CBEMS

CBEMS 140A Chemical Engineering Laboratory I

Fall 2014
Catalog Data:

Course Number: CBEMS 140A

Course Title: Chemical Engineering Laboratory I
Number of Units: 4
Course Description: Experimental study of thermodynamics, fluid mechanics,
and heat and mass transfer processes. Operation and evaluation of process
equipment. Experimental data analysis and oral and written presentation of
experimental findings.
Prerequisites: Satisfactory completion of CBEMS 45C, CBEMS 110, and CBEMS
125A-B-C

Instructors:

Prof. Vasan VENUGOPALAN, vvenugop@uci.edu

Office: 644J, Engineering Tower
Dr. Polly CHAN, swchan@uci.edu
Office: 816H, Engineering Tower.
Assistants: Mary DICKSON, dicksonm@uci.edu
Neshat JALALI HERAVI,njalalih@uci.edu
Manager: Steve WEINSTOCK, steve.weinstock@uci.edu

Class Time:

Sec A: TTh 8:00 - 9:20 am*, RH108; * unless indicated otherwise on p. 5/8
Sec B: TTh 12:30 - 1:50 pm*, DBH 1300, unless indicated otherwise on p. 5/8
MW 1:00 - 4:50 pm*, ET 809, 821; * unless indicated otherwise on p. 5/8

Laboratory Time

Experiments are conducted in both ET809 and ET821.

See Page 3/7 for specific experiment locations.
Course Objectives:

One method in which to analyze and test chemical process systems is to perform
experimental work. In this class you will develop the capacity to collect, analyze
and present data obtained within well-defined experimental systems. The
specific objectives are to: (a) combine elements of theory and practice; (b)
develop competence in conducting experimental work; (c) acquire a hands-on
laboratory experience; (d) receive instruction in laboratory safety procedures; (e)
develop and demonstrate a knowledge of experimental error analysis, probability
and statistics; (f) develop written and oral communication skills; (g) work
collaboratively within a group setting; (h) develop skills in handling,
manipulating and understanding basic engineering machinery; (i) develop skills
to plan laboratory experiments. The capacity to safely collect, rigorously analyze
and accurately present experimental data is pertinent to all areas of chemical
engineering including petrochemicals, pharmaceuticals, biotechnology, material
processing, and environmental engineering.

Course Outcomes:

Students will (1) collect experimental data and analyze its relationship to
theoretical principles in topics including: (a) fluid flow through pipes and pipe
fittings, and pipe networks; (b) motion of particles in fluids; (c) thermal diffusion
and contact resistance in solid conductors and insulators; (d) convective heat
transfer from heated surfaces and heat exchangers; (e) rate limited processes such
as aeration of a liquid; (f) industrial processes such as mixing. (2) Conduct
laboratory experiments safely. (3) Prepare professional reports that describe the
problem under considerations, experimental materials and methods, experimental
results, analysis and discussion. (4) Prepare and deliver effective oral
presentations that summarize experimental findings and supporting theoretical
analysis. (5) Develop skills in handling basic engineering machinery and
measurement devices.

Prerequisites:

This class is for Chemical Engineering Majors ONLY! Chemical Engineering

Thermodynamics, Reaction Kinetics, Momentum, Heat, and Mass Transfer.
These will be strictly enforced!

Computer Usage:

Computer literacy and basic skills are required for performing data analysis and
preparing the laboratory reports.

Grading:

Laboratory Reports:
Laboratory Quizzes:
Oral Report:
Instructor Discretion

Academic Honesty:
Prepared by:

60 %
10 %
20 %
10 %

(instructor and peer evaluation as described below)

(grade assigned to group leader)

See the 2014-2015 UCI Catalog Appendix

http://catalogue.uci.edu/appendix/#academichonestytext

Prof. Venugopalan & Dr. Chan

Date: 02 October 2014

CBEMS 140A Laboratory Projects

1. Head loss in pipes and Head loss due to pipe fittings (ET809)
The head loss caused by fluid friction in straight pipes and the effects of fluid velocity, pipe diameter
and surface roughness can be fully investigated using this apparatus. The complete system allows the
investigation of phenomena associated with incompressible fluid flow in pipes.

2. Pipe Network (ET821)

This equipment has been designed to allow for the construction of a wide range of pipe arrays and the
measurement of the flows and pressures therein. Students will become familiar with single, parallel,
series, and ring pipe configurations.

3a. Particle drag coefficients (ET809)

A wall mounted apparatus in which particles of various size and density can be used to introduce the
fundamental characteristics of the behavior of particle/fluid systems, in particular the relationship
between the drag coefficients of falling particles and their Reynolds' number.

3b. Fixed and Fluidized beds (ET809)

The upward flow of fluid through a bed of particles is encountered both in nature as well as many
industrial processes. This unit facilitates the study of flow through both fixed and fluidized beds of solid
particles. Simultaneous study of air and water systems demonstrate the differences between "aggregative"
and "particulate" fluidized bed characteristics and the important phenomenon of "bubbling" can be
observed.

4a. Concentric tube heat exchanger (ET809)

This equipment has been developed to investigate the fundamental principles of heat transfer as
applied to a liquid-to-liquid heat exchanger. A simple arrangement of valves allow operation as either a
parallel flow or counter flow heat exchanger enabling temperature profiles, energy balances, heat transfer
coefficients and log mean temperature differences to be obtained for both conditions

4b. Forced and free convection (ET809)

This free and forced convection unit allows students to observe and measure the various aspects of
heat transfer by natural (free) and by mechanically aided (forced) convection. Electrically heated test
exchangers are used to transfer heat to both still and moving air.

5. Aeration (ET821)
The purpose of this aeration unit is to permit study of the oxygen transfer characteristics of diffused
air systems and the physical and chemical parameters that influence their oxygenation capacity. These
studies are a necessary prelude to understanding of the biological treatment of wastewater.

6. Fluid mixing (ET821)

Mixing of liquid-liquid or solid-liquid systems is a complex operation to analyze and subject to many
variables. This liquid mixing apparatus has been developed to demonstrate the factors affecting mixing
using visualization and measurement techniques as appropriate.

7. Linear and radial heat conduction (ET821)

Designed to investigate the basic principles of conduction and contact resistance as well as to verify
Fourier's law of heat conduction. Heat conduction from a source to a sink is investigated in both linear
and radial (cylindrical symmetry) geometries. The temperature profile of the test section is monitored
using semiconductor sensors and displayed on a digital thermometer.

8. Gas and Liquid diffusion (ET809)

Two separate items of laboratory equipment have been designed to allow measurement of molecular
diffusivities and, in so doing, to familiarize students with basic notions of mass transfer theory. The
gaseous diffusivity apparatus involves diffusion with bulk flow, while the liquid diffusivity apparatus
allows the examination of equi-molal counter-diffusion.

Section A GroupAssignmentsofLaboratoryProjects
Project 1.
Project 2.
Project 3a.
Project 3b.
Project 4a.
Project 4b.
Project 5.
Project 6.
Project 7.
Project 8.

Head Loss in Pipes and Head Loss due to Pipe Fittings (Welty, Wicks & Wilson: Ch. 14)
Pipe Networks (Welty, Wicks & Wilson: Ch. 14)
Particle Drag Coefficients (Welty, Wicks & Wilson: Ch. 12)
Fixed and Fluidized Beds (DeNevers: Chapter 11)
Concentric Tube Heat Exchanger (Welty, Wicks & Wilson: Ch. 22)
Free and Forced Convection (Welty, Wicks & Wilson: Ch. 19,20)
Aeration
Fluid Mixing (DeNevers: Chapter 19)
Linear and Radial Heat Conduction (Welty, Wicks & Wilson: Ch. 17,18)
Gas and Liquid Diffusion (Welty, Wicks & Wilson: Ch. 24,25)

Group Members
Kwolec 1:

Douglas BAKER, Jesse KITTLESON, Courtney LOW, Khoi PHAM, Stefan

WENTHE

Kwolec 2:

Ronny GUTIERREZ, Nick KURTZ, Bryce LOOP, Anita TRAN, Paul TRAVERSO

Kwolec 3:

Darrell CHENG, Leonora KUZMENKO, Andy NGUYEN, Khaled QOLAGHASI,

Joseph WIDJAJA

Gibbs 1:

Sarah BECAN, Brian LUU, Eric RADEMACHER, Eric SEVERINI, Hugo

VALVERDE

Gibbs 2:

Michael CAPISTRANO, Pedro CRUZ, Anthony HUYNH, Justin LEE, Saghi

SOROORI

Gibbs 3:

Nicholas CHANG, Kenneth CHAO, Bill LIANG, Kyle TSUKAMOTO, Christine

WONG

Schedule
Exp 1

Exp 2

Exp 3

Exp 4

Kwolec 1

P1

P3

P5

P7

Kwolec 2

P2

P4

P6

P8

Kwolec 3

P3

P5

P7

P1

Gibbs 1

P5

P7

P1

P3

Gibbs 2

P6

P8

P2

P4

Gibbs 3

P7

P1

P3

P5

Class Schedule Section A: Q: PreLab Quiz; OP: Oral Presentation; LR: Lab Report Due
Month Day
Oct
02 Th
06 Mo
07 Tu
08 We
09 Th
13 Mo
14 Tu
15 We
16 Th
20 Mo
21 Tu
22 We
23 Th
27 Mo
28 Tu
29 We
30 Th
Nov
03 Mo
04 Tu
05 We
06 Th
10 Mo
11 Tu
12 We
13 Th
17 Mo
18 Tu
19 We
20 Th
24 Mo
25 Tu
26 We
27 Th
Dec
01 Mo
02 Tu
03 We
04 Th
08 Mo
09 Tu
10 We
11 Th
15 Mo
16 Tu
17 We
18 Th

Topic
Lecture: Course Introduction
Experiment 1a, Group KWOLEC
Lecture: Preparation of Lab Reports
Experiment 1b, Group KWOLEC
Lecture: Technical Writing
Experiment 1a, Group GIBBS
Lecture: Data Analysis
Experiment 1b, Group GIBBS
Lecture: Preparation of Oral Presentations
Experiment 2a, Group KWOLEC
Oral Presentations 1a, Group KWOLEC
Experiment 2b, Group KWOLEC
Oral Presentation 1b, Group KWOLEC
Experiment 2a, Group GIBBS
GIBBS Lab Reports Due, NO CLASS!
Experiment 2b, Group GIBBS
Oral Presentation 1, Group GIBBS
Experiment 3a, Group KWOLEC
Oral Presentations 2a, Group KWOLEC
Experiment 3b, Group KWOLEC
Oral Presentation 2b, Group KWOLEC
Experiment 3a, Group GIBBS
Veterans Day Holiday
Experiment 3b, Group GIBBS
Oral Presentation 2, Group GIBBS
Experiment 4a, Group KWOLEC
KWOLEC Lab Reports Due, NO CLASS!
Experiment 4b, Group KWOLEC
Oral Presentations 3, Group KWOLEC
Experiment 4a, Group GIBBS
Oral Presentation 3a, Group GIBBS
Experiment 4b, Group GIBBS
Thanksgiving Holiday
Oral Presentation 3b, Group GIBBS
Oral Presentations 4, Group KWOLEC

Remarks

Q1 KWOLEC

Q1 GIBBS

Q2 KWOLEC
LR1 KWOLEC, OP1a KWOLEC
OP1b KWOLEC
Q2 GIBBS
LR1 GIBBS
OP1 GIBBS
Q3 KWOLEC
LR2 KWOLEC, OP2a KWOLEC
OP2b KWOLEC
Q3 GIBBS

LR2 GIBBS, OP2 GIBBS

Q4 KWOLEC
LR3 KWOLEC
OP3 KWOLEC
Q4 GIBBS
LR3 GIBBS, OP3a GIBBS

OP3b GIBBS, LR4 KWOLEC

OP4 KWOLEC

Oral Presentations 4a, Group GIBBS

LR4 GIBBS, OP4a GIBBS

Oral Presentations 4b, Group GIBBS

OP4b GIBBS

SectionBGroupAssignmentsofLaboratoryProjects
Project 1.
Project 2.
Project 3a.
Project 3b.
Project 4a.
Project 4b.
Project 5.
Project 6.
Project 7.
Project 8.

Head Loss in Pipes and Head Loss due to Pipe Fittings (Welty, Wicks & Wilson: Ch. 14)
Pipe Networks (Welty, Wicks & Wilson: Ch. 14)
Particle Drag Coefficients (Welty, Wicks & Wilson: Ch. 12)
Fixed and Fluidized Beds (DeNevers: Chapter 11)
Concentric Tube Heat Exchanger (Welty, Wicks & Wilson: Ch. 22)
Free and Forced Convection (Welty, Wicks & Wilson: Ch. 19,20)
Aeration
Fluid Mixing (DeNevers: Chapter 19)
Linear and Radial Heat Conduction (Welty, Wicks & Wilson: Ch. 17,18)
Gas and Liquid Diffusion (Welty, Wicks & Wilson: Ch. 24,25)

Group Members
Curie 1

Bao DINH, Firas KHAN, Janice LAM, Bryan LE, Patrick SY

Curie 2

James DETMERS, Christopher KARNES,

POURNAGHDI, Matthew TEMPLIN

Curie 3

Jasminda DHALIWAL, Benson LIM, Michael NGUYEN, Hoda SHAHRESTANI,

Lizet URIAS

Curie 4

Gary CHANG, Garrett CHOW, Jacob FENSTER, Derek HUANG, Anthony TONG

Daniel

PALUMBO,

Koorosh

Schmidt 1 Samuel ANDREW, Milken JONATHAN, Jessica LUKINS, Eddie MORALES,

Oscar RODRIGUEZ
Schmidt 2 Michael PEARSON, Siddharthan SELVASEKAR, Mathew SHUM, Christopher
THORNTON, Victor VAZQUEZ SEVILLA
Schmidt 3 Fareed AHMED, Steven BUI, Kayvon, HOSSEINI, David HUYNH, Uyen
NGUYEN
Schedule
Exp 1

Exp 2

Exp 3

Exp 4

Curie 1

P5

P7

P1

P3

Curie 2

P6

P8

P2

P4

Curie 3

P7

P1

P3

P5

Curie 4

P8

P2

P4

P6

Schmidt 1

P1

P3

P5

P7

Schmidt 2

P2

P4

P6

P8

Schmidt 3

P4

P6

P8

P2

Class Schedule Section B: Q: PreLab Quiz; OP: Oral Presentation; LR: Lab Report Due
Remarks
Month Day
Topic
Oct
02 Th Lecture: Course Introduction
06 Mo Experiment 1a, Group CURIE
Q1 CURIE
07 Tu Lecture: Preparation of Lab Reports
08 We Experiment 1b, Group CURIE
09 Th Lecture: Technical Writing
13 Mo Experiment 1a, Group SCHMIDT
Q1 SCHMIDT
14 Tu Lecture: Data Analysis
15 We Experiment 1b, Group SCHMIDT
16 Th Lecture : Preparation of Oral Presentations
20 Mo Experiment 2a, Group CURIE
Q2 CURIE
21 Tu Oral Presentations 1a, Group CURIE
LR1 CURIE, OP1a CURIE
22 We Experiment 2b, Group CURIE
23 Th Oral Presentation 1b, Group CURIE
OP1b CURIE
27 Mo Experiment 2a, Group SCHMIDT
Q2 SCHMIDT
28 Tu Oral Presentation 1a, Group SCHMIDT
LR1 SCHMIDT, OP1a SCHMIDT
29 We Experiment 2b, Group SCHMIDT
30 Th Oral Presentation 1b, Group SCHMIDT
OP1b SCHMIDT
Nov
03 Mo Experiment 3a, Group CURIE
Q3 CURIE
04 Tu Oral Presentations 2a, Group CURIE
LR2 CURIE, OP2a CURIE
05 We Experiment 3b, Group CURIE
06 Th Oral Presentation 2b, Group CURIE
OP2b CURIE
10 Mo Experiment 3a, Group SCHMIDT
Q3 SCHMIDT
11 Tu Veterans Day Holiday
12 We Experiment 3b, Group SCHMIDT
13 Th Oral Presentation 2a, Group SCHMIDT
LR2 SCHMIDT, OP2a SCHMIDT
17 Mo Experiment 4a, Group CURIE
Q4 CURIE
18 Tu Oral Presentation 2b, Group SCHMIDT
OP2b SCHMIDT, LR3 CURIE
19 We Experiment 4b, Group CURIE
20 Th Oral Presentations 3a, Group CURIE
OP3a CURIE
24 Mo Experiment 4a, Group SCHMIDT
Q4 SCHMIDT
25 Tu Oral Presentation 3b, Group CURIE
OP3b CURIE, LR3 SCHMIDT
26 We Experiment 4b, Group SCHMIDT
27 Th Thanksgiving Holiday
Dec
01 Mo
02 Tu Oral Presentation 3, Group SCHMIDT
OP3 SCHMIDT, LR4 CURIE
03 We
04 Th NO CLASS!!
08 Mo
09 Tu Oral Presentations 4a, Group CURIE
OP4a CURIE, LR4 SCHMIDT
10 We
11 Th Oral Presentations 4b, Group CURIE,
OP4b CURIE
15 Mo
16 Tu
17 We
19 Fr Oral Presentations 4, Group SCHMIDT
10:30 12:30, DBH 1300
9

10

Attendance
You must be in the lab for the entire lab period. If you have finished your experiment, you can use the
time to collect additional data points, repeat the experiment to examine whether your results are
reproducible, and/or analyze your data. If you are going to be absent from an entire lab or a portion of a
lab and you have a valid excuse, you must inform both your lab partners and your instructor. Failure to
follow this procedure will result in a grade of zero for the lab you miss.
Group Assignment
Where possible, groups of four students will be formed. To clearly delineate responsibility for each
experiment, the group will designate one person from the group as a group leader. This position is a
rotating responsibility, with one person holding the title for each assigned experiment. Every member of
the group shall hold this position at least once during the quarter, and the number of times each group
member is assigned this task is a function of the number of experiments assigned during the quarter and
the number of persons in the group.
The group leader's responsibility is to assign the tasks associated with a particular experiment to the group
members. This includes such items as data taking, equipment operations, calculations, drawings,
responsibility for report sections, etc. The setting deadlines, overall coordination, report assemblage, etc.,
should be the responsibility of the group leader. The group leader presents the oral report.
Laboratory Notebook
Every lab group must have a lab notebook. During each lab make notes of everything you are doing and
every measurement you have made. Your lab notes will be evaluated; therefore, make sure that they are
legible and understandable. At the top of each page put the date, experiment name, and any other useful
data. When you finish a page, sign your name and the date at the end of your data. Ask one of the lab
assistants to initial each page of your laboratory notebook just before the end of the laboratory period.
Pre-Lab Quiz (Written)
You must come to the lab prepared to work effectively, safely, and efficiently. No group will be allowed to
operate any equipment until its members have been quizzed by the instructors and have demonstrated
familiarity with the experimental theory and procedure. The following points will be questioned:
List the independent and dependent variables relevant to your project.
How will independent variables be controlled?
What range of independent variables will you study?
How will you measure independent and dependent variables?
List all other data to be taken.
How do you plan to analyze your data? What theoretical model is the analysis based upon? What
does the literature tell you?

11

Laboratory Report Format

All lab reports are group reports that are due on the date specified on the course schedule. A lab report is
required for every experiment undertaken and is a requirement for the course. All students are expected to
contribute to the data collection and writing of the report. Severe penalties will be assessed for those who
do not share. In line with AIChE requirements for publications and presentations, all reports should use
the SI system of units. All lab reports must be typed; the paper should be unlined, white 8.511 inch size
with a one-inch border. Equations may be handwritten in ink in a neat, legible fashion. Excellent
resources providing guidelines for writing Engineering Lab Reports include:
MIT: http://ocw.mit.edu/courses/biological-engineering/20-109-laboratory-fundamentals-in-biologicalengineering-fall-2007/assignments/guide_lab_report-htm/
Penn State:

http://www.writing.engr.psu.edu/workbooks/laboratory.html

Purdue:

http://owl.english.purdue.edu/owl/resource/647/01/

Laboratory reports in 140A should contain the following sections:

Title Page: List Title, Group Name, Group Members, Institution, Location, and Date
Table of Contents: This section should contain a listing of all the sections in the report with page
numbers.
Abstract: This section is sometimes called an executive summary and is written for distribution to
persons who are only interested in a simple digest of the work done. This section is the most important
part of the report and contains four elements: (a) a statement of the problem/research issues that you are
investigating; (b) the research methods used: both the experimental methods and underlying data analysis
methods; (c) key results and findings; and (d) main conclusions and recommendations. It should be no
longer than one paragraph or approximately one-half of a page. For examples students can refer to such
sources as Chemical Abstracts of the AIChE Journal.
Introduction: A section that relates the applicability of the experimental problem being studied to "real
world" engineering problems. This is usually a paragraph-length statement.
Objectives: A paragraph that details the purpose for which the experimental measurements are
undertaken. Typically, your experiments are aimed to verify one or more fundamental principles and/or
examine the effects of experimental conditions on a desired process. These should be clearly stated.
Materials and Methods: The report should contain schematics/pictures of the apparatus and a detailed
discussion of any special features of the equipment. All key dimensions and equipment numbers should
be included. This description of the experimental apparatus is followed by a description of the procedures
used to obtain the experimental data. Note that any graphical or tabular information presented in your
report must have a descriptive caption. Table Captions are listed above the Table, while Figure captions
are listed below the Figure.
Theory: After the introduction, the theoretical aspects of the problem analysis should be presented. A
brief derivation of the key equations used should be presented along with the underlying assumptions. Do
not rely on your laboratory manual for information in this regard, please refer to your textbook(s) used in
125A-B-C and other established resources in transport phenomena and unit operations.
Results and Discussion: A section that presents your experimental results and their analysis. Numerical
results, graphical presentation and comparison with theoretical expectation, experimental error analysis,
and equipment limitations are provided. In this section, the important results of the experiment are
discussed with reference to key graphs and tables. Also discussed are the significance of these results and
potential sources for errors and inaccuracies. Note that graphs/tables cannot be presented in a stand

12

alone fashion and assumed to suffice in terms of presentation of the results. All graphs and tables must be
introduced first in the main text followed by a description of the salient features/characteristics of the
results shown.
Conclusions: A section that contains key qualitative conclusions and quantitative arrived at from the
analysis of the data. It should be short, and parallel the section on objectives. The reader should have a
clear picture of the work done and the results. There should be no discussion in this section.
References: A listing of all the published pertinent reference sources consulted by the students that is
pertinent to the material presented in the report.
Appendix: Included in this section is material that was used in the experiment but may not have been
obtained from experimentation, such as calibration curves, data, etc., which were provided by the
instructor or obtained from published sources. In addition, any computer programs used for data analysis
and whose results are included in the report should be in this section.
The appendix should include the following:
1. Experimental Data: All raw data, tabulated numerical results, and any graphical presentations
directly obtained from the experimental data should be presented in this section. Include recorder
chart paper, if any.
2.

Sample Calculations: This section contains a detailed calculation illustrating the procedure
followed in converting the data from raw information to the desired numerical results.

3. Tables: Any table of calculated values beginning with raw data not included in Discussion of
Results. Any tabular information necessary to present key results/analysis of your experiment should
be presented in the main body of the report.
4. Graphs: Any graphs that were developed from the raw data and not included in the Discussion of
Results. This section should also contain any calibrations graphs. Any graphical information
necessary to present key results/analysis of your experiment should be presented in the main body of
the report.
5. Computer Data: This section should include computer programs (listing), documentations (for
packaged programs) and computer outputs.

13

Steps to Writing a Lab Report

Once you are familiar with the theoretical aspects of the experiments, a approach to writing a laboratory
report is:
1. Convert the raw data into numerical results and graphical illustrations of the results. Prepare the
appendix section. Wherever feasible use the SI system of units.
2. Write the Results and Discussion sections
3. Write the Objectives and Conclusion sections, and check with the Discussion section for consistency.
4. Write the Introduction, Materials and Methods and Theory sections. This then gives the writer an
insight into what should be included in this section to justify or reinforce the Discussion section.
5. Fill in the remaining sections in any fashion best suited to the writer. Write the abstract last.
6. Assemble the report in the order stated in the format section discussed previously. Then read the
entire report to see if all the sections relate to each other and revise as necessary.
General Laboratory Report Guidelines (Adapted from University of Florida ChemE Lab Guidelines)
Preparing quality reports requires a team effort with careful planning, strict scheduling, coordination,
and attention to detail. This is a skill that is critical to your success as a professional engineer or
researcher. Here are some important guidelines:
1.

Number all pages except for the title page

2.

Number all figures and tables. The figures and tables should be numbered sequentially throughout
the entire lab report in the order in which they appear

3.

Each figure must have a caption that appears below the figure itself. The caption should provide a
figure title and description. Figures should not have a separate title shown outside of the caption.

4.

Each table must have a caption that appears above the table itself. The caption should provide a table
title and description. Tables should not have a separate title shown outside of the caption.

5.

Each figure and table appearing in the report must be mentioned in an accompanying paragraph in
the main text. Unreferenced figures or tables are unacceptable.

6.

No figure or table should appear before its introductory paragraph.

7.

Use different line types or plotting symbols to denote different curves in a figure.

8.

Plotted experimental data should be shown as symbols on the graph that can optionally connected
with straight-line segments to denote any important trends. By contrast, theoretical predictions
should be shown as continuous curves without any symbols shown.

9.

Define all symbols appearing in equations.

10. Do not introduce unnecessary symbols.

11. Avoid using unconventional or non-standard scientific symbols. For example, avoid using
alphazero to denote 0, a^2 to denote a2, or q_s to denote qs. Also, avoid FORTRAN-like
arithmetic characters in scientific formulas. For example, do not write Q=m*Cp*T instead write
Q=mCpT.
12. Avoid starting sentences with symbols or acronyms.
13. Use consistent verb tense throughout the document. For example do not write the following The
pressure drop is measured using two methods. The first method was based on Instead write: The
pressure drop is measured using two methods. The first method is based on

14

14. For this course please use the present tense throughout the report whenever possible as if the
laboratory action and calculations of the experimentalists are being performed when the document is
being read. Whenever possible, avoid using past or future verb tenses such as will or was. For
example The experimental plan is described in the following section is preferable to The
experimental plan will be described in the following section. However, the use of future or past
tense can be used for events that did or will take place in the past or future. For example: Osborne
Reynolds first elucidated the transition from laminar to turbulent flows in 1883. or The lab
manager will repair the distillation apparatus next week.
15. Avoid redundant expressions, for example do not write: The calculation of pressure is given in the
following calculation.
16. Avoid awkward expressions, for example do not write: The friction factor is adjusted by a
correcting variable that is multiplied to it. Write instead The friction factor is corrected through
multiplication by a variable.
17. Avoid informal, colloquial, or informal expressions. For example do not write: The value of the
friction factor is plugged into Eq. (1). Write instead: The value of the friction factor is substituted
into Eq. (1)
18.

Avoid wordy sentences. Separate long sentences into smaller sentences that are ordered in a logical
fashion.

19.

Avoid imprecise expressions that can be misinterpreted. For example, the following sentence is
imprecise because, contrary to the intention of the writer, it incorrectly implies that the equilibrium
line is not physically possible: The data are inconsistent because the operating line crosses the
equilibrium line which is physically impossible. Write instead: Since it is physically impossible for
the operating line and the equilibrium line to cross, we conclude that the data is inconsistent.

20. Whenever possible, avoid repetitive use of the pronoun we. Also avoid using the forms our and
us. Use we only in cases to claim responsibility for an important decision that your group made.
For example: We discarded the data from run I because the temperature in the system had not
reached steady state conditions. This statement emphasizes that the authors assume responsibility
for making the decision to ignore some of the collected data.
21. Handwritten corrections or special symbols can be included in your reports provided that the
annotation is done neatly in ink. It is also not necessary to type lengthy calculations: a neat
handwritten calculation written in pencil is acceptable.
22. Do not refer to an equation by its number before the equation has been introduced and numbered.
You can refer to equations by their numbers only in paragraphs that follow the appearance of the
numbered equation.
Standards for Graphs/Figures
1. All graphs drawn should look as if an engineer had done the work. It is suggested that you study the
graphs appearing in your textbooks and Chemical Engineering Progress
2. Select graph paper that is suitable for the job, both in sheet size and ruling. Computer-generated graphs
are also acceptable.
3. Standard engineering lettering (not script) should be used on all graphs.
4. Allow adequate margins with drawing coordinate axes.
5. Use suitable scales. Do not magnify one scale out of proportion with respect to the other coordinate.
As a very rough rule for showing one curve, try to have the curve around 45 degrees in slope.
6. Label all coordinates clearly outside of the scale figures. State the property being plotted and the units
being used. Tab marks should be spaced at regular intervals; about every inch on 8.5" 11" paper. Avoid

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unusual scales on graphs, such as 3 units in two spaces, etc. It is important that each space be in terms of
1, 2, 4, or 5 units, or multiples thereof.
7. All graphs and figures must have captions placed below the figure. The caption should be brief and
should summarize the content of the figure. Do not have a title for your figures. All information should
be placed in the caption
8. Do not enclose your figures with a frame.
9. When two or more curves appear on the graph, different symbols should be used for each curve. A key
placed in the caption should be used to identify the different symbols or lines on the graph.
10. Most engineering graphs are presented as straight lines or smooth curves. Straight lines should be
used to connect raw data. Curves should only be used if a theoretical prediction is being plotted or a data
fit is being applied to the experimental results. Note, however, that with experimental data it is not
expected that the curve will pass through all, or even most, of the points.
11. When standard correlations or equations are shown on a graph every point on the curve is equally
weighed. Usually, the appropriate equation is given near the curve or in the caption.
Laboratory Report Grading
Report Section
Format
Abstract
Introduction
Materials and Methods
Theory
Results
Discussion
Conclusions
Appendix
Grammar
Total

Grade Allocation
5
10
10
10
10
15
15
5
10
10
100

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Laboratory Peer Evaluation

Formula
Each team will receive a written grade (Gw) worth a maximum of 100 points for the PBL report based on
assessment of the written document by either Prof. Venugopalan or one of the TAs. Each student will also
receive a grade based on the assessment of their peers (Gp), again worth a total of 100 points. Each
students overall grade (G) for the PBL portion of the course (worth 60% of the course grade) will be the
average of the two:

Gw G p
2

The peer evaluation component will be carried out as follows. Each of you will be given a hypothetical
$100/person to spend on the salaries among the other individuals in the group based on their individual
input/contributions within the group.
You must spend all of the money allocated to you and you cannot
pay yourself. For example, if your group has four members, you will be given $300 to distribute. Thus,
$100 is the average total salary for any individual. The table below is an example in which there are four
people in the group:
Student
1
2
3
4
Total

Salary
from #1
100
100
100
300

Salary
from #2
100
150
50
300

Salary
from #3
100
125
75
300

Salary
from #4
75
100
125
300

Salary (S)
275
325
375
225

Then Gp will be calculated as follows:

S
Gp Gw
Savg

,
whereSavgistheaveragesalaryor$100x(#members1)andtheindividualgradeisthen:

Gw
2

S
1

Savg .

In the example above, if the teams written lab report grade is 80, student #3s overall grade is then:

80

375
1
90
300
,

80

225
1
70
300
.

while student #4s overall grade is:

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How to Distribute Salaries

Salaries should be distributed to each individual based equally on three areas of contribution:
1. Intellectual Contribution. Consider the intellectual ideas each person has volunteered towards
development of the laboratory report including the formulation of the introduction, presentation
of the laboratory results and, importantly, analysis of the data. These contributions might include
ideas during brainstorming sessions or ideas that the group member contributes based on his/her
background work. Importantly you must consider these contributions as truly productive towards
formulation of a quality laboratory report
2. Time and Effort. This is simply your perceived contribution of time and energy of the individual
towards carrying out the dirty work of producing a quality laboratory report. This would
include the development of legible tables and graphs to clearly present the data; time spent
researching the background; and performing the data analysis.
3. Facilitating the teams overall progress. This includes the individuals ability to function within
a group and enabling the group to function as a greater than the sum of the parts. For example
members that share their knowledge with the other team members and facilitate discussion of the
experimental results and engages the entire team to contribute their ideas towards the analysis and
presentation of the experimental findings should be rewarded. By contrast, members who ignore
comments and ideas from other individuals and attempts to solve the problem on his/her own, are
not using your groups resources most efficiently despite the fact they may be contributing time
and effort and intellectual contribution.
Oral Presentations and Class Participation
The oral report should be a group presentation prepared by the entire group but given by the leader. It is
critical for the entire team to complete preparation of the oral report well in advance to allow the group
leader to practice and refine his/her talk. Each group leader will have 14-16 minutes for the presentation.
2 points will be deducted from the total score (maximum 100 points) for each minute shorter than 14
minutes or longer than 16 minutes. We will have 10 minutes for questioning and discussion at the end.
The oral presentation will be graded according to the following criteria.
Clarity of Title and Project Objectives
Speaker's voice clear and loud enough?
Relevance to ChE processes, ethics, environment
Visual Aides and Talk Organization
Accuracy and Completeness of Technical Content:
Apparatus & Processes
Theory/ChE Principles
Results
Depth of Understanding
Presentation: comprehensible/insightful
Talk Preparation
Time Management
Structure/Logical Slide Sequence
Delivery is prepared and refined
Depth of Understanding
Response to Questions

5
5
10
10
5
10
5
5
10
5
5
5
5
15

Total
100
Over the span of the quarter, all students should engage the speaker during the Q&A period. You should
state your name and group before asking questions. If you do not ask questions during the presentations,
you will not receive credit for class participation.
Suggested content of oral presentations

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(1)

What was the objective of the experimental investigation? What was the experimental plan?

(2)

What was the experimental system? Show a schematic of the apparatus and describe its operation.

(3)

Describe the difficulties you encountered. How do you recommend overcoming these difficulties?

(4)

What measurements were or should be taken? What is the best range of operating variables?

(5)

How were the experimental data analyzed? What results were anticipated and actually obtained?

(6)

Were your experimental results consistent with theory?

(7)

What are your conclusions? Do you have recommendations for improvements for the experiment
and analysis of the data?

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Laboratory Safety Rules

It is essential that you have a safe learning experience. Safety is a set of rules. Individuals who violate
any of these rules will not be permitted in the laboratory. For our laboratory these are:
(1) Clothing: Shorts and skirts are not permitted in the labs. Tank tops and sleeveless shirts / blouses
are not permitted in the labs. An individual who violates this rule will not be permitted in the lab.
(2) Eye Protection: Safety glasses must be worn in all areas of the laboratories. A student not wearing
or refusing to wear eye protection, after being warned, is to be dismissed for that laboratory period
and assigned a grade of zero for the work so missed. Upon two such dismissals the student is subject
to being dropped from the course. An individual who violates this rule will not be permitted in the
lab. An exception to this rule will only be made during oral presentations and the lab quizzes.
(3) Order: All designated experimentation areas should be left in a neat orderly state at the conclusion
of an experiment. Failure to comply will result in a grading penalty.
(4) Horseplay: Incidents of horseplay can lead to friction and accidents, and are not tolerated. A
minimum penalty of one letter grade and a maximum penalty of a failure grade may be incurred.
(5) Behavior: No sitting on lab benches. No headphones. No gaming. No Texting, Facebook, Twitter,
Instagram Take important phone calls outside. Treat your colleagues respectfully.
(6) Equipment Difficulties: Students are encouraged to correct any minor equipment difficulties by
taking the appropriate action. However, any major equipment difficulties should be reported to the
instructor or assistant, and the student should not attempt further corrective action.
(7) Tools: Tools are not to be removed from the laboratories.
(8) Chemicals: Chemicals are required to perform several of the experiments. Students should check
with their instructor as to where to get these chemicals and what safety precautions, if any, are to be
taken in conjunction with their use. Do not use mouth suction to fill pipettes. Waste chemicals are to
be placed in receivers and not discharged in the drain.
(9) Accidents: Even with the greatest safety precautions, accidents do happen. Be sure you are familiar
with the locations of safety showers, eyewash stations, and medical first aid kits. If an accident
happens, be sure to immediately inform an instructor. In the case of a serious accident, do not
attempt first aid if you are not familiar with the proper technique but do attempt to make the person
comfortable until aid arrives. The campus emergency number is 911.
(10) Unauthorized areas: Do not touch unauthorized equipment or experiments.
(11) Food or Drink: Neither food nor drink is permitted in the laboratories.
(12) Smoking: Smoking is not permitted in UCI buildings.
I have read, understood, and agree to abide by these rules.
Name(Print) __________________________ Signature _______________________ Date ____________

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