This is a “problem-based learning” course that requires major participation and contribution from students. The students are expected to model fate and transport of environmental contaminants in ideal/non-ideal reactors and/or natural settings, using a variety of analytical and numerical approaches. Through example problems, students are expected to master the general mass balance equation - and apply it for various reactor configurations, system chemistry, input and boundary conditions. The students were asked to consider three aspects of environmental modeling: simulation (prediction), load allocation (design), and assimilation (determining changes in parameters needed to obtain a suitable output for a fixed load). Finally, the students are expected to present a modeling project, preferably closely related to their own thesis research. Students may work individually or in pairs (depending on the project topic), and are expected to demonstrate various levels of the modeling exercise for their problem (such as problem formulation, data gathering, verification, calibration, and sensitivity analyses).This is a “problem-based learning” course that requires major participation and contribution from students. The students are expected to model fate and transport of environmental contaminants in ideal/non-ideal reactors and/or natural settings, using a variety of analytical and numerical approaches. Through example problems, students are expected to master the general mass balance equation - and apply it for various reactor configurations, system chemistry, input and boundary conditions. The students were asked to consider three aspects of environmental modeling: simulation (prediction) , load allocation (design), and assimilation (determining changes in parameters needed to obtain a suitable output for a fixed load). Finally, the students are expected to present a modeling project, preferably closely related to their own thesis research. Students may work individually or in pairs (depending on the project topic), and are expected to demonstrate various levels of the modeling exercise for their problem (such as problem formulation, data gathering, verification, calibration, and sensitivity analyses).
Textbook:
Air Pollution Control: A Design Approach, 3rd Edition, 1996, by C. D. Cooper and F. C. Alley, Waveland Press, Inc., Ill., USA.
Reference Textbooks:
Air Pollution Control Engineering, 2nd Edition., 2000, by Noel de Nevers, McGraw-Hill Co., New York (滄海圖書代理).
Textbook:
Air Pollution Control: A Design Approach, 3rd Edition, 1996, by C. D. Cooper and F. C. Alley, Waveland Press, Inc., Ill., USA.
Reference Textbooks:
Air Pollution Control Engineering, 2nd Edition., 2000, by Noel de Nevers, McGraw-Hill Co., New York (Canghai Book Agency).
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| Midterm examMidterm exam midterm exam |
35 | |
| Project performanceProject performance project performance |
55 | |
| PresentationPresentation presentation |
10 |
