.6%

8.6%/32.8%

The value of the course lecture is?

35.8%/5.2%

16%/20.7%

40.7%/43.1%

24.7%/24.1%

6.2%/6.9%

The value of the posted course notes (if any) is?

10.3%

24.1%

29.3%

25.9%

10.3%

The value of the course text (if any) is? The relative difficulty of this course is?

No Formal Course Textbook - /3.4%

4.9%/6.9%

48.1%/44.8%

32.1%/32.8%

14.8%/12.1%

(Data presented as percentage of total respondents who selected that value)

Course Characteristics (For section taught by A. McGuigan) Applied Theoretical Presentations Group Work

2012‐2013 2011‐2012

Memorizing Writing Problem Solving 0%

20%

40%

60%

80%

100%

Percentage of Respondents (Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Survey Results (For section taught by R. Newman) Number of Respondents: For 2011 - 2012 Year (blue): 81 For 2012 - 2013 Year (red): 77 1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

The value of the course tutorial (if there is one) is?

23.5%/1.3%

12.3%/9.1%

35.8%/22.1%

19.8%/33.8%

8.6%/33.8%

The value of the course lecture is?

35.8%/11.7%

16%/28.6%

40.7%/39%

24.7%/16.9%

6.2%/3.9%

The value of the posted course notes (if any) is?

10.4%

23.4%

33.8%

24.6%

7.8%

The value of the course text (if any) is? The relative difficulty of this course is?

No Formal Course Textbook - /2.6%

4.9%/5.2%

48.1%/39%

32.1%/37.7%

14.8%/15.6%

(Data presented as percentage of total respondents who selected that value)

Course Characteristics (For section taught by R. Newman) Applied Theoretical Presentations Group Work

2012‐2013 2011‐2012

Memorizing Writing Problem Solving 0%

20%

40%

60%

80%

100%

Percentage of Respondents (Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Engineering Biology

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CHE353H1 F

Exclusion: BME105H1 Taught by: Professors M. Sefton and C. Yip Course Retake Rate: 50% (Based on 8 Responses) Is Your Professor an Effective Lecturer? Yes: 38.5% (Based on 13 Responses) Using a quantitative, problem solving approach, this course will introduce basic concepts in cell biology and physiology. Various engineering modelling tools will be used to investigate aspects of cell growth and metabolism, transport across cell membranes, protein structure, homeostasis, nerve conduction and mechanical forces in biology.

Marking Scheme (Based on Fall 2012 Syllabus) Final Exam Midterm Exam Tutorials

60% 20% 20%

Student Comments This is the core course for the Bioengineering Minor. High school biology is not a prerequisite for any engineering program so this course assumes no previous background. As such, some of the material taught closely resembles high school level biology. Students without previous biology experience may have difficulty keeping up with the faster teaching pace while students with a biology background may find the course to be mostly review. Most students didn’t find the course material difficult. Some students found the course a little disorganized because of the two lecturer system. Professor M. Sefton uses and posts complete course notes. Students comment that Professor Sefton tends to occasionally go into unnecessarily greater technical detail during lectures. Professor C. Yip uses course slides with blanks that have to be filled in during lecture. He also enjoys using analogies to explain concepts which some students found very confusing. Students also commented that the course material on current research, which appeared on tests, didn’t contribute much to the course. They would like to see more lecture time spent course theory as opposed to obscure applications. Students found the course to be mostly memorization of facts. They recommend listening to lectures carefully as posted course notes aren’t very helpful without additional clarification. Tutorials are used to review lecture material and for assignments. These assignments are done in the tutorial so tutorials are mandatory. Students found these assignments to be easy marks, provided you have up to date notes and keep up with course readings. They also stated that the assignments are good preparation for the exam and midterm. Opinions were mixed about the value of the course text.

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Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 23 For 2012 - 2013 Year (red): 13 1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

- /7.7%

4.3%/ -

39.1%/23.1%

43.5%/23.1%

13%/46.2%

The value of the course lecture is?

21.7%/15.4%

30.4%/46.8%

26.1%/ -

17.4%/30.8%

4.3%/7.7%

The value of the posted course notes (if any) is?

7.7%

23.1%

30.8%

23.1%

15.4%

The value of the course text (if any) is?

13%/7.7%

34.8%/15.4%

30.4%/38.5%

17.4%/15.4%

4.3%/23.1%

The relative difficulty of this course is?

4.3%/ -

13%/23.1%

67.6%/53.8%

13%/7.7%

- /15.4%

The value of the course tutorial (if there is one) is?

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

(Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Cell & Molecular Biology

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CHE354H1 S

Prerequisite: CHE353H1 Taught by: Professor E. Master Course Retake Rate: (Survey Pending) Is Your Professor an Effective Lecturer? (Survey Pending) This course will cover the principles of molecular and cellular biology as they apply to both prokaryotic and eukaryotic cells. Topics will include: metabolic conversion of carbohydrates, proteins, and lipids; nucleic acids; enzymology; structure and function relationships within cells; and motility and growth. Genetic analysis, immunohistochemistry, hybridomis, cloning, recombinant DNA and biotechnology will also be covered. This course will appeal to students interested in environmental microbiology, biomaterials and tissue engineering, and bioprocesses.

Marking Scheme (Based on Winter 2012 Syllabus) Final Exam Tests (2) Assignment Lab Quizzes

40% 30% 10% 10% 10%

Student Comments (Survey in Progress: Comments and statistics will change to incorporate data from current semester)

Expanding on the topic of biochemical and cellular processes this course builds material from Engineering Biology (CHE353). First glances at the marking scheme will make this course seem intimidating. The wide distribution of marks means you have to keep on top of more things but it also means that one bad assignment or test won’t carry as much weight. Contrary to the expected opinion students commented that the work load is reasonable and that the course material is only moderately difficult. Student praised Professor Master’s lectures saying they were very well organized, well paced and of high clarity. They also found Professor Master’s to be extremely helpful and approachable. Lecture notes will be your greatest resource for understanding the material as students didn’t place much value on tutorials. Students found this course predominantly focuses on the memorization of facts coupled with some problem solving. They recommend paying attention to small details given in lectures because they can appear on tests. Term tests and exams are closed book with some select references permitted. Selected readings are assigned from recommended texts. Students didn’t find these readings very useful as they are a flood of information but they say material from them will be on tests.

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Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 9 For 2012 - 2013 Year (red): Survey Pending

The value of the course tutorial (if there is one) is? The value of the course lecture is?

1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

22.2%

66.7%

-

11.1%

-

-

-

-

44.4%

55.6%

The value of the posted course notes (if any) is?

No Data Available at This Time

The value of the course text (if any) is?

55.6%

44.4%

-

-

-

The relative difficulty of this course is?

-

-

77.8%

22.2%

-

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

(Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Communications Portfolio II

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CHE397H1 Y

Required Course This course builds on the work begun in CHE297Y. Each student will develop a portfolio of communication assignments completed in other university courses. Contents of the portfolio will demonstrate among them a range of skills: individual and group work, written and oral communications; expository, persuasive and research-based writings, and iterative composition. Students will generate a critical reflection on the items included in the portfolio. Those whose communication work is not up to standard will be provided with opportunity for remedial work. The course will allow for integration of communication work across the curriculum. Students who complete this course will be prepared to make presentations which are a part of the capstone course, CHE430Y Chemical Plant Design. The course will be offered on a credit/no credit basis. Students who receive no credit for this course must retake it in year 4. Marking Scheme Credit/No Credit (Based on Completing a Satisfactory Amount of Work) More Information Coming Soon!

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Professional Practice

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CHE403H1 S

Required Course Taught by: Various Lecturers Course Retake Rate: (Survey Pending) Is Your Professor an Effective Lecturer? (Survey Pending) In this course, lectures and seminars will be given by practicing engineers who will cover the legal and ethical responsibility an engineer owes to an employer, a client and the public with particular emphasis on environmental issues.

Marking Scheme Credit/No Credit (Based on Attendance) More Information Coming Soon!

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Advanced Reactor Design

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CHE412H1 S

Taught by: Professor C. Chin Course Retake Rate: (Survey Pending) Is Your Professor an Effective Lecturer? (Survey Pending) Heterogeneous reactors. Mass and heat transport effects including intraparticle transport effects (Thiele modulus). Stability for various rate laws, transport regimes. Time dependent issues deactivation/regeneration strategies. Emerging processes.

Marking Scheme (Based on Winter 2012 Syllabus) Final Exam Midterm Exam Assignments

40% 40% 20%

Student Comments (Survey in Progress: Comments and statistics will change to incorporate data from current semester)

Building on Chemical Reactions Engineering (CHE333), this course explores reactor design in greater detail by examining more elaborate reactors and reactions theory. Students found the course material interesting but very hard. This course was originally taught by Professors Saville and Norval. Professor Saville taught more complex theoretical reactions stuff that felt like more of CHE333. Professor Norval taught some theoretical stuff but supplemented with a heavy dose of applied qualitative material. Both these sections will now be taught by Professor Chin for the first time in the Winter 2013 semester, so we can only speculate on how she will handle the course. The midterm and exam carried the same weight and both permitted aid sheets. There is no confirmation on how Professor Chin might change this. Review MATLAB as some course material will involve differential computer algorithms to solve and understand. Problem setup and interpretation will be the most difficult part. Start working on problem sets early so you have time to ask questions and share ideas with your classmates. This will reduce the work burden significantly. Students are often reluctant to take this course based on experiences from CHE333. This course is not easy but don’t fear it if you show interest.

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Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 6 For 2012 - 2013 Year (red): Survey Pending

The value of the course tutorial (if there is one) is? The value of the course lecture is?

1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

16.7%

-

50%

16.7%

16.7%

-

16.7%

16.7%

50%

16.7%

The value of the posted course notes (if any) is?

No Data Available at This Time

The value of the course text (if any) is?

-

-

16.7%

33.3%

50%

The relative difficulty of this course is?

-

-

-

-

100%

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

(Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Petroleum Processing

PAGE 36

CHE451H1 F

Taught by: Professor H. Muhamad Course Retake Rate: 84.6% (Based on 26 Responses) Is Your Professor an Effective Lecturer? Yes: 17.1% (Based on 41 Responses) This course is aimed at surveying the oil industry practices from the perspective of a block flow diagram. Oil refineries today involve the large scale processing of fluids through primary separation techniques, secondary treating plus the introduction of catalyst for molecular reforming in order to meet the product demands of industry and the public. Crude oil is being shipped in increasing quantities from many parts of the world and refiners must be aware of the properties and specifications of both the crude and product slates to ensure that the crude is a viable source and that the product slate meets quality and quantity demands thus assuring a profitable operation. The course content will examine refinery oil and gas operations from feed, through to products, touching on processing steps necessary to meet consumer demands. In both course readings and written assignments, students will be asked to consider refinery operations from a broad perspective and not through detailed analysis and problem solving.

Marking Scheme (Based on Fall 2012 Syllabus) Final Exam Midterm Exam Short Assignments

55% 25% 20%

Student Comments This course is a broad introduction to petroleum refineries and their operations, recommended to anyone interested in the petroleum industry. Course material is predominantly qualitative, with some simple technical calculations. The course was originally taught by Professor H. Lafferty who stepped down a year ago. As such the course is in transition. According to current students the new lecturer H. Muhamad lectures using Professor Lafferty’s notes so there is minimal change in the lecture material. Lectures are mostly done through slides with posted supplementary notes that cover everything you need to know. Students didn’t think the course was very demanding (read: it’s easy) finding it convenient to take alongside Plant Design. Tutorial time is usually used for additional lectures so pay attention to avoid conflicts. Missed lectures are usually easy to recover from as the posted supplementary notes cover everything you need to know. Students found the lecturer unenthusiastic saying his speaking style is monotonous, quiet and difficult to focus on. Lectures often consist of course notes being read word for word. Because of this lectures tend to drag. Workload consists of 4-5 relatively simple problem sets. Students agree that problem sets and test are writing intensive with longer responses receiving higher marks. This usually results in tests being a time crunch. NEVER just answer test questions, instead write down EVERYTHING YOU KNOW about the questions subject matter. The course is popular and as such class sizes tend to be large. Course is highly recommended.

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Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 42 For 2012 - 2013 Year (red): 41 1 (very low)

2 (low)

The value of the course tutorial (if there is one) is?

3 (average)

4 (high)

5 (very high)

No Formal Tutorial

The value of the course lecture is?

2.4%/39%

14.3%/34.1%

11.9%/24.4%

28.6%/2.4%

38.1%/ -

The value of the posted course notes (if any) is?

-

-

7.3%

26.8%

65.9%

The value of the course text (if any) is? The relative difficulty of this course is?

No Formal Course Textbook 14.3%/12.2%

28.6%/43.9%

45.2%/41.2%

2.4%/2.4%

4.8%/ -

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

(Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Environmental Pathways & Impact Assessment

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CHE460H1 S

Taught by: Professor C. Jia Course Retake Rate: (Survey Pending) Is Your Professor an Effective Lecturer? (Survey Pending) Review of the nature, properties and elementary toxicology of metallic and organic contaminants. Partitioning between environmental media (air, aerosols, water, particulate matter, soils, sediments and biota) including bioaccumulation. Degradation processes, multimedia transport and mass balance models. Regulatory approaches for assessing possible effects on human health and ecosystems.

Marking Scheme (Based on Winter 2013 Syllabus) Final Exam Team Project Assignments

60% 25% 15%

Student Comments (Survey in Progress: Comments and statistics will change to incorporate data from current semester)

  This course examines how matter moves in the environment through modelling and is recommended to anyone considering a path in environmental studies. Students found Professor Jia to be an engaging and knowledgeable lecturer. They appreciated that course material was structure so as to start from base principles without prior knowledge being required. Go to all lectures as Professor Jia places high value on attendance and all the important material will be in the lectures. This course has no midterm. In place of the midterm are assignments throughout the semester. These assignments are handed out in class and are due one week afterwards. Students found the assignments to look intimidating at first but relatively simple when being done. There is a major group project due at the end of the semester. Note that groups for the project are assigned by the professor. Consult previous exams when studying as Professor Jia keeps his test structure constant. It is recommended that this course be taken without conflicts as everything is handed out and done in class. General consensus is that this course is good for your GPA.

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Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 20 For 2012 - 2013 Year (red): Survey Pending

The value of the course tutorial (if there is one) is? The value of the course lecture is?

1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

35%

55%

10%

-

-

-

5%

10%

20%

65%

The value of the posted course notes (if any) is?

No Data Available at This Time

The value of the course text (if any) is?

30%

35%

25%

10%

-

The relative difficulty of this course is?

-

10%

70%

20%

-

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

(Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Food Engineering

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CHE462H1 S

Taught by: Professor J. Yun Course Retake Rate: (Survey Pending) Is Your Professor an Effective Lecturer? (Survey Pending) The quantitative application of chemical engineering principles to the large-scale production of food. Food processing at the molecular and unit operation levels. The chemistry and kinetics of specific food processes. The application of chemical engineering unit operations (distillation, extraction, drying) and food specific unit operations such as extrusion, thermal processing refrigeration/freezing.

Marking Scheme (Based on Winter 2013 Syllabus) Final Exam Midterm Exam Seminar

40% 35% 25%

Student Comments (Survey in Progress: Comments and statistics will change to incorporate data from current semester)

This course is a must for anyone interested or considering employment in the food production or processing industries. Every major food processing technology is covered from thermal processing of foods to dairy processing, baking and oil extraction. This course has undergone some major revisions over the last couple of years and the current iteration seems to be popular with students. Students found the course material to be an interesting application of engineering principles and generally easy. They found Dr. Yun to be an engaging lecturer and appreciated the industry experience. They also found the guest lecturers interesting. However students also commented that the tutorials are severally lacking. Doing well in the course involves a lot of memorization. Students noted that most of the material is on the slides so catching up on a missed lecture is easy. In addition to the exam and midterm a large portion of your grade is from a seminar group project. In groups of at least 4 you will write a report and do a 20 minute presentation on a food processing technology. Marks are given for asking questions during other people’s presentations and there will be an exam question on a seminar presentation other than your own. For the sake of your classmates put some effort into making your presentation interesting.

 

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Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 8 For 2012 - 2013 Year (red): Survey Pending 1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

The value of the course tutorial (if there is one) is?

87.5%

12.5%

0%

0%

0%

The value of the course lecture is?

12.5%

25%

37.5%

12.5%

12.5%

The value of the posted course notes (if any) is?

No Data Available at This Time

The value of the course text (if any) is?

No Formal Course Textbook

The relative difficulty of this course is?

0%

50%

25%

25%

0%

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

(Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Bioprocess Engineering

PAGE 42

CHE466H1 F

Prerequisite: CHE353H1 Taught by: Professors E. Edwards, T. Vuong and D. Jeremic Course Retake Rate: 66.7% (Based on 3 Responses) Is Your Professor an Effective Lecturer? (Insufficient Data) An introduction to the biological and engineering principles relevant to the processing of biological materials and to processing using biological agents, such as cells, enzymes or antibodies. Topics to be covered include elementary microbiology, enzyme kinetics, immobilization of biocatalysts, bioreactor design/analysis and bioseparation processes.

Marking Scheme (Based on Fall 2011 Syllabus) Final Exam Midterm Exam Problem Sets Labs

50% 20% 20% 10%

Student Comments Though Cellular & Molecular Biology I (CHE354) is not a prerequisite the material in this course expands on what was taught in CHE354. Previous students greatly approve of Professor Edwards saying she is an excellent lecturer. Students noted that Professor Edwards likes to go slowly through the course material. This could be both helpful or tedious depending on your comfort level with the course material. The textbook is a good supplement but is a poor substitute for Professor Edwards’ detailed lectures. Students did not find the course particularly difficult. They found both the assigned problem sets and labs to be straight forward and generally easy marks. They did however comment that the labs did not contribute much to the learning experience of the course. The midterm is closed book but the final exam is open textbook.

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PAGE 43

Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 7 For 2012 - 2013 Year (red): 5 1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

- /20%

57.1%/40%

14.3%/20%

28.6%/ -

- /20%

The value of the course lecture is?

-

28.6%/ -

28.6%/40%

42.9%/40%

- /20%

The value of the posted course notes (if any) is?

-

-

40%

60%

-

The value of the course text (if any) is?

- /40%

-

85.7%/60%

-

14.3%/ -

The relative difficulty of this course is?

-

-

57.1%/100%

42.9%/ -

-

The value of the course tutorial (if there is one) is?

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

Applied Theoretical Presentations Group Work

2012‐2013

Memorizing

2011‐2012

Writing Problem Solving 0% 20% 40% 60% 80% 100% Percentage of Respondents

(Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Environmental Engineering

PAGE 44

CHE467H1 F

Taught by: Professors D. Kirk Course Retake Rate: 100% (Based on 6 Responses) Is Your Professor an Effective Lecturer? Yes: 100% (Based on 12 Responses) A course which treats environmental engineering from a broad based but quantitative perspective and covers the driving forces for engineering activities as well as engineering principles. Models which are used for environmental impact, risk analysis, health impact, pollutant dispersion, and energy system analysis are covered.

Marking Scheme (Based on Fall 2012 Syllabus) Final Exam Project Hand-in Problems Debates

50% 20% 15% 15%

Student Comments This course focuses on applying critical thinking to a broad range of environmental engineering topics including: sustainability, risk analysis, alternative energy systems, and legislation. Anyone interested in a policy focused discussion on environmental engineering and industry may want to consider this course. Most students agree that Professor D. Kirk is an interesting, enthusiastic and engaging lecturer with a strong understanding of the subject matter. Students in general didn’t find the course material too difficult but would have appreciated more examples and sample questions in class as it is occasionally difficult to know what from lectures can be on the final exam. Weekly debates and discussions on current environmental topics are held during mandatory tutorials so don’t take this course if you have a conflict. Students found these debates to be enjoyable and an interesting change of pace. They appreciated the debates as they forced them to think critically and learn in a unique way. Student advise being well prepared for these debates as they are marked and can get “intense”. Work is done mostly during tutorials with a few assignments given throughout the semester. There is no midterm. Consult past tests as Professor Kirk keeps test structure constant. Course is very popular.

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PAGE 45

Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 23 For 2012 - 2013 Year (red): 13 1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

23.8%/7.7%

9.5%/ -

28.6%/30.8%

38.1%/23.1%

- /38.5%

The value of the course lecture is?

9.5%/ -

4.8%/7.7%

9.5%/23.1%

52.4%/61.5%

23.8%/7.7%

The value of the posted course notes (if any) is?

-

-

23.1%

38.5%

38.5%

The value of the course tutorial (if there is one) is?

The value of the course text (if any) is?

No Formal Course Textbook

The relative difficulty of 14.3%/ 23.8%/30.8% 52.4%/46.2% - /23.1% this course is? (Data presented as percentage of total respondents who selected that value)

9.5%/ -

Course Characteristics Applied Theoretical Presentations Group Work 2012‐2013 Memorizing

2011‐2012

Writing Problem Solving 0%

20%

40%

60%

80%

100%

Percentage of Respondents (Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Fuel Cells & Electrochemical Conversion Devices

PAGE 46

CHE469H1 S

Exclusion: MIE517H1 Taught by: Professor D. Kirk Course Retake Rate: (Survey Pending) Is Your Professor an Effective Lecturer? (Survey Pending) The objective of this course is to provide a foundation for understanding the field of electrochemical conversion devices with particular emphasis on fuel cells. The topics will proceed from the fundamental thermodynamic in-system electodics and ionic interaction limitations to mass transfer and heat balance effects, to the externalities such as economics and system integration challenges. Guest lecturers from the fuel cell industry will be invited to provide an industrial perspective. Participants will complete a paper and in-class presentation.

Marking Scheme (Based of Winter 2013 Syllabus) Final Exam Team Project In-Class Problem Sets

60% 20% 20%

Student Comments (Survey in Progress: Comments and statistics will change to incorporate data from current semester)

Using a mix of problem solving and qualitative fact, this course is an all encompassing look into fuel cell and battery design, operation and performance analysis. The first couple of lectures cover a lot of electrochemical theory an underperforming topic in the undergraduate chemical engineering program. Students found the material interesting and a little on the difficult side. Course material is very specialized so anyone not looking to go specifically into the fuel cells or batteries industry should not consider this course. Professor Kirk is knowledgeable and enthusiastic about the subject matter but the tutorials are the best place to truly understand the material. The traditional midterm is replace by weekly CHE230 style, group assignments to be done and submitted in tutorial. This means that tutorials are mandatory. Evaluating knowledge in small chunks as opposed to one large midterm provides some flexibility if you are dealing with a heavy course load but it also requires you to remain disciplined in keeping up with the course material week to week. There is a combination design and research group project on a fuel cell or battery type near the end of the course that is time consuming but straight forward. There is no formal textbook but a couple of online texts are provided as a supplement. The course slides combined with lecture notes will be your most valuable resource.

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PAGE 47

Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 7 For 2012 - 2013 Year (red): Survey Pending 1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

The value of the course tutorial (if there is one) is?

-

-

-

57.1%

42.9%

The value of the course lecture is?

-

-

42.9%

14.3%

42.9%

The value of the posted course notes (if any) is?

No Data Available at This Time

The value of the course text (if any) is?

No Formal Course Textbook

The relative difficulty of this course is?

-

-

28.6%

71.4%

-

Course Characteristics

(Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Modelling in Chemical Engineering

PAGE 48

CHE471H1 F

Taught by:: Professor R. Farnood Course Retake Rate: (Insufficient Data) Is Your Professor an Effective Lecturer? Yes: 100% (Based on 1 Response) This course outlines the methodology for the modelling of physical systems and its applications. Topics will include a review of physical laws, selection of balance space, compartmental versus distributed models, and applications of the conservation laws including force, and energy balances for both discrete and continuous systems at the level of algebraic and ordinary differential equations. The course covers a wide range of applications including environmental issues, biochemical processes, biomedical systems, material science, transport phenomena, and unit operations.

Marking Scheme (Based on Fall 2011 Syllabus) Final Exam Midterm Exam Project

60% 30% 10%

Student Comments This course teaches modelling from first principles; there is no data analysis or MATLAB work. Lecture material focuses exclusively on applied problem solving using differential equation techniques. Problem subject matter is taken from all aspects of chemical engineering so the course is a good review of past chemical engineering principles. Students found the course very challenging and somewhat time consuming but say that the material is easy to follow since Professor Farnood is fun, a good lecturer and explains the material well. Most found the textbook unhelpful except for the assigned problems. Because of the intimidating subject matter the course is not particularly popular to take alongside Plant Design. Class sizes tend to be very small. This year there were only 3 students. This course will be moving to the second semester next year as a lot of potential students fear taking this course with Plant Design. The group project requires you to find (from literature) an engineering problem that was solved or can be solved using techniques taught in class. Lecture time is mostly spent on examples. Review examples and do assigned problems as test questions will have very similar setups. This course doesn’t test your ability to solve differential equations (though it is a small part). Most test marks are for correct problem setup and making valid simplifying assumptions. A good night’s sleep is better than cramming as it comes down to finding the simplifying trick that gets you around the unique “hitch” in each test problem. Course requires effort and is not for those looking for a free ride.

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PAGE 49

Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 9 For 2012 - 2013 Year (red): 1 1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

The value of the course tutorial (if there is one) is?

-

- /100%

22.2%/ -

55.6%/ -

22.2%/ -

The value of the course lecture is?

-

-

11.1%/ -

22.2%/ -

66.7%/100%

The value of the posted course notes (if any) is?

No Posted Course Notes

The value of the course text (if any) is?

33.3%/100%

11.1%/ -

55.6%/ -

-

-

The relative difficulty of this course is?

-

-

11.1%/ -

44.4%/100%

44.4%/ -

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

(Data presented as percentage of total respondents who believe the characteristic applies to the course)

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PAGE 50

Thesis

CHE499H1 Y

The course consists of a research project conducted under the supervision of a senior staff member. The project may have an experimental, theoretical or design emphasis. Each thesis will contain a minimum 60% combined Engineering Science and Engineering Design (with a minimum of 10% in each component). This course is open to students with permission of the Department and research project supervisor.

Marking Scheme (Based on 2011-2012 Syllabus) Thesis Document and Research Effort December Progress Report January Poster Presentation April Final Presentation

70% 10% 10% 10%

Student Comments Thesis is a full-year independent research project. It is your responsibility to find a supervisor. You should start approaching professors in January or February. If you’re not sure you want to do a thesis, here are some things to consider:  Thesis is independent and unstructured. It requires a lot of self-discipline to dedicate the one or two days each week so as not to fall behind. While many students end up having to dedicate less time to thesis in the fall semester for Plant Design, they definitely make it up in second semester by doubling or tripling their efforts.  Thesis is research experience. This is very different from the laboratory work that you did in second or third year. It is a great way to determine if research is something that interests you. Remember that not all research involves doing chemical experiments (though many students’ projects do). You can also do computer-based research, such as modelling. It is important to note that the department strongly recommends having research experience if you plan to apply for a Master of Applied Science.  Thesis is a LOT of work. Do not take thesis if you are looking for easy credits. You will put more work into thesis than you would for any two regular courses. When deciding on a supervisor, there are many valuable resources for information. The department’s site has descriptions of the research interests of the professors, so you know what they study – Leaders of Tomorrow also runs research days in January where they present their work. Every lab is different, and has different projects to offer students; some projects focus on modelling, while some are very hands-on. Every professor has a different research interest and different leadership style – some have weekly meetings, some are very hands-off. Ultimately, it’s up to you to find a professor and a project that is the most interesting to you and you’ll get the most out of.

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Data-Based Modelling for Prediction & Control

PAGE 51

CHE507H1 S

Taught by: Professor W. Cluett Course Retake Rate: (Survey Pending) Is Your Professor an Effective Lecturer? (Survey Pending) This course will teach students how to build mathematical models of dynamic systems and how to use these models for prediction and control purposes. The course will deal primarily with a system identification approach to modelling (using observations from the system to build a model). Both continuous time and discrete time representations will be treated along with deterministic and stochastic models. This course will make extensive use of interactive learning by having students use computer based tools available in the MATLAB software package (e.g. the System Identification Toolbox and the Model Predictive Control Toolbox). More Information Coming Soon! Professor Cluett was on sabbatical for the 2011-2012 school year so we will be conducting surveys for his course for the first time this semester.

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Risk Based Process Safety Management

PAGE 52

CHE561H1 S

Taught by: Professor E. Alp Course Retake Rate: (Survey Pending) Is your professor an effective lecturer? (Survey Pending) This course provides an introduction to Process Safety Management. The historical drivers to improve safety performance are reviewed and the difference between safety management and occupational health and safety is discussed. National and international standards for PSM are reviewed. Risk analysis is introduced along with techniques for process hazard analysis and quantification. Consequence and frequency modelling is introduced. Risk based decision making is introduced, and the course concludes with a discussion of the key management systems required for a successful PSM system.

Marking Scheme (Based on Winter 2012 Syllabus) Final Exam Midterm Exam Assignments Quizzes

40% 30% 25% 5%

Student Comments (Survey in Progress: Comments and statistics will change to incorporate data from current semester)

This course looks at risk assessment theory in greater detail, looking at methods used in industry to identify hazards and to quantify and mitigate risk. Students found the material interesting and consider it extremely important to professional development. However they also agree that the course moves too quickly, with a lot of testable information being thrown out in a short time. Students found that a course worth of material was being tested on the midterm. Students would have appreciated a slower pace with more time being taken to show practical examples especially on abstract and unintuitive theory. Because of the rapid pace you shouldn’t take this course with a conflict. The full lecture and tutorial time is used for presenting new material. You will need the course text for the open book midterm and exam. Recommended texts are available in the library. Note any random and seemingly off-topic things the professor writes on the board during lectures, they can show up on quizzes and tests. Most topics are covered in lecture but you are expected to know some theories that only appear in the readings. Course is a lot of work but is worth the effort to put on your resume.

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Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 13 For 2012 - 2013 Year (red): Survey Pending

The value of the course tutorial (if there is one) is? The value of the course lecture is?

1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

15.4%

23.1%

30.8%

23.1%

7.7%

-

-

38.5%

38.5%

23.1%

The value of the posted course notes (if any) is?

No Data Available at This Time

The value of the course text (if any) is?

-

38.5%

23.1%

23.1%

15.4%

The relative difficulty of this course is?

-

7.7%

23.1%

15.4%

53.8%

(Data presented as percentage of total respondents who selected that value)

Course Characteristics Applied Theoretical Presentations Group Work 2011‐2012 Memorizing Writing Problem Solving 0%

20%

40%

60%

80%

100%

Percentage of Respondents (Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Chemical Properties of Polymers

PAGE 54

CHE562H1 F

Exclusion: MSE330H1 & CHM426H1 Taught by: Professors T. Bender and M. Winnik Course Retake Rate: 83.3% (Based on 6 Responses) Is Your Professor an Effective Lecturer? (insufficient Data) Several methods of polymer synthesis and characterization are discussed. This includes a discussion on the mechanism of step polymerization and chain polymerization by radical or ionic techniques. Further detail is provided on emulsion vs. Solution vs. Bulk polymerization methods and the associated kinetics of polymerization. Several polymer characterization techniques are introduced, including gel permeation chromatography, differential scanning calorimetry, thermal gravimetric analysis, among others.

Marking Scheme (Based on Fall 2011 Syllabus) Final Exam Midterm Exam Quizzes

50% 25% 25%

Student Comments Previous students found this course informative and for the most part enjoyable. They found Professor Bender to be the better lecturer stating that they enjoyed how he presents in-class examples and goes through the calculations step-by-step. They would like to see something similar from Professor Winnik. Students found Professor Winnik to be enthusiastic but heavily theoretical in his lecturing. As such students had difficulty following his lectures and examples. Students also wished they had more example problems in tutorial.

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Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 2 For 2012 - 2013 Year (red): 7 1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

- /14.3%

- /14.3%

100%/57.1%

-

- /14.3%

The value of the course lecture is?

-

- /14.3%

50%/14.3%

22.2%/28.6%

50%/42.9%

The value of the posted course notes (if any) is?

-

-

28.6%

42.9%

28.6%

The value of the course tutorial (if there is one) is?

The value of the course text (if any) is?

No Formal Course Textbook

The relative difficulty of this course is?

-

-

- /71.4%

- /28.6%

100%/ -

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

Applied Theoretical Presentations Group Work

2012‐2013

Memorizing

2011‐2012

Writing Problem Solving 0%

50%

100%

150%

Percentage of Respondents (Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Pulp & Paper Processes

PAGE 56

CHE564H1 S

Taught by: Professors E. Master, P. Earl and M. Nejad Course Retake Rate: (Survey Pending) Is Your Professor an Effective Lecturer? (Survey Pending) The processes of pulping, bleaching and papermaking are used to illustrate and integrate chemical engineering principles. Chemical reactions, phase changes and heat, mass and momentum transfer are discussed. Processes are examined on four scales: molecular, diffusional, unit operations and mill. In the tutorial each student makes several brief presentations on selected topics and entertains discussion.

Marking Scheme (Based on Winter 2013 Syllabus) Final Exam Midterm Exam Assignments

45% 35% 20%

Student Comments (Survey in Progress: Comments and statistics will change to incorporate data from current semester)

As the name suggests this course is for anyone interested in a broad introduction to the processes involved in pulp and paper production. This course is coordinated by Professor Master. In the past this course had multiple professors and guest lecturers throughout the term each covering specific topics related to the pulp and paper industry. Lecture styles varied from lecturer to lecturer and as such the quality of lectures fluctuated. Students found this method of lecturing disjointed leading to overlap of material between lecturers. They had difficulty determining what needed to be retained for tests and assignments. In order to remediate this, the course will be modified this year to have 3 lecturers. Students found lecture material interesting and only moderately difficult but they also found that the course require a lot of memorization. Several assignments are given throughout the term. Since these assignments are a collaborative effort among several lecturers the type of questions are a grab bag. Students would have liked to have more formal tutorials throughout the term as they had a lot of questions about the assignments. They would also have liked to see more examples with respect to assignment questions. Course is very eclectic and in flux.

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Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 26 For 2012 - 2013 Year (red): Survey Pending 1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

The value of the course tutorial (if there is one) is?

15.4%

19.2%

34.6%

30.8%

-

The value of the course lecture is?

3.8%

11.5%

30.8%

30.8%

23.1%

The value of the posted course notes (if any) is?

No Data Available at This Time

The value of the course text (if any) is?

69.2%

7.7%

19.2%

-

3.8%

The relative difficulty of this course is?

-

3.8%

53.8%

34.6%

7.7%

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

Applied Theoretical Presentations Group Work 2011‐2012

Memorizing Writing Problem Solving 0% 20% 40% 60% 80% 100% Percentage of Respondents

(Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Aqueous Process Engineering

PAGE 58

CHE565H1 F

Taught by:: Professor V. Papangelakis Course Retake Rate: (Insufficient Data) Is Your Professor an Effective Lecturer? (Insufficient Data) Application of aqueous chemical processing to mineral, environmental and industrial engineering. The course involves an introduction to the theory of electrolyte solutions, mineralwater interfaces, dissolution and crystallization processes, metal ion separations, and electrochemical processes in aqueous reactive systems. Applications and practice of (1) metal recovery from primary (i.e. ores) and secondary (i.e. recycled) sources by hydrometallurgical means, (2) treatment of aqueous waste streams for environmental protection, and (3) production of highvalue-added inorganic materials.

Marking Scheme (Based on Fall 2011 Syllabus) Final Exam Midterm Exam Quizzes (2)

60% 20% 20%

Student Comments This course was not held for the Fall 2012 semester but will be back next year. Previous students found that some of the course content repeats from past courses, making it easier to keep up with the material. They found the problem sets very helpful for preparing for the tests. Professor Papangelakis is very knowledgeable about the subject matter but is also very demanding and expects some critical thinking from his students.

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Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 5 For 2012 - 2013 Year (red): Course Not Held 1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

The value of the course tutorial (if there is one) is?

-

-

80%

20%

-

The value of the course lecture is?

-

-

40%

20%

40%

The value of the posted course notes (if any) is?

No Data Available at This Time

The value of the course text (if any) is?

40%

-

20%

20%

20%

The relative difficulty of this course is?

20%

-

60%

20%

-

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

Applied Theoretical Presentations Group Work 2011‐2012

Memorizing Writing Problem Solving 0%

50%

100%

150%

Percentage of Respondents (Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Nuclear Engineering

PAGE 60

CHE568H1 S

Exclusion: MIE414H1 Taught by: Professor E. Jelinski Course Retake Rate: (Survey Pending) Is Your Professor an Effective Lecturer? (Survey Pending) Fundamental and applied aspects of nuclear engineering. The structure of the nucleus; nuclear stability and radioactive decay; the interaction of radiation with matter including radiological health hazards; the interaction of neutrons including cross-sections, flux, moderation, fission, neutron diffusion and criticality. Poison buildup and their effects on criticality. Nuclear engineering of reactors, reactor accidents, and safety issues.

Marking Scheme (Based on Winter 2013 Syllabus) Final Exam 40% Midterm Exam 40% Problem Sets & Quizzes 20%

Student Comments (Survey in Progress: Comments and statistics will change to incorporate data from current semester)

This is not a traditional nuclear chemistry course. Course material focuses on the design and operation of CANDU nuclear reactors, supplemented with nuclear chemistry theory as needed. Course is recommended for anyone interested in the Canadian nuclear industry. Students found the qualitative subject matter simple but found it tedious to memorize all the necessary material. The professor is knowledgeable and enthusiastic but lectures lacked obvious goals and don’t build in a logical manner. As such students have a difficult time figuring out what concepts they need to retain for tests and problem sets. There is a lot of posted reading material. Students found that the most tedious part of the course was skimming through these documents hunting for supplemental information not mentioned in lectures but needed to do the problem sets and tests. The majority of work comes from 10-12 weekly problem sets. Students found these assignments long, tedious and time consuming and don’t feel that the marks allocated reflect the amount of effort required to do them properly. Tests and problem sets are marked based on key words and concepts. Each question looks for specific points so writing point form answers on assignments and tests is acceptable. Long answers will not get you more marks only hitting the specific points will. Course tests and assignments are highly consistent so doing the problem sets will give you an excellent idea of what will be on the midterm and exam. Making friends with people who have already taken this course is highly recommended. Course is straightforward but very time and effort intensive.

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Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 8 For 2012 - 2013 Year (red): Survey Pending

The value of the course tutorial (if there is one) is?

1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

87.5%

-

12.5%

-

-

-

12.5%

50%

37.5%

-

The value of the course lecture is? The value of the posted course notes (if any) is?

No Data Available at This Time

The value of the course text (if any) is?

37.5%

-

25%

25%

12.5%

The relative difficulty of this course is?

-

-

25%

50%

25%

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

Applied Theoretical Presentations Group Work 2011‐2012

Memorizing Writing Problem Solving 0%

50%

100%

150%

Percentage of Respondents (Data presented as percentage of total respondents who believe the characteristic applies to the course)

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PAGE 62

Mechanical Properties of Bio-Comp. & Biomaterials CHE575H1 F Taught by: Professor N. Yan Course Retake Rate: 50% (Based on 2 Responses) Is Your Professor an Effective Lecturer? Yes: 50% (Based on 2 Responses) The course provides an overview on mechanical properties of biological materials, biomaterials for biomedical applications, and bio-fiber reinforced composites based on renewable resources with a focus on their viscoelastic and dynamic behavior. General principles related to elasticity, linear viscoelasticity, and composite reinforcement theory will be introduced. Some testing and measurement techniques for these properties will be also discussed.

Marking Scheme (Based on Fall 2011 Syllabus) Final Exam Midterm Exam Project Assignments

45% 25% 20% 10%

Student Comments This course incorporates and expands on material science theory as it applies to biocomposite materials. Be warned, this is not a classic biology course. This course is mostly material science dealing with composite materials and involves a lot of calculations and derivations. Anyone looking to compliment what they learned in other material courses should consider this course. Students found the initial course material easy but noticed that the difficulty of calculations increases significantly (really significantly!) as the course proceeds. Students also found Professor N. Yan knowledgeable and enthusiastic but had some difficulty following lectures. Professor Yan likes to work with the board, often inadvertently turning lectures into transcribing sessions during long derivations. These lectures often leave students with unanswered questions. Without a textbook for comparison, note taking errors occasionally occur with long and important equations. Students usually rely on tutorials for resolving confusion. Class sizes are usually small. There are 2 problem based assignments and a short, simple write-up on a Forestry Department lab visit. Be aware of the research project later in the course. You and a partner will need to submit a report and presentation around the time of Plant Design presentations so do not put it off. Tests are a combination of definitions and calculations, some of which involve derivations. Attend guest lectures as material from them will be on the final exam. Course is of average difficulty but has a very focused subject matter so take it only if you’re interested.

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PAGE 63

Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 4 For 2012 - 2013 Year (red): 2 1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

The value of the course tutorial (if there is one) is?

-

-

25%/ -

50%/100%

25%/ -

The value of the course lecture is?

-

-

25%/ -

75%/50%

- /50%

The value of the posted course notes (if any) is?

-

-

50%

50%

-

The value of the course text (if any) is?

No Formal Course Textbook

The relative difficulty of this course is?

-

-

25%/ -

75%/100%

-

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

Applied Theoretical Presentations Group Work

2012‐2013

Memorizing

2011‐2012

Writing Problem Solving 0%

50%

100%

150%

Percentage of Respondents (Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Atmospheric Chemistry

PAGE 64

CHM415H1 S

Taught by: Professor J. Abbatt Course Retake Rate: (Survey Pending) Is Your Professor an Effective Lecturer? (Survey Pending) This course considers the chemistry occurring in the Earths atmosphere, with emphasis on developing molecular-level understanding of the photochemistry, free-radical kinetics, and heterogeneous chemistry that occurs. Topics include stratospheric ozone depletion, trace gas oxidation, urban air pollution, acid rain, and the connections between aerosols and climate.

Marking Scheme (Based on Winter 2012 Syllabus) Final Exam Problem Sets Midterm Exam Project

35% 25% 20% 20%

Student Comments (Survey in Progress: Comments and statistics will change to incorporate data from current semester)

This is a fairly popular course among chemical engineering students because course material is similar to second year Environmental Chemistry (CHE230). Because of the review of material some chemical engineering students may find parts of this course slow. Students found the course to be of moderate difficulty, stating that in general the professor did a good job of explaining concepts in the lectures. They also noted that the textbook readings were good for clarifying any difficult concepts and are worth the time. The course does not have a formal tutorial so ask questions during office hours or after class. The majority of the assigned problem sets are theoretical problem solving. The final project is a choice between two tasks and can potentially involve some computational work. Students appreciated the flexibility in having some choice with the final project. Previous students warn that the pace of the course is somewhat quick so it is important to stay on top of work. Be warned, the professor intends to change up the structure of the course in the coming year so some of this information may not apply.

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Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 13 For 2012 - 2013 Year (red): Survey Pending 1 (very low)

2 (low)

The value of the course tutorial (if there is one) is? The value of the course lecture is?

3 (average)

4 (high)

5 (very high)

30.8%

23.1%

No Course Tutorial -

The value of the posted course notes (if any) is?

-

46.2%

No Data Available at This Time

The value of the course text (if any) is?

-

15.2%

46.2%

15.2%

23.1%

The relative difficulty of this course is?

-

15.2%

69.2%

15.2%

-

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

(Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Terrestrial Energy Systems

PAGE 66

CIV300H1 F/S

Exclusion: EDV300H1 Taught by: Professor I. Sinclair Course Retake Rate: 60% (Based on 5 Responses) Is Your Professor an Effective Lecturer? Yes: 100% (Based on 5 Responses) Various earth systems for energy transformation, storage and transport are explored. Geological, hydrological, biological, cosmological and oceanographic energy systems are considered in the context of the Earth as a dynamic system, including the variation of solar energy received by the planet and the redistribution of this energy through various radiative, latent and sensible heat transfer mechanisms. It considers the energy redistribution role of large scale atmospheric systems, of warm and cold ocean currents, the role of the polar regions, and the functioning of various hydrological systems. The contribution and influence of tectonic systems on the surface systems is briefly introduced, as well the important role of energy storage processes in physical and biological systems, including the accumulation of fossil fuel reserves.

Marking Scheme (Based on Winter 2013 Syllabus) Final Exam Tutorial Tests Short Assignment

50% 46% (Best 3 out of 4) 4%

Student Comments This is the core courses for the Sustainable Energy minor in addition to being a technical elective option to a variety of disciplines so class sizes will be massive (150+ students). Because of the high demand this course is now offered in both semesters. It was originally taught exclusively by professor B. Karney. It is unclear if Professor Karney will come back to lecturing in the 2013-2014 year. He is still involved with the course but this year (2012-2013) lectures are given by Professor I. Sinclair. Students stated that Professor Sinclair is a good lecturer delivering course material in a very clear manner. Previous students have also found Professor Karney to be an excellent lecturer saying he is enthusiastic, clear and fun. Students found the material to be easy with a lot of theory being high school level science. At some parts the course material can be confusing. Students found the course text to be extremely helpful in clarifying this confusion. The textbook comes highly recommended. The large class sizes make questions difficult. Unfortunately students found the tutorial unhelpful despite the fact that it was the best opportunity to ask questions. A lot of the course is memorization of qualitative facts with some minor calculations. Potential in-class “bonus” assignments can come up but you need to be in lecture to do them. Do the assigned problems as they are simple and resemble the format of test questions. Tests are a combination of multiple choice questions and short/long answer questions. Marking of short/long answer questions operates on a “key phrase” system where they are looking for you to hit on specific points about the subject matter. This will cause frustration and potentially cost marks as long answers may not necessarily mean more marks. Include diagrams in your short answer questions to supplement your explanations and only write short points as they will be the most effective. Old marking schemes indicate that a good drawing is worth just as much as a comprehensive explanation.

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PAGE 67

Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 31 For 2012 - 2013 Year (red): 5 1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

45.2%/80%

25.8%/ -

19.4%/20%

9.7%/ -

-

The value of the course lecture is?

-

9.7%/ -

22.6%/60%

38.7%/ -

29%/40%

The value of the posted course notes (if any) is?

20%

-

40%

40%

-

The value of the course text (if any) is?

19.4%/ -

35.5%/ -

29%/40%

12.9%/40%

3.2%/20%

The relative difficulty of this course is?

6.5%/ -

32.3%/20%

54.8%/40%

6.5%/40%

-

The value of the course tutorial (if there is one) is?

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

Applied Theoretical Presentations Group Work

2012‐2013

Memorizing

2011‐2012

Writing Problem Solving 0%

20%

40%

60%

80% 100% 120%

Percentage of Respondents (Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Water & Wastewater Treatment Processes

PAGE 68

CIV342H1 F

Exclusion: CIV540H1 Taught by: Professor M. Manshouri Course Retake Rate: 66.7% (Based on 6 Responses) Is Your Professor an Effective Lecturer? Yes: 50% (Based on 8 Responses) Principles involved in the design and operation of water and wastewater treatment facilities are covered, including physical, chemical and biological unit operations, advanced treatment and sludge processing.

Marking Scheme (Based on Fall 2012 Syllabus) Final Exam Quizzes Labs (4)

60% 24% 16% (4% Each)

Student Comments As the name suggests this course is an examination of water and wastewater treatment processes. Most of the lecture material is application based. Despite being a CIV course the course material incorporates a lot of chemical engineering principles and is usually very popular among chemical engineering students. The class demographic can be advantageous for chemical engineering students as the course has to move at a slower pace to accommodate civil engineering student who do not have a chemical engineering background. Students did not find the course material difficult but they do consider it time consuming. Lecture material is posted on Blackboard but important parts are left out and have to be filled in during lectures. In general students found the lecture helpful in understanding the material saying that the professor is good lecturer with a clear and systematic lecturing style. Assigned practice problems are a combination of problem solving and memorization. The course also has 4 mandatory labs that students found both easy and interesting. Previous tests generally stick to a “plug and play” formula where you plug information into a formula and get an answer.

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PAGE 69

Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 12 For 2012 - 2013 Year (red): 9 1 (very low)

2 (low)

The value of the course tutorial (if there is one) is?

3 (average)

4 (high)

5 (very high)

No Formal Tutorial

The value of the course lecture is?

- /11.1%

- /22.2%

25%/33.3%%

41.7%/22.2%

33.3%/11.1%

The value of the posted course notes (if any) is?

-

11.1%

22.2%

55.6%

22.2%

The value of the course text (if any) is? The relative difficulty of this course is?

No Formal Course Textbook -

33.3%/11.1%

66.7%/88.9%

-

-

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

(Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Building Science

PAGE 70

CIV375H1 F

Exclusion: CIV575H1 Taught by: K. Pressnail Course Retake Rate: 50% (Based on 2 Responses) Is your professor an effective lecturer? Yes: 100% (Based on 3 Responses) The fundamentals of the science of heat transfer, moisture diffusion, and air movement are presented. Using these fundamentals, the principles of more sustainable building enclosure design, including the design of walls and roofs are examined. Selected case studies together with laboratory investigations are used to illustrate how the required indoor temperature and moisture conditions can be maintained using more durable and more sustainable designs.

Marking Scheme No Information Available!

Student Comments Previous students describe this course as an application of heat and mass transfer theory to buildings. They say that course material is very applicable to real life and is very chemical engineering friendly. Because of the lecture material, a lot of the work will involve problem sets. Students state that the professor is an excellent lecturer.

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PAGE 71

Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 4 For 2012 - 2013 Year (red): 3 1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

The value of the course tutorial (if there is one) is?

-

-

25%/ -

25%/66.7%

50%/33.3%

The value of the course lecture is?

-

25%/ -

25%/ -

- /66.7%

50%/33.3%

The value of the posted course notes (if any) is?

-

66.7%

-

33.3%

-

The value of the course text (if any) is?

No Formal Course Textbook

The relative difficulty of this course is?

-

50%/100%

50%/ -

-

-

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

Applied Theoretical Presentations Group Work

2012‐2013

Memorizing

2011‐2012

Writing Problem Solving 0%

50%

100%

150%

Percentage of Respondents (Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Environmental Impact & Risk Assessment

PAGE 72

CIV440H1 S

Taught by: Professor M. Manshouri Course Retake Rate: (Survey Pending) Is your professor an effective lecturer? (Survey Pending) The process and techniques for assessing and managing the impacts on and risks to humans and the ecosystem associated with engineered facilities, processes and products. Both biophysical and social impacts are addressed. Topics include: environmental assessment processes; environmental legislation; techniques for assessing impacts; engineering risk analysis; health risk assessment; risk management and communication; social impact assessment; cumulative impacts; environmental management systems; the process of considering alternative methods for preventing and controlling impacts; and stakeholder involvement and public participation. Examples are drawn from various engineering activities and facilities such as energy production, chemical production, treatment plants, highways and landfills.

Marking Scheme (Based on Winter 2013 Syllabus) Final Exam Midterm Research Paper

50% 40% 10%

Student Comments (Survey in Progress: Comments and statistics will change to incorporate data from current semester)

A lot of the material in this course is already incorporated into CHE460 (Environmental Pathways & Impact Assessment) taught by Professor Jia. This course requires a lot of reading and memorization. In general it tends to focus more on qualitative fact as opposed to equivalent CHE courses which focus more on the mathematical aspects of environmental analysis. As such this course is a good alternative to students who may not find CHE460 appealing. Student did not find the material particularly challenging. The professor posts all lecture notes on Blackboard. Don’t skip out on lectures as the professor is known to take attendance. The professor likes to give out practice question in class. You should pay attention to these questions as they will likely turn up on quizzes and tests. Students have commented that tests are essentially regurgitating lecture information onto paper.

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PAGE 73

Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 4 For 2012 - 2013 Year (red): Survey Pending

The value of the course tutorial (if there is one) is? The value of the course lecture is?

1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

100%

-

-

-

-

-

25%

25%

25%

25%

The value of the posted course notes (if any) is?

No Data Available at This Time

The value of the course text (if any) is?

75%

-

50%

-

-

The relative difficulty of this course is?

-

50%

50%

-

-

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

Applied Theoretical Presentations Group Work 2011‐2012

Memorizing Writing Problem Solving 0%

20%

40%

60%

80%

100%

120%

Percentage of Respondents (Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Physiological Control Systems

PAGE 74

MIE331H1 S

Prerequisite: CHE353H1 F Taught by: Professor M. Nagai Course Retake Rate: (Survey Pending) Is your professor an effective lecturer? (Survey Pending) The purpose of this course is to provide undergraduate engineering students with an introduction to physiological concepts and selected physiological control systems present in the human body. Due to the scope and complexity of this field, this course will not cover all physiological control systems but rather a selected few such as the neuromuscular, cardiovascular, and endocrine control systems. This course will also provide an introduction to the structures and mechanisms responsible for the proper functioning of these systems. This course will combine linear control theory, physiology, and neuroscience with the objective of explaining how these complex systems operate in a healthy human body. The first part of the course will provide an introduction into physiology and give an overview of the main physiological systems. The second part of the course will focus on the endocrine system and its subsystems, including glucose regulation, thyroid metabolic hormones, and the menstrual cycle. The third part of the course will include discussion on the cardiovascular system and related aspects such as cardiac output, venous return, control of blood flow by the tissues, and nervous regulation of circulation. The fourth and final section of the course will focus on the central nervous system, the musculoskeletal system, proprioception, kinaesthetic, and control of voluntary motion.

Marking Scheme (Based on Winter 2012 Syllabus) Final Exam Tests (3)

40% 60% (20% Each)

Student Comments (Survey in Progress: Comments and statistics will change to incorporate data from current semester)

Students enjoyed this course, and found the lecturer to be knowledgeable and engaging. There is a disconnect between the physiology and the control systems sections, despite the professors best efforts. Much of the control systems material in taught in tutorial.

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PAGE 75

Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 2 For 2012 - 2013 Year (red): Survey Pending 1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

-

-

-

-

100%

The value of the course lecture is?

50%

50%

The value of the posted course notes (if any) is?

No Data Available at This Time

The value of the course text (if any) is?

No Formal Course Textbook

The value of the course tutorial (if there is one) is?

The relative difficulty of this course is?

-

50%

50%

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

(Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Alternative Energy Systems

PAGE 76

MIE515H1 F

Taught by: Professor J. Wallace Course Retake Rate: 88.9% (Based on 9 Responses) Is Your Professor an Effective Lecturer? Yes: 92.9% (Based on 14 Responses) This course covers the basic principles and design of selected alternative energy systems. Systems discussed include solar thermal systems, solar photovoltaic, wind technology, fuel cells, and energy storage. Limited enrolment.

Marking Scheme (Based on Fall 2012 Syllabus) Final Exam Midterm Exam Assignments (6) Discussion Participation Simulation Project

44% 30% 12% 4% 10%

Student Comments This course is conduct completely online with no formal tutorial and lectures being posted in video format on Blackboard. Lecture material examines unconventional energy systems involving solar, wind and fuel cell energy. The online format of the course means that you don’t have a fixed lecture time to meet. This can be very helpful when scheduling around Plant Design. However this also means you need to be disciplined and make sure you keep up with the course material. There is no tutorial so any questions you may have will be answered via discussion board. This may create some difficulty if you have a really complex question. Most students agree that the lecture videos are superb and do an excellent job of explaining the course material. They find Professor J. Wallace to be an excellent lecturer. Students state that the course material is straightforward and relatively easy. Course material is predominantly theoretical and applied problem solving. Problem sets are assigned bi-weekly and despite taking some time they are good motivators for keeping up with the course material. Don’t get intimidate by all the equations, the final test is open book (Type X). Course is highly recommended.

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PAGE 77

Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 8 For 2012 - 2013 Year (red): 15 1 (very low)

2 (low)

The value of the course tutorial (if there is one) is?

3 (average)

4 (high)

5 (very high)

No Formal Tutorial

The value of the course lecture is?

-

- /6.7%

- /6.7%

25%/26.7%

75%/40%

The value of the posted course notes (if any) is?

-

-

-

40%

60%

The value of the course text (if any) is? The relative difficulty of this course is?

No Formal Course Textbook - /6.7%

25%/13.3%

75%/60%

- /20%

-

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

(Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Combustion & Fuels

PAGE 78

MIE516H1 F

Taught by: Professor M. Thomson Course Retake Rate: 100% (Based on 2 Responses) Is Your Professor an Effective Lecturer? Yes: 60% (Based on 5 Responses) Introduction to combustion theory. Chemical equilibrium and the products of combustion. Combustion kinetics and types of combustion. Pollutant formation. Design of combustion systems for gaseous, liquid and solid fuels. The use of alternative fuels (hydrogen, biofuels, etc.) and their effect on combustion systems.

Marking Scheme (Based on Fall 2011 Syllabus) Final Exam Midterm Exam Assignments

50% 30% 20%

Student Comments This course examines the theory involved in solid, liquid and gas fuel combustion at the microscopic and macroscopic level. Despite being an MIE course there is a heavy focus on chemical engineering theory and review of heat transfer, fluid mechanics, reaction kinetics and thermodynamics. Students found the material challenging but manageable. They also found Professor M. Thomson knowledgeable and an effective lecturer. Students enjoyed Professor Thomson’s combined use of the chalkboard and slides for his lectures as he uses both effectively. The work load is not heavy but catching up on missed material can be difficult so don’t skip lectures intentionally. A problem set is assigned about every two weeks. Note that some of these problem sets are computationally intensive requiring some Excel simulations. The midterm and exam resemble the problem sets but there is usually an additional hitch to every question that can only be overcome with good understanding of the material. Course readings can be helpful in clarifying concepts but keeping up with the readings during Plant Design can be difficult. The hard cover version of the course textbook in the U of T Bookstore is extremely expensive (seriously it’s practically criminal!). Look for online sellers or ask upper years to find cheaper copies. Course comes highly recommended by previous students.

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PAGE 79

Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 20 For 2012 - 2013 Year (red): 5 1 (very low)

2 (low)

The value of the course tutorial (if there is one) is?

3 (average)

4 (high)

5 (very high)

No Formal Tutorial

The value of the course lecture is?

-

- /40%

15%/20%

60%/ -

25%/40%

The value of the posted course notes (if any) is?

20%

-

80%

-

-

The value of the course text (if any) is?

- /40%

10%/ -

40%/40%

45%/20%

5%/ -

The relative difficulty of this course is?

-

- /20%

35%/20%

60%/60%

5%/ -

.(Data presented as percentage of total respondents who selected that value)

Course Characteristics

(Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Fuel Cell Systems

PAGE 80

MIE517H1 S

Taught by: Professor O. Kesler Course Retake Rate: (Survey Pending) Is Your Professor an Effective Lecturer? (Survey Pending) Thermodynamics and electrochemistry of fuel cell operation and testing; understanding of polarization curves and impedance spectroscopy; common fuel cell types, materials, components, and auxiliary systems; high and low temperature fuel cells and their applications in transportation and stationary power generation, including co-generation and combined heat and power systems; engineering system requirements resulting from basic fuel cell properties and characteristics.

Marking Scheme (Based on Winter 2013 Syllabus) Final Exam Midterm Exam Assignments

50% 30% 20%

Student Comments (Survey in Progress: Comments and statistics will change to incorporate data from current semester)

Previous students say the material taught in this course is the same to material taught in Fuel Cells & Electrochemical Conversions Devices (CHE469), the course taught by Professor D. Kirk. They recommend taking this course over CHE469 as this course is easier.

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PAGE 81

Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 2 For 2012 - 2013 Year (red): Survey Pending 1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

The value of the course tutorial (if there is one) is?

-

-

100%

-

-

The value of the course lecture is?

-

-

-

100%

-

The value of the posted course notes (if any) is?

No Data Available at This Time

The value of the course text (if any) is?

-

100%

-

-

-

The relative difficulty of this course is?

-

50%

50%

-

-

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

(Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Introduction to Polymer Engineering

PAGE 82

MSE330H1 F

Exclusion: CHE562H1 Taught by: Professor W. Baker Course Retake Rate: 100% (Based on 1 Response) Is Your Professor an Effective Lecturer? Yes: 100% (Based on 1 Response) This broad overview course begins with an introduction to polymer synthesis, followed by discussion of molecular structure, microstructure and material macrostructure of polymers leading to an understanding of polymer properties and performance. The important processing operations which are used to convert raw polymers into finished products will be discussed and some quantified. Brief consideration will be given to product design/material selection issues and the environmental implications of polymers. Several leading edge examples from the electronics, transportation and medical industries are introduced during the course.

Marking Scheme Final Exam Midterm Exam Quizzes (4)

65% 23% 12%

No Additional Information Available!

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PAGE 83

Survey Results Number of Respondents: For 2011 - 2012 Year (blue): 4 For 2012 - 2013 Year (red): 1 1 (very low)

2 (low)

3 (average)

4 (high)

5 (very high)

The value of the course tutorial (if there is one) is?

-

-

-

25%/100%

75%/ -

The value of the course lecture is?

-

-

25%/ -

50%%/100%

25%/ -

The value of the posted course notes (if any) is?

-

-

100%

-

-

The value of the course text (if any) is?

-

75%/ -

25%/100%

-

-

The relative difficulty of this course is?

-

-

100%/100%

-

-

(Data presented as percentage of total respondents who selected that value)

Course Characteristics

Applied Theoretical Presentations Group Work

2012‐2013

Memorizing

2011‐2012

Writing Problem Solving 0%

50%

100%

150%

Percentage of Respondents (Data presented as percentage of total respondents who believe the characteristic applies to the course)

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Biomaterial Processing & Properties

PAGE 84

MSE440H1 F

Taught by: Professor S. Ramsay Course Retake Rate: 50% (Based on 2 Responses) Is Your Professor an Effective Lecturer? Yes: 100% (Based on 1 Response) Currently used biomaterials for formation of surgical implants and dental restorations include selected metals, polymers, ceramics, and composites. The selection and processing of these materials to satisfy biocompatibility and functional requirements for applications in selected areas will be presented. Materials used for forming scaffolds for tissue engineering, and strategies for repair, regeneration and augmentation of degenerated or traumatized tissues will be reviewed with a focus on biocompatibility issues and required functionality for the intended applications.

Marking Scheme (Based on Fall 2011 Course Syllabus) Final Exam Tests (2) Journal Presentation Term Paper Quizzes Assigned Questions

45% 20% 15% 10% 5% 5%

Student Comments The few Chemical Engineering students who have taken this course state that the course is interesting. Some commented that they enjoyed the in-class discussions during lectures. Other mentioned that the lecture material tends to drag during some points. They didn’t enjoy two months being dedicated to bones and joints and would like to see some of that material being dedicated to other biomaterials. They also felt that the professor should not dedicate a full lecture to giving feedback on the journal presentations. However students noted that the course is very tailored towards the needs of Material Engineering student. They could note attend tutorials because of a conflict with Plant Design and it made difficult

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PAGE 85

Survey Results Number of Respondents: For 2011 - 2012 Year (blue): No Data For 2012 - 2013 Year (red): 1 1 (very low)

2 (low)

The value of the course tutorial (if there is one) is?

3 (average)

4 (high)

5 (very high)

No Data Available

The value of the course lecture is?

-

-

-

-

100%

The value of the posted course notes (if any) is?

-

-

-

-

100%

-

-

The value of the course text (if any) is? The relative difficulty of this course is?

No Formal Course Textbook -

-

100%

(Data presented as percentage of total respondents who selected that value)

No Additional Information Available!