BBE 4753 -- New Course

Wed Jun 15 13:56:36 2016

Approvals Received:
Department
on 06-15-16
by Susan Olsen
(olsen005@umn.edu)
Approvals Pending: College/Dean  > Provost > Catalog > PeopleSoft Manual Entry
Effective Status: Active
Effective Term: 1173 - Spring 2017
Course: BBE 4753
Institution:
Campus:		 UMNTC - Twin Cities/Rochester
UMNTC - Twin Cities
Career: UGRD
College: TIOT - College of Science and Engineering
Department: 11032 - Bioproducts & Biosyst Engineer
General
Course Title Short: Air Qual/Pollution Control Eng
Course Title Long: Air Quality and Pollution Control Engineering
Max-Min Credits
for Course: 		3.0 to 3.0 credit(s)
Catalog
Description: 		Air quality and pollution control engineering systems. Air pollutant sources, emissions transformations, dispersion, fate and impacts. Introduction to air quality and pollution laws, regulations and permits. Control technologies including energy conservation, cyclones, electrostatic precipitators, fabric filters, absorbers, adsorbers, incinerators and biofilters.

Course Prerequisites
BBE 3012, 3043, upper division CSE, graduate student or instructor consent
Credit will not be granted if credit has been received for CEGE 5561
Print in Catalog?: Yes
CCE Catalog
Description: 		<no text provided>
Grading Basis: A-F or Aud
Topics Course: No
Honors Course: No
Online Course: No
Instructor
Contact Hours: 		3.0 hours per week
Course Typically Offered: Every Spring
Component 1 : LEC (with final exam)
Auto-Enroll
Course: 		No
Graded
Component: 		LEC
Academic
Progress Units: 		Not allowed to bypass limits.
3.0 credit(s)
Financial Aid
Progress Units: 		Not allowed to bypass limits.
3.0 credit(s)
Repetition of
Course: 		Repetition not allowed.
Course
Prerequisites
for Catalog: 		<no text provided>
Course
Equivalency: 		BBE 4753/BBE 5753/CEGE 5561
Add Consent
Requirement: 		No required consent
Drop Consent
Requirement: 		No required consent
Enforced
Prerequisites:
(course-based or
non-course-based) 		No prerequisites
Editor Comments: 4/26/16 - New UGRAD Level Course cross-listed with GRAD Level Course BBE 5753.
Proposal Changes: 4/26/16 - New UGRAD Level Course cross-listed with GRAD Level Course BBE 5753.
History Information: 4/26/16 - New UGRAD Level Course cross-listed with GRAD Level Course BBE 5753.
Faculty
Sponsor Name: 		Shri Ramaswamy
Faculty
Sponsor E-mail Address: 		shri@umn.edu
Student Learning Outcomes
Student Learning Outcomes: * Student in the course:

- Can identify, define, and solve problems

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

Students that take the special topics course Air Quality and Pollution Control Engineering will learn to identify air quality and pollution problems based on current air quality and pollution regulations and emissions data. The students will learn about applicable US Environmental Protection Agency (EPA), Minnesota Pollution Control Agency (MPCA) and US Occupational Safety and Health Agency (OSHAO regulations related to air quality and air pollution. Students will also learn about air pollutant generation, emissions, transformations, dispersion, fate and impacts. Finally students will learn about air quality management and the design of air pollution control technologies (ex. energy conservation, fabric filters, cyclones, absorbers, adsorbers, incinerators and biofilters) to mitigate airborne emissions.

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.

To accomplish this outcome students will: • Read assigned material in the course textbook. The book that will be used is Air Pollution Control: A Design Approach by Cooper and Alley (2011). • Solve assigned problems from the course textbook. • Attend class lectures and presentations. • Work in class in small groups to work on class activities and solve problems • Complete assigned problems from the course textbook or handouts • Use an Excel spreadsheet to model Gaussian dispersion Student learning will be assessed by having students: • Complete online quizzes using Moodle • Complete three exams • Turn in class activities for grading • Turn in assigned problems for grading • Turn in results from the Excel spreadsheet model for grading

Liberal Education
Requirement
this course fulfills: 		None
Other requirement
this course fulfills: 		None
Criteria for
Core Courses: 		Describe how the course meets the specific bullet points for the proposed core requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or method.

Core courses must meet the following requirements:

  • They explicitly help students understand what liberal education is, how the content and the substance of this course enhance a liberal education, and what this means for them as students and as citizens.
  • They employ teaching and learning strategies that engage students with doing the work of the field, not just reading about it.
  • They include small group experiences (such as discussion sections or labs) and use writing as appropriate to the discipline to help students learn and reflect on their learning.
  • They do not (except in rare and clearly justified cases) have prerequisites beyond the University's entrance requirements.
  • They are offered on a regular schedule.
  • They are taught by regular faculty or under exceptional circumstances by instructors on continuing appointments. Departments proposing instructors other than regular faculty must provide documentation of how such instructors will be trained and supervised to ensure consistency and continuity in courses.

<no text provided>
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:
  • thinking ethically about important challenges facing our society and world;
  • reflecting on the shared sense of responsibility required to build and maintain community;
  • connecting knowledge and practice;
  • fostering a stronger sense of our roles as historical agents.


 <no text provided>
LE Recertification-Reflection Statement:
(for LE courses being re-certified only) 		<no text provided>
Statement of Certification: This course is certified for a Core, effective as of 
This course is certified for a Theme, effective as of 
Writing Intensive
Propose this course
as Writing Intensive
curriculum:		 No
Question 1 (see CWB Requirement 1): How do writing assignments and writing instruction further the learning objectives of this course and how is writing integrated into the course? Note that the syllabus must reflect the critical role that writing plays in the course.

 <no text provided>
Question 2 (see CWB Requirement 2): What types of writing (e.g., research papers, problem sets, presentations, technical documents, lab reports, essays, journaling etc.) will be assigned? Explain how these assignments meet the requirement that writing be a significant part of the course work, including details about multi-authored assignments, if any. Include the required length for each writing assignment and demonstrate how the minimum word count (or its equivalent) for finished writing will be met.

 <no text provided>
Question 3 (see CWB Requirement 3): How will students' final course grade depend on their writing performance? What percentage of the course grade will depend on the quality and level of the student's writing compared to the percentage of the grade that depends on the course content? Note that this information must also be on the syllabus.

 <no text provided>
Question 4 (see CWB Requirement 4): Indicate which assignment(s) students will be required to revise and resubmit after feedback from the instructor. Indicate who will be providing the feedback. Include an example of the assignment instructions you are likely to use for this assignment or assignments.

 <no text provided>
Question 5 (see CWB Requirement 5): What types of writing instruction will be experienced by students? How much class time will be devoted to explicit writing instruction and at what points in the semester? What types of writing support and resources will be provided to students?

 <no text provided>
Question 6 (see CWB Requirement 6): If teaching assistants will participate in writing assessment and writing instruction, explain how will they be trained (e.g. in how to review, grade and respond to student writing) and how will they be supervised. If the course is taught in multiple sections with multiple faculty (e.g. a capstone directed studies course), explain how every faculty mentor will ensure that their students will receive a writing intensive experience.

 <no text provided>
Statement of Certification: This course is certified as Writing Internsive effective  as of 
Course Syllabus
Course Syllabus: For new courses and courses in which changes in content and/or description and/or credits are proposed, please provide a syllabus that includes 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 (text, authors, frequency, amount per week); required course assignments; nature of any student projects; and how students will be evaluated. The University "Syllabi Policy" can be found here

The University policy on credits is found under Section 4A of "Standards for Semester Conversion" found here. Course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification. This course syllabus information may not correspond to the course as offered in a particular semester.

(Please limit text to about 12 pages. Text copied and pasted from other sources will not retain formatting and special characters might not copy properly.)


 BBE 4xxx / 5xxx
Air Quality and Pollution Control Engineering
Spring Semester 2017 (3 credits)  
MWF yyyy

INSTRUCTOR
Kevin A. Janni, Professor & Extension Engineer        Phone: 612-625-3108
Office: 204 BAE Bldg.        E-mail: kjanni@umn.edu

Office Hours:  To be determined if needed. You are welcome to contact me by phone or email to make an appointment or to stop by to see if I am available to meet. The hour before class is not a good time to meet because I commonly use this time for last minute prep.

COURSE DESCRIPTION
This engineering course will introduce students to concepts and engineering principles related to air quality and air pollution control engineering systems. Students will learn about and explore important air pollutants, their sources and impacts on humans, plants, animals, structures, soil, water, the atmosphere and planet. They will gain knowledge about emission rates, measurement, dispersion modeling and control technologies. Students will be introduced to air pollution and air quality laws, regulations and permits. They will learn about air pollution control technologies and their use to address short and long term air pollution problems and their impacts.
Students that take the special topics engineering course BBE 4xxx/5xxx, Air Quality and Pollution Control Engineering, will learn to identify air quality and pollution problems based on current air quality and pollution regulations and emissions data. The students will learn about applicable US Environmental Protection Agency (EPA), Minnesota Pollution Control Agency (MPCA) and US Occupational Safety and Health Agency (OSHA) regulations related to air quality and air pollution. Students will also learn about air pollutant generation, emissions, transformations, dispersion, fate and impacts. Finally students will learn about air quality management and the design of air pollution control technologies (ex. energy conservation, cyclones, electrostatic precipitators, fabric filters, absorbers, adsorbers, incinerators and biofilters) to mitigate airborne emissions.
This course will help students with four out of seven of the University of Minnesota Undergraduate Student Learning and Development Outcomes. They are: identify, define and solve problems; locate and critically evaluate information; master a body of knowledge and mode of inquiry; and communicate effectively. You will develop your skills in these areas through reading assignments, active learning activities, weekly writing, final presentation, journal and news assignments and exams.

COURSE PREREQUISITES
•        BBE 3012, 3043, upper division CSE, graduate student or instructor consent
•        Credit will not be granted if credit has been received for CEGE 5561

COURSE GOALS
This course is designed to:
1.        Introduce you to air pollutants, sources and emission rates of these pollutants
2.        Have you learn to calculate conversion factors, emission rates and collection efficiencies and other design characteristics for the common air pollutants
3.        Introduce you to the effects of air pollution on human health, plants, animals, materials and the atmosphere
4.        Have you compare and contrast ambient air quality and indoor air quality
5.        Introduce you to air sampling and analysis techniques
6.        Introduce you to air pollution control devices, technologies, and systems
7.        Introduce you to laws and regulations related to air pollution and air quality
8.        Have you gain experience using publicly reported air pollution data to assess air pollution problems, sources, mitigation practices and public policies to manage air pollution and indoor air quality.
9.        Have you gain experience assessing air pollution problems, proposing mitigation and management practices to manage the problem.
10.        Introduce you to online resources related to air quality and air pollution

COURSE OUTCOMES
At the end of this course you will be able to:
A.        Define important air pollutants and major sources of these pollutants.
B.        Explain air pollutant generation, transformation and transportation processes.
C.        Explain the impact of air pollutants on people, plants, animals, and the atmosphere.
D.        Explain potentials ways to measure and monitor the air pollutant emissions rates.
E.        Design air pollution control systems to manage emissions and enhance air quality.
F.        Demonstrate knowledge of current air pollution and air quality laws, regulations, and standards
G.        Demonstrate an ability to communicate in written form the results of your investigation into an air pollution problem, the impacts of the pollutant, your assessment, and recommendations, either technical, management or policy relate, for addressing the problem.

This course will help you attain four out of seven of the University of Minnesota Undergraduate Student Learning and Development Outcomes (http://academic.umn.edu/provost/teaching/cesl_loutcomes.html). The outcomes are:
1.        Identify, define and solve problems,
2.        Locate and critically evaluate information,
3.        Master a body of knowledge and mode of inquiry, and
4.        Communicate effectively

COURSE TEXT
•        Cooper, C.D. and F.C. Alley. 2011. Air Pollution Control: a Design Approach 4th Ed., Waveland Press, Long Grove, IL USA.

WEB-RESOURCES
•        US EPA Air and Radiation website  http://www.epa.gov/air/index.html
o        US EPA http://www.epa.gov/air/airpollutants.html  (air pollutants, health effects, measurement and control methods, standards and guidelines)
o        US EPA http://www.epa.gov/clean-air-act-overview  (Clean Air Act website)
o        AP-42 Emission Factors https://www3.epa.gov/ttnchie1/ap42/
o        Greenhouse Gas Reporting Program https://www.epa.gov/ghgreporting
•        Air Now http://airnow.gov   (Current AQI forecast and regional air quality information)
•        Title 40 – Electronic Code of Federal Regulations  http://www.ecfr.gov/cgi-bin/text-idx?tpl=/ecfrbrowse/Title40/40tab_02.tpl

Emissions Information
•        National Public Radio Toxics Release Interactive Map http://www.npr.org/news/graphics/2011/10/toxic-air/#4.00/39.00/-84.00
•        US EPA Air Emissions Sources http://www.epa.gov/air/emissions/where.htm   
•        US EPA National Air Toxics Assessment http://www.epa.gov/national-air-toxics-assessment  


Other Air Pollution and Air Quality Information
•        Medline Plus http://www.nlm.nih.gov/medlineplus/airpollution.html (air quality index)
•        Centers for Disease Control and Prevention http://www.cdc.gov/nceh/airpollution/ (air pollution and respiratory health)
•        Lawrence Berkeley National Laboratory Indoor Air Quality http://www.iaqscience.lbl.gov  (indoor air quality)

COURSE WEBSITE
A Moodle website will be used for this class. You can access the website by going to http://myu.umn.edu, go to myU Home and click on the Sign-In link.
The course website will be used to post narrated PowerPoint videos, assignments, and class and lab handouts. The narrated PowerPoint lectures will be recorded and posted on the class website for viewing prior to class meeting times when you will be solving problems and completing assigned work in small groups. Occasionally you will be asked to complete online quizzes to assess your understanding of recorded and posted material prior to class. You will submit writing assignments through links on the class website during each week that an assignment is due. You are encouraged to visit the course website routinely to see the latest material posted for the class. You will also be able to view your grades on the course website as they are posted. You are expected to check your University of Minnesota e-mail accounts since announcements may be distributed using e-mail.
In this class, our use of technology will sometimes make students' names and U of M Internet IDs visible within the course website, but only to other students in the same class. Since we are using a secure, password-protected course website, this will not increase the risk of identity theft or spamming for anyone in the class. If you have concerns about the visibility of your Internet ID, please contact me for further information.

ASSESSMENTS AND GRADING
Grades of this course will depend on:

BBE 4xxx Undergraduate students       

Homework problems        25%
Class activities (in class and online)         15%
Term project         15%
Three exams (15% each)        45%

ESPM 5xxx Graduate students       
Homework problems        20%
Class activities (in class and online)        10%
Term project         15%
Research paper review        10%
Three exams 15% (each)        45%

•        You are not permitted to submit extra work in an attempt to raise your grade.
•        You may take a make-up exam only if you have a documented medical/family emergency.
•        All work submitted should be legible, well organized, and stapled.

Late materials
•        Failure to complete any of the work will result in receiving a zero for that assignment.
•        Materials for grading handed in late will be penalized 20%. Materials handed a week past the due date will be penalized 50%.
•        Materials handed in more than two weeks past the due date will be penalized 100%.
University of Minnesota grading policies
        Grades are assigned in alignment with University of Minnesota grading policies. For more information see http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html

COURSE ASSIGNMENTS
Several types of assignments are used to help you learn the concepts, principles and information provided in this course. The following describes the types of assignments that can be assigned.
1.        Active learning activities (ALAs)
a.        Reading assignments  
•        Reading assignments are given in the course schedule.
•        You are expected to read the assigned texts before coming to the class to participate in-class active learning activities.
•        Online quizzes may be used to check your understanding of some readings.
b.        Class activities
•        You will be asked to discuss course concepts and principles in small in-class groups, summarize the group’s thoughts in a paragraph or two and share key discussion points in class discussions.
•        Students will either hand in their summaries or post them online as part of online discussions.
•        Some class activities will involve group problem solving which may be collected and graded.
c.        Problem solving
•        Problem sets will be given to students to solve. Some problem sets will be completed in class and some will be completed outside of class.
d.        Informal writing (not graded):
•        Write-pair-share. You are asked a question (e.g., the difference between concentration and dose) and given a short time to write your thoughts, which you will be asked to share with a classmate. Pairs will be randomly chosen to share their answers with the rest of the class.
•        Muddiest point. You are asked to write what might be the most confusing part of a class (e.g., what is the muddiest point of the nitrogen cycle, ethic codes). This will help the instructor to determine content needing additional instruction.
•        One sentence summary. You are asked to summarize your knowledge of a topic by constructing a single sentence (e.g., define a professional). This helps you identify defining features of an idea.

2.        Online posts and reviews
a.        Find and describe organizations or journals
•        You will be assigned to find three organizations or journals related to air pollution or air quality.
•        You will post your reports online. See the separate handout for details on content and format.
•        You will review reports by your classmates and comment online your thoughts and reactions.
•        You will write respectful comments (agree, disagree, partially agree/disagree and why) for three other classmates based on your review of the organization review the posted.
•        You can reply back to the comments in a respectful manner or continue to write comments for other classmates.
•        You should keep in mind that respect for others and rational support for arguments are just as important online as in the classroom.
b.        Find and describe research papers (only graduate students)
•        Graduate students will find and describe two research paper related to air pollution or air quality.
•        Graduate students will post their reports online and respond to questions and comments online.
c.        Find and share news
•        You are encouraged to find air pollution/quality items in the news and post them online
•        You will discuss the environmental and health impacts, regulatory context, values associated with these events/news, and your points of view in class or online.

3.        Term project
a.        Written term project
•        The purpose of these writing assignments is to apply the course material to an air pollution problem of interest to you and compile the revised assignments into a term project.
•        You will identify an important air contaminant; source; processes that generate, transport, cause atmospheric reactions and deposition of the pollutant; and impacts on people, plants, animals and the environment.
•        You will discuss current regulations and potential ways to mitigate emissions and their impacts.
•        The specific writing assignments and due dates are described in detail in a separate handout.
•        The first two reports will be reviewed. You will be given feedback and may be asked to rewrite if necessary.

4.        Exams
•        There will be three open-book open-note exams given during the course. Dates are indicated in the course schedule.

5.        Graduate Student Research Paper Review
•        Graduate students will prepare brief written reviews of three refereed research papers published in the last 5 years.

COURSE POLICIES
Attendance and participation
Attendance at each class session is expected. While attendance is not used explicitly in the grading, it is noted. Please arrive on time and attend the full class period. Students who need to miss class for a pressing personal/family matter, to attend an academic meeting, for preliminary exams/final defense or for religious observance should contact the instructor in advance or as soon as possible either by email or phone (leave a message if I am out). Students should get the information about the missed class from a classmate. Handouts will be posted on the class website.  

Incompletes and Add and drop/withdrawal
•        Check http://onestop.umn.edu/calendars/index.html for add, drop or withdrawal policies
•        An incomplete (I grade) is not encouraged. An incomplete will be used when there is reason to believe that the incomplete work will be completed. For an incomplete you must make arrangements with the instructor before the third exam.

Scholastic Misconduct and Cheating:  
Presenting someone else's work as your own is cheating. Cheating will not be tolerated. Students caught cheating will be given a zero for the graded activity they cheated on. A report of the cheating will be sent to the student's home college. Students caught cheating a second time will be given an F for the course. Specific behaviors that are considered cheating include:
•        Submitting an assignment for credit when you did not do the work, you do not understand the answer, or you cannot explain how the answer was obtained;
•        Plagiarism, copying someone else's work or answer (ex. another student, textbook, magazine, research publication, or information from the web) without appropriate citation;
•        Copying answers from another person during an exam; or
•        Using notes or crib sheets during a closed-book or closed-note exam.

Note that the TurnItIn plagiarism plugin is used to assess written materials submitted for this course. This is an online originality checker.

The University Student Conduct Code defines plagiarism as “representing the words, creative work, or ideas of another person as one’s own without providing proper documentation of source.” The University Student Conduct Code gives several examples of plagiarism including, but are not limited to:
•        “Copying information word for word from a source without using quotation marks and giving proper acknowledgement by way of footnote, endnote, or in-­&#8208;text citation;
•        Representing the words, ideas, or data of another person as one’s own without providing proper attribution to the author through quotation, reference, in-­&#8208;text citation, or footnote;
•        Producing, without proper attribution, any form of work originated by another person such as a musical phrase, a proof, a speech, an image, experimental data, laboratory report, graphic design, or computer code;
•        Paraphrasing, without sufficient acknowledgment, ideas taken from another person that the reader might reasonably mistake as the author’s; and
•        Borrowing various words, ideas, phrases, or data from original sources and blending them with one’s own without acknowledging the sources.”

For more information see the University Student Conduct Code at  http://onestop.umn.edu/u_resources/policies_and_administration/consumer_information.html

Sexual harassment
•        Sexual harassment includes unwelcome sexual advances and requests for sexual favors, etc.
•        University policies prohibit sexual harassment. For more information please see http://policy.umn.edu/hr/sexualharassment

Accommodations for students with disabilities
The University of Minnesota is committed to providing equitable access to learning opportunities for all students. Disability Services (DS) is the campus office that collaborates with students who have disabilities to provide and/or arrange reasonable accommodations.
If you have, or think you may have, a disability (e.g., mental health, attentional, learning, chronic health, sensory, or physical), please contact DS at 612-626-1333 to arrange a confidential discussion regarding equitable access and reasonable accommodations.
If you are registered with DS and have a current letter requesting reasonable accommodations, you are encouraged to contact me early in the semester to review how the accommodations will be applied in this course. All contacts will remain confidential.

Diversity and collegiality
•        The students of this course come from widely diverse ethnic and cultural backgrounds. You are expected to communicate respectfully inside and outside of the class.
•        Students who violate the University Student Conduct Code will be referred to the Office http://policy.umn.edu/hr/sexualharassment. For more information please see http://www1.umn.edu/oscai

Having problems?  If you miss class, get behind in class, have a hard time with the material, or are having problems that are not allowing you to do your best work for this class, we expect you to come in and see one of us. When we meet we can discuss your situation and negotiate a way for you to make up the work or prove your abilities. If you need assistance of any sort, please let us know.

Student Mental Health and Stress Management:  As a student you may experience a range of issues that can either be or cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating, and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce your ability to participate in daily activities. University of Minnesota services are available to assist you with addressing these and other concerns you may be experiencing. You can learn more about the broad range of confidential mental health services available on campus via www.mentalhealth.umn.edu.

Student Writing Support (SWS) (from http://writing.umn.edu/sws/instructors.html)
Student Writing Support (SWS) at the Center for Writing offers free writing instruction for all University of Minnesota students—graduate and undergraduate—at all stages of the writing process. In face-to-face and online collaborative consultations, SWS consultants help students develop productive writing habits and revision strategies. SWS consultants are teachers of writing: graduate and undergraduate teaching assistants and professional staff. Some consultants specialize in working with non-native speakers, and others have experience with writing in specific disciplines. Consulting is available by appointment online and in Nicholson Hall, and on a walk-in basis in Appleby Hall. For more information, go to writing.umn.edu/sws or call 612.625.1893. In addition, SWS offers a number of web-based resources on topics such as avoiding plagiarism, documenting sources, and planning and completing a writing project at http://writing.umn.edu/sws/

To do well in this course:
•        A student taking a two credit course that meets for two 50 minute periods a week is expected to spend an average of four hours a week on coursework outside the classroom.
•        Recognize that learning and studying new material is hard work.
•        Try to understand why the material is being taught and where you might use it.
•        Read the assigned readings before class.
•        Be aware you will need to work in groups.
•        Be prepared to search papers, journals, news, and websites.
•        Participate actively in in-class active learning activities. It is important to actively participate in group work and in class active learning activities to get the most out of this class. If this learning style is new for you, please do your best and consider this as an opportunity to practice collaboration with your colleagues.
•        If you miss class, get behind in class, have a hard time with the material, or are having problems that are not allowing you to do your best work for this class, I expect you to come in and see me. When we meet we can discuss your situation and negotiate a way for you to make up the work or prove your abilities.
•        Please let me know if you need any sort of assistance.


&#8195;
BBE 3xxx / 5xxx course schedule (tentative)
As a special topics course the course schedule is not well established because the course has not been taught before in this form. Much of this course was taught before for non-engineering students with much less quantitative material. The schedule below is subject to change.
Class            Topics and reading assignments
Week 1
Class 1


To do        •        Course introduction and overview
•        EPA air pollution definition
•        Hazard versus Risk
        •        Read: Plain English Clean Air Act p. 1-7
•        Read: Cooper & Alley p. 1-6, 10-11
Class 2


To do        •        Agencies and organizations interested in air pollution and air quality
•        History of US Air Pollution legislation
•        National Ambient Air Quality Standards (NAAQS)
        •        Read: Cooper & Alley p. 6-8, 17-20, Table 1.2
Class 3
To do        •        Criteria pollutants; Toxic and hazardous air pollutants
        •        Read: Cooper & Alley p. 21-26, 48-60, 371
Week 2
Class 4


To Do        •        Air pollution management concepts
•        Regulations – CAAA90, EPCRA, CERCLA and OSHA
•        OSHA Part 1910 Subpart Z – Toxic and Hazardous Substances
        •        Read: Cooper & Alley p. 20-30
Class 5

To do        •        Air pollution history
•        Ideal gas law, Converting concentrations between volume and mass units
        •        Read: Cooper & Alley p. 30-38; Handout
Class 6

To do        •        Air pollution sources and emissions data, AP-42
•        Emission rate calculations and uncertainty concepts
        •        Read: Handout
Week 3
Class 7
        •        Characterize and categorize emissions (ex. outdoor emissions, indoor emissions, work place settings, residential settings)
•        Pollutant generation, emission, transportation and transformation, Acid rain
•        Carbon, nitrogen and sulfur cycles
To do        •        Read: Plain English Clean Air Act p. 10-15
Class 8        •        Concentration, exposure and dose
•        Human health impacts of air pollution
To do        •        Read:
Class 9
To do        •        Particulate matter characteristics, Cunningham correction, and gravity settling
        •        Read: Cooper & Alley p. 111 - 131
Week 4
Class 10

To do        •        Atmospheric chemistry, pollutant changes during transport
•        Photochemical reactions, ozone formation, roles of hydrocarbons, NOx and SOx
        •        Read: Cooper & Alley p. 631-646
Class 11


To do        •        Air pollution transport factors (i.e. climate, weather patterns and terrain)
•        Wind roses
•        Air pollutant dispersion modeling introduction
        •        Read: Cooper & Alley p. 613-630, 655-682
Class 12
To do        •        Air pollutant dispersion modeling (continued)
        •        Read: Cooper & Alley p. 685-690
Week 5
Class 13
To do        •        Particulate removal - Cyclones
        •        Read: Cooper & Alley p. 129-131, 135 - 148
Class 14
To do        •        Particulate removal – Cyclones, Electrostatic precipitators
        •        Read: Cooper & Alley p. 161-185
•        Submit writing assignment 1 online before class.
Class 15
To do        •        Particulate removal - Electrostatic precipitators
        •        Read:
Week 6
Class 16
To do        •        Exam 1  
        •       
Class 17
To do        •        Fabric filters,
        •        Read: Cooper & Alley p. 193-219
Class 18
To do        •        Fabric Filters
        •        Read: Cooper & Alley p. 193-219
Week 7
Class 19
To do        •        Particulate scrubbers
        •        Read: Cooper & Alley p. 231-256
Class 20
To do        •        Gas and vapor properties, Volatile organic compound (VOC) incinerators
        •        Read: Cooper & Alley p. 327-333; 343-374.
Class 21
To do        •        Gas adsorption
        •        Read: Cooper & Alley p. 385-401
Spring Break
Week 8
Class 22
To do        •        Gas absorption
        •        Read: Cooper & Alley p. 417-418, 440-446
Class 23
To do        •        Acceptable indoor air quality (IAQ), IAQ problems, Sick building syndrome, Building related illness
•        Indoor air quality laws, regulations, standards (e.g. OSHA, ACGIH, ASHRAE)
        •        Read: Cooper & Alley p. 695-703
•        All About OSHA – class website
Class 24
To do        •        Factors affecting indoor air concentrations, equations
        •        Read: Cooper & Alley p. 6-8, 17-20, Table 1.2
Week 9
Class 25

To do        •        Indoor air pollutant sources and control via ventilation, filtration & air cleaning
•        Indoor air pollutant cases
        •        Read: Cooper & Alley p. 703-717
Class 26
To do        •        Indoor air quality control
        •        Read: Cooper & Alley p. 703-717
•        Writing assignment 2 due
Class 27

To do        •        Biofiltration
        •        Read: Cooper & Alley p. 455-468
•        Biofilter design guide
Week 10
Class 28
To do        •        Biofilter design
        •        Biofilter design guide
Class 29
To do        •        SOx Control
        •        Read: Cooper & Alley p. 485-506
Class 30
To do        •        NOx Control
        •        Read: Cooper & Alley p. 523-550
Week 11
Class 31
To do        •        Exam 2
        •       
Class 32
To do        •        Mobile source control
        •        Read: Cooper & Alley p. 573-608   
Class 33
To do        •        Carbon dioxide management
        •        Read: Cooper & Alley p. 721-757
Week 12 April 18
Class 34
To do        •        Greenhouse gas reporting
        •        GHGRP website
Class 35
To do        •        Air permits
        •        MPCA website
Class 36
To do        •        Guest speaker –Anatomy of Air Emission Permit
        •       
Week 13
Class 37
To do        •        Ambient and stack sampling methods
        •       
Class 38
To do        •        Indoor air sampling methods
        •       
Class 39
To do        •        Odor measurement, analysis and variability
•        Detection threshold, intensity, persistence, hedonic tone and character
        •        Read: Cooper & Alley p. 6-8, 17-20, Table 1.2
        •       
Week 14
Class 40
To do        •        Odor management, frequency, intensity, duration and offensiveness (FIDO)
•        Odor From Feedlot Setback Estimation Tool (OFFSET)
        •        Read:
Class 41
To do        •        Guest speaker – MPCA?
        •       
Class 42

To do        •        Class review
•        Class evaluation
        •        Submit final writing assignment
Strategic Objectives & Consultation
Name of Department Chair
Approver: 		Shri Ramaswamy
Strategic Objectives -
Curricular Objectives: 		How does adding this course improve the overall curricular objectives ofthe unit?

 Air quality and pollution control is an important component for bioproducts and biosystems engineering field. Up until now we did not have a suitable air quality and pollution control engineering course. This course helps fill that void and help meet our overall program objectives.
Strategic Objectives - Core
Curriculum: 		Does the unit consider this course to be part of its core curriculum?

 We do consider air, water and soil to be a core component of biological systems and an integral part of the curriculum.
Strategic Objectives -
Consultation with Other
Units: 		In order to prevent course overlap and to inform other departments of new curriculum, circulate proposal to chairs in relevant units and follow-up with direct consultation. Please summarize response from units consulted and include correspondence. By consultation with other units, the information about a new course is more widely disseminated and can have a positive impact on enrollments. The consultation can be as simple as an email to the department chair informing them of the course and asking for any feedback from the faculty.

 Response from Department of Soil, Water and Climate (CFANS)
I sent the information about the course on air quality and pollution control engineering to Dylan Millet, who teaches atmospheric pollution and atmospheric chemistry classes. His response is below. While there is some minor overlap the content of the engineering class and the chemistry classes seems to be complementary. Carl Rosen
Hi Carl, Thanks for sending this. I think it looks like a useful course. There is some overlap (e.g. classes 2, 3, 5, 7, 10) but overall the focus looks to be more applied than my courses ... e.g. emphasizing air pollution control technologies, regulations, etc. whereas I tend to focus on atmospheric chemistry and related earth system processes. I don't have any specific changes to request; what overlap there is probably can't be avoided as he needs to introduce those concepts. Dylan
Feedback from School of Public Health
May 25, 2016 Hi Shri, I think the communication with my faculty got mixed up when I was traveling. Sorry for the delay. It does look like there is a fair bit of overlap with two of our graduate courses; PubH 6132 Air Water and Health and PubH 6190 Environmental Chemistry. Matt Simcik teaches both of those courses. The proposed course focuses more on control technology than our courses do.  
Bruce Alexander