Principles of Green Engineering
Applied to Education
Robert P. Hesketh, and C. S. Slater
Rowan University, Glassboro, NJ
2004 AIChE Annual Meeting, Austin TX
[7] - Principles of Sustainable Engineering
Wednesday, November 10, 2004
Salon A - Hilton Hotel
What is Green Engineering?
Design, commercialization and use of
processes and products that are feasible and
economical while minimizing:
• Risk to human health and the environment
• Generation of pollution at the source
Transforms existing practices to promote
sustainable development.
The SanDestin Declaration of
Green Engineering Principles
(2003)
• Transforms existing practices to
promote sustainability.
• Economically viable products, processes, and
systems that
– promote human welfare
– while protecting human health
– and elevating the protection of the biosphere
• New criterion for engineering solutions.
To fully implement green engineering solutions,
engineers use the following principles:
1. Engineer processes and products holistically,
use systems analysis, and integrate
environmental impact assessment tools.
2. Conserve and improve natural ecosystems
while protecting human health and well-being.
3. Use life cycle thinking in all engineering
activities.
4. Ensure that all material and energy
inputs and outputs are as inherently
safe and benign as possible.
5. Minimize depletion of natural resources.
To fully implement green engineering solutions, engineers use the
following principles:
6.
7.
Strive to prevent waste.
Develop and apply engineering solutions, while being
cognizant of local geography, aspirations and cultures.
8. Create engineering solutions beyond current or
dominant technologies; improve, innovate and invent
(technologies) to achieve sustainability.
9. Actively engage communities and stakeholders in
development of engineering solutions.
There is a duty to inform society of the practice of green
engineering.
Motivation for Teaching Green
Engineering
• Stringent environmental regulations and
escalating costs of pollution control.
Motivation for Teaching Green
Engineering
• Stringent environmental regulations and
escalating costs of pollution control.
• Little understanding of environmental
issues and risks posed by chemical
production.
Environmental Issues - Chemical Industry
•
•
•
•
•
•
•
•
•
Energy Consumption
Smog Formation
Acidification
Water Quality
Ozone Depletion in
Stratosphere
Global Warming
Ecology Concepts
Life-Cycle Concepts
Product Stewardship
NOx
Miscellaneous
Transportation
Industrial Processes
Fuel Combustion
Minimize Risk Involves Reducing Both
the Hazard (i.e. Toxicity) and Exposure
Risk = f (hazard, exposure)
Human Health
& Ecosystem
Effects
P/C and Fate
Properties
Chemistry
Concentration in
Air,
Water
Soil
(g/m3)
Duration
(min,sec)
Emission Rates
(g/sec)
Equipment Design
Motivation based on Accreditation
• ABET Engineering Program Outcomes Criteria
(Accreditation Board for Engineering & Technology)
– understanding of professional & ethical
responsibility
– understand the impacts of engineering solutions in
global and societal context
– a knowledge of contemporary issues
• AIChE Program Criteria (American Institute of
Chemical Engineers)
– incorporate environment and safety aspects into all
courses
Professional Codes of
Management Practice
®
• Responsible Care Codes American
Chemistry Council
• Pollution prevention codes
• continuous reductions in pollutant releases
• reduce burdens to the environment from
facilities
• Product stewardship codes
• life-cycle approach to consider environment,
health, and safety in process and product
design.
MOTIVATION for Teaching Engineers
• Industry leaders moving to Sustainable
Chemical Processing
• Dow Jones Sustainability Index (DJSI)
World & DJSI STOXX (771 companies
analyzed globally) launched in 1999
We are Behind!
• Other National Accreditation Bodies:
produce graduates that have an
understanding of sustainable technology
and development
Australia, New Zealand, United Kingdom,
Canada etc…
• The American Society of Civil Engineers
(ASCE) code of ethics
“engineers shall hold paramount the safety,
health and welfare of the public and shall strive
to comply with the principles of
sustainable development in the
performance of their professional duties”
And more!
• UPC – Barcelona, Spain – Integration in all
departments
• Delft University, Netherlands –University
initiative
• Chalmers University of Technology, Sweden
• University of Surrey, Oxford, Cambridge, UK
• University of Windsor
• A one to 3 courses are given at Universities in
the USA – Georgia Tech, Univ. Tennessee,
University of Texas-El Paso, Carnegie Mellon,
Berkeley, Univ. Texas – Austin, MIT, Rowan
University.
Green CHEMICAL ENGINEERING CURRICULUM – 131 hrs
Calculus I & II – 8 hrs
Math for Engineering I&II –
8 hrs
Computer Science &
Programming - 4 hrs
Physics I - 4 hrs
Chemistry I&II
– 8 hrs
Composition I – 3 hrs
Freshman
Engineering
Clinic 4 hrs
Microeconomics - 3 hrs
Biological
Sciences I - 4 hrs
Organic
Chemistry –
Physical Chemistry I – 3
hrs - Thermodynamics
Chemistry Elective - 3 hrs
Junior/Senior Engineering Clinic
– 8 hrs Engineering Projects
4 hrs
ChE Electives
(Green Eng.) - 6 hrs
Sophomore
Engineering Clinic –
2 Eng +
6 communications hrs
Chemical Principles I
– 2 hrs Felder&Rousseau (Text)
Chemical Principles II
Material
Science – 2 hrs
Heat Transfer
– 2 hrs
– 2 hrs Felder&Rousseau (Text)
Fluid Mechanics – 2 hrs
Humanities, Social Sciences – 12 hrs
Equilibrium
Stages – 2 hrs
Process Fluids – 2hrs
ChE
Thermodynamics
– 3 hrs
Separations – 4 hrs
Chemical
Reaction
Engineering – 4 hrs
Unit Operations
Lab – 3 hrs
Chemical Plant
Design – 3 hrs
Transport
Phenomena – 3 hrs
Chemical
Process
Component
Design – 4 hrs
Process Dynamics &
Control – 3 hrs
Introduction to Sustainable
Development: Freshman Engineering
Example Discussion/Lecture
• What role do engineers serve to society?
• What challenges will engineers face in the
near future?
–
–
–
–
Energy
Other Natural Resources
Environment
Population growth and increase of material wealth
of developing nations (China)
• What challenges will our children and
grandchildren face as engineers? (e.g. How do
we continue to meet the needs of the present without
compromising the ability of future generations to meet
their own needs?)
Life Cycle Thinking
in Freshman Engineering
• Introduce students to the concept of
examining the entire life cycle of a
product or process
• Not a detailed life cycle assessment
• Simple Examples
– Paper vs. Plastic
– Beer Brewing
– Coffee Machine
General Education Courses
• Change options for engineers or
Give guides on courses
• Humanities
• Social Sciences
• History
• Engineering - Engineering Sustainable
Technologies (at UT-Austin)
Examples of General Education Courses
• Psychology and Sustainable Development (Psychology,
Hofstra University);
• Hanford Social and Environmental History (Sociology,
Washington State University); Environmental Justice
(Sociology, Brown University);
• Economy, Environment and Community (Economics,
Tufts University);
• Strategies for Sustainable Development (McGill and
University of Michigan);
• Western Environmental Policy (History, California
Institute of Technology);
• Environmental Ethics (Philosophy, University of Alberta)
• Biotechnology, Nature and Society (Biology, Tufts
University);
• Strategies for Environmental Management (Business
School, University of Michigan);
Green CHEMICAL ENGINEERING CURRICULUM – 131 hrs
Calculus I & II – 8 hrs
Math for Engineering I&II –
8 hrs
Computer Science &
Programming - 4 hrs
Physics I - 4 hrs
Chemistry I&II
– 8 hrs
Composition I – 3 hrs
Freshman
Engineering
Clinic 4 hrs
Microeconomics - 3 hrs
Biological
Sciences I - 4 hrs
Organic
Chemistry –
Physical Chemistry I – 3
hrs - Thermodynamics
Chemistry Elective - 3 hrs
Junior/Senior Engineering Clinic
– 8 hrs Engineering Projects
4 hrs
ChE Electives
(Green Eng.) - 6 hrs
Sophomore
Engineering Clinic –
2 Eng +
6 communications hrs
Chemical Principles I
– 2 hrs Felder&Rousseau (Text)
Chemical Principles II
Material
Science – 2 hrs
Heat Transfer
– 2 hrs
– 2 hrs Felder&Rousseau (Text)
Fluid Mechanics – 2 hrs
Humanities, Social Sciences – 12 hrs
Equilibrium
Stages – 2 hrs
Process Fluids – 2hrs
ChE
Thermodynamics
– 3 hrs
Separations – 4 hrs
Chemical
Reaction
Engineering – 4 hrs
Unit Operations
Lab – 3 hrs
Chemical Plant
Design – 3 hrs
Transport
Phenomena – 3 hrs
Chemical
Process
Component
Design – 4 hrs
Process Dynamics &
Control – 3 hrs
Risk Assessment - Start Simple- HAZARD
Risk
=f
( Exposure
Hazard
)
Simple Analysis of Laboratory Experiments
First Year Chemistry
Organic Chemistry
Biology
Engineering Laboratories
Permissible Exposure Limit (PEL),
MSDS
NIOSH
IRIS (EPA)
Threshold Limit Value (TLV),
No Observable Adverse Effects Level (NOAEL),
Reference Dose (RfD),
Reference Concentration (RfC)
Exposure
• Unit conversions:
Freshman Engineering &
Chemical Principles
• Prediction of Chemical
Properties
Chemical Thermodynamics
• Where Do Chemicals Go?
Mass Balances
Transport Phenomena
• Duration or Persistence
Chemical Reaction Kinetics
Risk
=
Exposure
X
Concentration in
Air,
Water
Soil
(g/m3)
Transmission
Rate
(m3/s)
Duration
(s)
Hazard
EXPOSURE – Example for
Sophomore Year
• Simple Exposure Models:
Mass and Energy Balance Course
• Example:
Calculate the concentration of gas in a
room with a leaking cylinder.
Fresh
Air
Gas
Leak
Exhaust
Air
Life Cycle Assessment
Sophomore engineering
Mass and energy balances to
show life cycle basics.
Example of Fluorescent vs.
Incandescent light bulbs
Life-Cycle Impact Assessments
Software
or Tables
Impact
Metrics
(e.g. Global
Warming
Potential)
Hazard
Risk
Exposure
Green Engineering in Design
(1 – 4th year)
Green
Engineering
Evaluation
Tier 1
Tier 2
Tier 3
Design Stage
Tools
Screening of alternatives
Pathway
using:
• Economic Criteria
Screening
• Environmental Criteria
Emissions estimation
Preliminary
Selection of appropriate:
• mass separating agents
process
flowsheet
• process units
• processing conditions
• Process integration
methods
• multimedia
Detailed design
environmental fate
modeling
• relative risk assessment
GE. Book
Chapter
7, 8
8, 9
10, 11
Is it Possible to Teach Green
Engineering?
• Overcrowded Curriculum
• Outside of Professors Research Areas
• Lack of Time to Prepare New Materials
• How do you integrate these materials into
current courses?
IMPLEMENTATION
• Green Engineering Champion
• Green Engineering Text for 4 years
• Modules prepared for each course
• Strong Support of Chair & Dean
• Excited & Cooperative Faculty
GREEN ENGINEERING RESOURCES
• Workshops
• Textbook
• Modules
• Software
• Websites
Green Engineering
Educator Workshops
Workshops:
• 2 in 1999 at ASEE and AIChE Annual Meetings
• 3 in 2000 – Regional Workshops
• 2 in 2001 at the Green Engineering Conference
and 2001 AIChE Annual Meeting in Reno, NV
• 2002 ASEE/AIChE Chemical Engineering
Summer School, Boulder CO
• 2003 University of Florida
• 2005 ASEE Annual Meeting Portland, June
More information: Email Hesketh@rowan.edu
NEW TEXT!
Green Engineering:
Environmentally Conscious
Design of Chemical Processes
Allen, David T and D. R Shonnard
• Easy to Utilize for a Green
Engineering course
• Modules Created for Chemical
Engineering Courses:
www.rowan.edu/greenengineering
Green Engineering Poster Contest
at AIChE – Austin, TX
Need New Linked Modules
Mapping of Green Engineering
Subjects with Course Text &
Green Engineering Principles
•
•
•
•
Selected Readings from Text
Example Problems
Homework Problems
Case Studies
Coverage of Green Engineering
Principles
Holistical approach
Provide vehicle for
and use of systems
stakeholder input to
analysis, impact
solutions
assesment tools Conserve and
Solution based
improve natural
thinking beyond
ecosystems
current techs--invent
for sustainability
Life cycle thinking
incorporation
Input and output
safety/ reduction of
liability
Development of
solutions with
stadeholders'
concerns
Waste prevention
Material Science Module
Natural resource
depletion
minimization
Rowan
Green
Engineering
WEBSITE
Modules Prepared
• Freshman Engineering
• Material and Energy
Balances
• Design
• Material Science and
Engineering
• Heat Transfer
• Process Dynamics and
Controls
• Separation Processes
Modules In Progress
• Transport Phenomena
• Reaction Engineering
• Thermodynamics
http://www.rowan.edu/greenengineering
CONCLUSIONS
• The Solution is a University Issue
• Use Textbook and Modules for Curriculum
• Start Teaching ChE Green from the First
year – Utilize Active Learning
– Projects & Case Studies
– Use the new text starting in first year
• Integrate to Upper Levels - Reinforce &
Build
• Senior Design Course(s)
• Research and Clinic Projects
with Industry
ACKNOWLEDGMENTS
• Special Thanks to:
Sharon Austin & Nhan Nguyen
Chemical Engineering Branch of the Office of Pollution Prevention
and Toxics
• US EPA - Office of Pollution Prevention and
Toxics and Office of Prevention, Pesticides, and
Toxic Substances Grant: CX 827688-01-0 & X 83052501
• NSF Division for Undergraduate Education
DUE-9850535 Multidisciplinary Membrane Process Laboratory
Experiments and DUE 0097549 REU in Pollution Prevention
• Rowan University
Acknowlegements
Example of mapping
Topic
Reaction
Engineering
Text (Fogler
1999)
Reactor design project
Chapter 1:
2 pathways examined using Mole
Tier 1 Environmental
Balances
Performance Tools
5.3 Method of Half-Lives
Chapter 5
p242.
Analysis of
The use of the half-lives
Rate Data
method – example is the
attack by OH radicals on
hydrocarbons.
Green Engineering
Text Source
8.2 Tier 1
Performance Tools
p.200-215
5.3 Estimating
Environmental
Persistence – 5.3.1
Estimating
Atmospheric
Lifetimes