Tue Nov 10 12:31:08 2009
| Effective Term: |
New:
1109 - Fall 2010 Old: 1089 - Fall 2008 |
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Catalog Description: |
New:
Theory
of chemical, physical, and biological processes in treating water and
wastewater. Sequencing of processes. Design of treatment
facilities. Impact on society. Old: Theory of chemical, physical, and biological processes in treating water and wastewater. Sequencing of processes. Design of treatment facilities. |
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CCE Catalog Description: |
New:
Only include CCE Catalog Description in CCE Catalog. This course will cover the underlying theory of the different chemical, physical and biological processes that are used in treating water and wastewater and their impact on society. In addition, the sequencing of processes and the design of treatment facilities will be presented. Old: Only include CCE Catalog Description in CCE Catalog. This course will cover the underlying theory of the different chemical, physical and biological processes that are used in treating water and wastewater. In addition, the sequencing of processes and the design of treatment facilities will be presented. |
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Term(s) most frequently offered: |
New:
Spring Old: Fall, Spring |
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Course Prerequisites for Catalog: |
New:
CE 3501 or CHEN 2001 Old: 3501 |
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Faculty Sponsor Name: |
New:
Timothy M. LaPara Old: |
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Faculty Sponsor E-mail Address: |
New:
lapar001@umn.edu Old: |
| Student Learning Outcomes: |
* Student in the course:
- Can identify, define, and solve problems
New:
Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. Students are taught to design specific unit operations for treatment of drinking water and of municipal wastewater. How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated. Students' learning will be assessed by specific questions/problems assigned on homeworks and on examinations. Old: unselected - Understand the role of creativity, innovation, discovery, and expression across disciplines
New:
Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. The goal of engineering is to optimize performance versus cost for a given set of conditions. In this course, students are taught an array of technologies to treat drinking water and municipal wastewater - they are then provide loose guidelines to identify the best technology for the most common set of occurrences. How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated. Students are taught basic principles for design and then they are asked to formulate an optimum design for a given set of conditions. These design problems appear on homeworks and on examinations. Old: unselected |
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Requirement this course fulfills: |
New:
TS
- TS Technology and Society
Old: |
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Criteria for Theme Courses: |
Describe how the course meets the specific bullet points for the proposed theme
requirement. Give concrete and detailed examples for the course syllabus, detailed outline,
laboratory material, student projects, or other instructional materials or methods. Theme courses have the common goal of cultivating in students a number of habits of mind:
New: The common goals of liberal education themes are satisfied by: 1. Students are required to think about the role of drinking water treatment and municipal wastewater treatment in today's society. This includes discussions of past treatment practices and potential changes in treatment practices as affecting public health and environmental quality. 2. CE 4502 discusses the role of drinking water treatment and municipal wastewater treatment as prerequisites to modern society. Of particular interest is the funding of treatment and the distribution of cost among the community versus the benefits of individuals and communities. 3. CE 4502 explicitly connects scientific knowledge to actual practice through numerous means, including (but not limited to) field trips to existing facilities and presentations by practicing design engineers. 4. The impact of drinking water treatment and municipal wastewater treatment are discussed in a historical context. The simplest examples are: (1) the death rates caused by waterborne pathogens (e.g., cholera) prior to and subsequent to the implementation of drinking water chlorination, and (2) the dissolved oxygen levels in the Mississippi River over time relative to the quality of municipal wastewater treatment. The specific requirements for the Technology and Society theme are satisfied as follows: 1. CE 4502 examines the unit operations for the treatment of drinking water and of municipal wastewater. Drinking water treatment and municipal wastewater treatment both have measureable impacts on society, by preventing the spread of waterborne disease and by protecting surface water quality. 2. CE 4502 provides a fundamental understanding of the application of physics, chemistry, and biology in the design of the individual unit operations that are used to treat drinking water and municipal wastewater. Students are also taught to integrate the design of these unit operations to formulate a working treatment system. These unit operations include coagulation, flocculation, gravitational sedimentation, filtration, disinfection, activated sludge treatment, and the ultimate disposal of residues. 3. Students will learn of the impact of society in the development of water policy that ultimately regulates drinking water quality and surface water quality, which ultimately control the design of drinking water treatment and wastewater treatment processes, respectively. The two most specific pieces of legislation that are discussed are the Safe Drinking Water Act and the Clean Water Act. Students will also learn of common complaints from citizens related to drinking water quality and surface water quality and how these complaints drive treatment goals. 4. Students will consider the impact of water treatment and wastewater treatment from the perspective of individuals who consume/use drinking water and surface water This is generally implicit, as everyone uses drinking water and most people have some interaction with surface water; historical examples, however, will be given that highlight the impact of drinking water treatment and wastewater treatment on public health and surface water quality, respectively. For example: the mortality rates for cholera prior to/after the practice of drinking water disinfection and the water quality in the Mississippi River throughout the 20th century as correlated to different wastewater treatment goals. 5. Students will develop skills in processing critical information in evaluating conflicting views on existing or emerging issues in drinking water treatment and in municipal wastewater treatment. Specific topics will include: (a) the chlorination of dirnking water and it tremendous impact on protecting public health versus the production of disinfection by-products that are known carcinogens, (b) the application of residual wastewater solids to agricultural land, which is viewed as a 'sustainable practice' even though it has been questioned as environmentally harmful, and (c) the use of treated municipal wastewater as a source of drinking water, particularly in areas of the world where water is a scarce resource (e.g., Singapore and their use of 'Newater'). 6. Students will also be taught a framework to evaluate emerging technologies in the fields of water and wastewater treatment. This will be achieved by teaching students the basic goals of water and wastewater treatment (e.g., pathogen inactivation or BOD removal), such that emerging technologies can be evaluated (assuming that performance data of the new technologies is made available). Old: <no text provided> |
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Provisional Syllabus: |
Please
provide a provisional syllabus for new courses and courses in which
changes in content and/or description and/or credits are proposed that
include the following information: course goals and description;
format/structure of the course (proposed number of instructor contact
hours per week, student workload effort per week, etc.); topics to be
covered; scope and nature of assigned readings (texts, authors,
frequency, amount per week); required course assignments; nature of any
student projects; and how students will be evaluated. The University policy on credits is found under Section 4A of "Standards for Semester Conversion" at http://www.fpd.finop.umn.edu/groups/senate/documents/policy/semestercon.html . Provisional course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification, This provisional course syllabus information may not correspond to the course as offered in a particular semester. New: CE 4502 Water and Wastewater Treatment Spring 2010 Department of Civil Engineering University of Minnesota Class Schedule: T TH 8:15-9:30 in Tate Laboratory of Physics, rm 133 Instructor: Timothy M. LaPara, 146 CivE ph. 624-6028; e-mail: lapar001@umn.edu Office Hours: Monday: 3-5 pm (TA; CivE Undergraduate Lounge) Tuesday 1-3 pm (LaPara; 146 CivE) Wednesday 1-3 pm (LaPara; 146 CivE) Wednesday 3-5pm (TA; CivE Undergraduate Lounge) Teaching Assistants Alissa Dienhart Textbook: T. D. Reynolds and R. A. Richards. 1996. Unit Operations and Processes in Environmental Engineering. Second Edition. PWS Publishing, Detroit. Course Web Site: http://www.ce.umn.edu/classes/spring10/ce4502/ Course Objective: This course will discuss physical, chemical, and biological theory necessary to design processes for the treatment of water and wastewater. Grading: First Exam: 40% Second Exam: 40% In-class assignments (unannounced): 10% Homework: 10% Expectations: Students should: 1. Attend and participate in lectures. 2. Read assigned material prior to class. 3. Complete homework assignments on time. 4. Take all examinations and provide solutions for in-class assignments. Course Description CE 4502: Water and Wastewater Treatment satisfies the University¿s liberal education theme for ¿Technology and Society¿. Students will be taught the fundamental science and technology to design specific unit operations for the purpose of drinking water/municipal wastewater treatment. The impact of these technologies on contemporary society will be demonstrated by examining historical data of public health and surface water quality prior to the broad application of drinking water treatment and municipal wastewater treatment, respectively. Furthermore, students will learn of current and emerging area of concern, such as the presence of carcinogenic disinfection by-products in drinking water, the application of residual wastewater sludge to agricultural land, and the use of treated wastewater as a source for drinking water. This course provides a technical framework by which students can evaluate drinking water treatment and municipal wastewater treatment technologies for the next several decades. ABET Outcomes: (a) an ability to apply knowledge of mathematics, science, and engineering (c) an ability to design a system, component, or process to meet desired needs (e) an ability to identify, formulate, and solve engineering problems (j) a knowledge of contemporary issues To successfully complete this course, you will be required to learn, understand, and perform the following tasks in relation to the ABET outcomes: 1. Understand the characteristics of surface water, groundwater, and municipal wastewater and how these impact the design of water and wastewater treatment facilities [j] 2. Estimate the expected flow requirements for water/wastewater utilities and how to estimate population growth [a, e, j] 3. Design individual unit operations for the purpose of providing potable and palatable drinking water [a, c, e, j] 4. Design individual unit operations for the purpose of proving wastewater treatment for the purpose of minimizing the impact on surface water quality [a, c, e, j] 5. Design an integrated wastewater treatment process, incorporating an iterative design approach that accounts for internal recycle streams [a, c, e] 6. Understand the contemporary issues associated with municipal wastewater solids and their ultimate disposal [j] General Comments and Policies 1. Grades. The assignment of letter grades is a nebulous topic. The most stringent grading policy (i.e., I reserve the right to make it easier) will be: A: > 93.3%, A-: > 90%, B+: > 86.7%, B: > 83.3%, B-:> 80%, C+: > 76.7%, C: > 73.3%, C-: > 70%. Note that students are often ¿borderline¿ (i.e., within 0.5% of a grade cutoff) between two grades; in this situation, I will adjust your grade based on the number of missed in-class assignments and homeworks. NOTE: this policy could result in a student¿s grade being lowered. Students are always welcome to discuss their grade with the instructor; students should never discuss their grades (or even the grading of an assignment or exam) with the teaching assistant. All grading issues should be discussed only with the instructor. 2. In-class assignments. There will be numerous in-class assignments that will occur at random times (i.e., beginning, middle, end) during class. Assignments will be answered by groups of 3-4 people and will be graded. The purpose of these in-class assignments is three-fold: (1) to ensure that you attend class (there will be no make-up assignments), (2) to provide more individualized instruction, and (3) to promote working in groups. There will be at least ten assignments throughout the semester; you will be able to drop your single lowest score. 3. Homework. The goal of the homework assignments is to help you learn the course material and to solve problems within the context of water and wastewater treatment process design. Please note that all homework assignments must be submitted in class and that no late homework assignments will be accepted. Assignments will not be accepted if they are slid under my office door during or after class. Assignments will not be accepted if they are submitted directly to the teaching assistant. Also note that the last homework of the semester will be due May 13, 2010 and be worth double the normal value of a homework assignment. 4. Examinations. The goal of the examinations is to test your knowledge of the course material (i.e., lectures and homework assignments). There are only two examinations during the semester ¿ there is no ¿final examination¿. 5. Academic Honesty. Cheating of any kind will not be tolerated (see next page). Any student caught cheating will be subject to disciplinary action and reported to the Office of Student Conduct and Academic Integrity. Students are encouraged to work together on homework assignments, but your solutions should be your own work. 6. Students with special needs. Any student with special needs should contact the instructor as soon as possible so that these needs may be accommodated. 7. Office hours. Office hours are intended so that students may obtain personal instruction outside the classroom. If office hours are not suitable, please e-mail or call the instructor to set up an appointment. Students are also encouraged to utilize the office hours hosted by the teaching assistant; please note, however, that the teaching assistants¿ advice is not guaranteed to be 100% accurate. 8. Exceptions to rules. From time-to-time, I will make exceptions to rules. Please note that these exceptions will be made at my discretion. I must remain fair to the class as a whole, so exceptions will be made only in very rare circumstances. Your best chance of a being granted an exception would be to make me aware of the situation as early as possible. Please note that failure to expediently notify me of a situation is a sufficient reason to deny a request for an exception. 9. Textbook. The textbook is intended to be a source of supplemental material for this course as well as a source of homework problems. Students are responsible for material presented in lecture; the textbook provides homework problems, example problems, and ancillary information. 10. Field Trips. I will attempt to schedule field trips to both a water treatment facility and to a wastewater treatment facility. Field trip attendance is optional, although I reserve the right to ask exam questions about the field trip. In the past, students have found that the field trips were a very good educational experience. In particular, students have commented that the field trips were a helpful review for their examination. Please note that due to security concerns, one or both field trips may be cancelled at any time. 11. E-mail. Students are required to regularly check their University-issued e-mail. I will often e-mail announcements, handouts, and other pertinent information to the class. 12. Teaching Assistant. The teaching assistant for this course will be used to assist in instruction through the hosting of office hours and other relevant duties. Please do not contact her outside of office hours for any reason. CE 4502 Spring 2010 University of Minnesota Tentative Lecture Outline Lecture Date Topic Reading Assignment 1 1/20 Introduction to the Course and Course Policies; Chemical Kinetics and Reactor Theory 6-10; 38-63 2 1/22 Reactor Theory; Water Use and Wastewater Generation 67-78; 93-101 3 1/27 Water Quality 78-90 4 1/29 Introduction to Water Treatment; Preliminary Water Treatment Unit Operations 114-119; 128-134 5 2/3 Coagulation Theory 166-178 6 2/5 Rapid Mixing and Coagulation 180-193 7 2/10 Slow Mixing and Flocculation 194-204 8 2/12 Lime-Soda Water Softening 206-210 9 2/17 Lime-Soda Water Softening 10 2/19 Sedimentation 219-239; 247-257 11 2/24 Sedimentation/Filtration 284-318 12 2/26 Filtration/Disinfection 740-748; 749-753 13 3/3 Disinfection 14 3/5 Ion Exchange; Adsorption; Membrane Technology 376-391; 350-372; 395-408 15 3/10 Disposal of Water Treatment Residues; Review 658-661 16 3/12 Exam I (8:15-9:30 am) 3/17 Spring Break 3/19 Spring Break 17 3/24 Exam Discussion/Wastewater Characteristics 102-111 18 3/26 Introduction to Wastewater Treatment; Water Quality Modeling 119-124 19 3/31 Preliminary Wastewater Treatment Unit Operations 134-162; 257-260 20 4/2 Activated Sludge 411-419 21 4/7 Activated Sludge 452-458; 467-471 22 4/9 Aeration and Gas Transfer 498-518 23 4/14 Secondary Clarifier Design 239-247 Review: 247-257 24 4/16 Wastewater Disinfection; Solids Handling Review: 740-753; 629-661 25 4/21 Solids Handling 629-661 26 4/23 Anaerobic Digestion; Ultimate Disposal 573-603; 708-718 27 4/28 Trickling Filters; Alternative treatment methods; Nutrient Removal; Exam Review 523-544 28 4/30 Exam II (8:15-9:30 am) 29 5/5 Iterative Design; Teaching Evaluations No Reading 30 5/7 Exam Discussion 5/13 Iterative Design Homework is Due (no class) Old: <no text provided> |