Agricultural Engineering

Visayas State University
COLLEGE OF ENGINEERING
Visca, Baybay, City, Leyte
Website: coe.vsu.edu.ph
ABen 131: Introduction to

Agricultural and Biosystems
Engineering
Lecture 01
Dr. Roberto C. Guarte
Professor
First lecture in ABen 131-Introduction to Agricultural and Biosystems Engineering, 1st Semester, AY 2019-2020
Course Description
§ Introduction to the field of Agricultural and Biosystems

Engineering
• The profession as a tool for sustainable
development in global and local frontiers
• AB engineering projects an success stories
• Best practices and approaches
• Innovations; challenges and opportunities.
Lecture 1: Learning Outcomes
LO1: Trace the Evolution of AE to ABE at the

International Level
LO2: Describe the ABE Education and
Specialization at International Level
LO3: Describe the Evolution of AE to ABE in
the Philippines
LO4: Differentiate the new ABE Law from the

old AE Laws
3
Lecture 1: Learning Outcomes
LO1
Evolution of AE to ABE at the
International Level
LO1. Evolution of AE to ABE
Agricultural Engineering
§ Application-based discipline related to the
production and processing of goods of
biological origin from the field and the farm to
the consumer:
o Plant and animal production
o Post-harvest technology
o Process engineering, etc.
§ Agricultural Engineering was also traditionally

related to the protection of the natural
environment and the preservation of the
natural resources:
o Soil conservation
o Rational water management
o Air pollution control
o Waste management
o Preservation of natural habitats, etc.
Agricultural and Biosystems Engineering
§ Science-based engineering discipline that
integrates engineering science and design
with:
o Applied biological sciences
o Environmental sciences, and
o Agricultural sciences
§ Broadening the area of application of
Engineering, specifically to the biological
sciences, in general.
7
§ On top of the aforementioned areas, ABE can
also be involved in the expanding new areas
of bio-based materials, bio(agro)-fuels,
biomechatronics, etc., in the following:
o Assessment of food traceability, quality, and
safety
o Design of environmentally friendly and
sustainable systems.
8
§ In Education and Research, ABE’s concerns

in the physical sciences and engineering are to:
o Understand
o Model
o Process or enhance
biological systems for sustainable development
in agriculture, food, land use, and the
environment.
HOWEVER, it should be emphasized that:
§ Agricultural and Biosystems Engineering is not
Biotechnology which is defined as:
“Techniques that use living organisms or
parts of organisms to produce a variety of
products (from medicines to industrial
enzymes) to improve plants or animals or to
develop microorganisms to remove toxics
from bodies of water, or act as pesticides .”
10
that:
§ Agricultural and Biosystems Engineering is not
Biomedical Engineering which is defined as:
“The application of engineering principles and
techniques to the medical field. It combines
the design and problem solving skills of
engineering with the medical and biological
science to help improve patient health care
and the quality of life of healthy individuals.”
11
ABE in the United States of America
§ The first curriculum in agricultural engineering

was established at Iowa State University by
Professor J. B. Davidson in 1903.
§ In 1905, the Department of Agricultural
Engineering at ISU was formally established
§ In 1990, the department was renamed the
Department of Agricultural and Biosystems
Engineering 12
§ In 1907, the American Society of Agricultural

Engineers (ASAE) was founded as colleges
and universities throughout the nation were
seeing the need for engineering-related
courses and research in areas related to
agriculture.
§ Between 1903 to late1980s, Agricultural
Engineering degree program was offered by at
least 40 HEIs in the USA and Canada.
13
§ Between the 1990s to early 2000, HEIs
offering the Agricultural Engineering curricula
experienced the following problems:
o Significant decline in student enrolment
o Reduced prestige
o Declining funding, etc.
§ These students were interested in the
interface of biology and engineering rather
than agriculture and engineering,
14
§ Since then most Agricultural Engineering
Departments in USA and Canada have added
a ‘bio’ modifier term to their programs:
o Bio-systems
o Bio-logical,
o Bio-resources,
o Bio-engineering, etc
§ The name and curriculum changes have led to
increased enrolments in most cases.
15
16
17
§ As a result, In 2005, the American Society of

Agricultural Engineers (ASAE) and the
Canadian Society of Agricultural Engineers
(CSAE) decided to change their name,
respectively to:
o American Society of Agricultural and
Biological Engineers (ASABE), and
o Canadian Society for Bioengineering
(CSBE)
18
ABE in Europe
§ Development of ABE studies in Europe was
quite late compared to the USA and Canada
§ Only in early 2000 that HEIs offering the
Agricultural Engineering curricula experienced
the following problems:
o Significant decline in student enrolment
o Reduced prestige
o Declining funding, etc.
19
These students were interested in th

§ As a result, in 2002-2006, a new European

Thematic Network entitled “Education and
Research in Biosystems Engineering in
Europe (ERABEE-TN) which accomplished the
following:
1. Mapped the structure of studies in traditional
Agricultural Engineering in Europe and
facilitated European Cooperation among
institutions offering such studies
20
2. Developed a Core Curriculum as a benchmark

for Agricultural Engineering studies in Europe
a) Agricultural Engineering core curriculum version
(1) which was approved in January 2007 by the
FEANI-EMC, a core curriculum for the 1st Cycle
Degrees of Integrated 1st and 2nd cycles and Long
Cycle Academic Program
b) Complete set of documents (2) on the EurAgEng
Recognition Process using the curricula criteria
established in (1).
21
§ As a result of ERABEE-TN, the European

Commission supported financially a two-year
EU/USA project under "ATLANTIS (Actions for
Transatlantic Links and Academic Networks for
Training and Integrated Studies)" entitled:
"Policy Oriented Measures in Support of
establishing common policies regarding the
Evolving Biosystems Engineering Studies in
USA – EU (POMSEBES)"
22
LO2. ABE Education and Specialization
LO2
ABE Education and
Specialization – International
Level
The CORE CURRICULUM of the Agricultural and

Biosystems Engineering discipline in Europe
and in the USA were the results of the following
studies:
1. The EU-US Atlantis project (POMSEBES,
2008)
2. Erasmus Network (ERABEE, 2010)
24
The CORE CURRICULUM adopted the following

two (2) main terms:
1. Competences - represent a dynamic
combination of cognitive and metacognitive skills,
knowledge, and understanding; interpersonal,
intellectual, and practical skills; and ethical
values
2. Learning outcomes are statements of what a
learner is expected to know, understand, and/or
be able to demonstrate at the end of a period of 25
learning
The Components of the CORE CURRICULA:
A. Fundamental Competences and Knowledge
associated with the Learning Outcomes of the
Engineering Part:
(1) Engineering graphics and design (CAD),
(2) Mechanics (statics),
(3) Strength of materials,
(4) Mechanics (dynamics),
(5) Fluid mechanics,
(6) Applied Thermodynamics,
(7) Heat and mass transfer,
(8) Electricity and electronics, and
(9) System dynamics 26
B. Fundamental Competences and Knowledge
associated with the Learning Outcomes of the
Biological Sciences:
1. Plant biology,
2. Animal biology,
3. Introduction to soil science,
4. Introduction to agricultural meteorology and micro-
meteorology,
5. Understanding the environment and
6. Microbiology.
27
C. Specialization-Specific Mid-Level Learning
Outcomes:
1. Bioprocess Engineering
2. Bioenergy Systems
3. Bio-based Materials
4. Structural Systems, Materials, and
Environment for Biological Systems
5. Biosystems Information and Analysis
6. Water Resources Engineering
28
D. Basic-Level Learning Outcomes for All
Specializations
1. LOBS (learning outcome: basic sciences)
• Mathematics, informatics, physics, and
chemistry
2. LOFES (learning outcome: fundamental
engineering sciences)
3. LOFBS (learning outcome: fundamental
biological/agricultural sciences)
4. LOHE (learning outcome: humanities and
economics) 29
E. Mid-Level Competencies for Each Specialization
E.1. Bioprocess Engineering

E.1.1 Biosystems Mid-level Competencies
§ In-depth knowledge and understanding of the biological
reactions that govern living organisms and their
biological, mechanical, and physicochemical character-
istics as related to production of value-added bio- based
products
§ Comprehensive understanding of the biological

mechanisms that govern enzymatic reactions.
30
E.1. Bioprocess Engineering
E.1.2 Engineering Mid-level Competencies
§ Use the mass and energy balance in each step (unit
operation) of a process to design and produce value-
added bio-based products and develop new products.
§ Evaluate the effect of process parameters in designing

an enzyme reactor for the production of various bio-
based products.
31
E.2. Bionenergy Systems
E.2.1 Biosystems Mid-level Competencies
§ Use the biochemical energy conversion processes
applied to biomass (anaerobic digestion, hydrolysis,
esterification and etherification processes, and second-
generation biological conversion processes).
§ Evaluate matters related to living organisms and apply

them in the interaction of organisms with energy sys-
tems and the effects of the related physical, chemical,
and biological factors. 32
E.1. . Bionenergy Systems
E.2.2 Engineering Mid-level Competencies
§ Evaluate bio-oil extraction and bio-oil upgrading
techniques in order to select and use them for fat-based
biomass.
§ Use the principles of thermodynamic cycles for biomass
to heat and power conversion, in particular the Otto,
Diesel, Bryton, Stirling, and Rankine cycles.
33
Position Titles of graduates may include:
§ Design Engineer
§ Test Engineer
§ Project Engineer
§ Plant Engineer
§ Quality Control Engineer
§ Process Engineer
§ Energy Adviser
§ Consulting Engineer, and
§ Environmental Engineer.
34
Evolution of Agricultural
Engineering (AE) and Agricultural
and Biosystems Engineering
(ABE) in the Philippines
Part of a lecture in ABen 131-Introduction to Agricultural and Biosystems Engineering, 1st Semester, AY 2018-2019
LO 3. AE and ABE in the Philippines
§ Agricultural Engineering in the Philippines started

as a major field in Agriculture
§ The 1st batch of Ag. Engineers was recognized as
early as 1957
§ In 1964, the practice of Agricultural Engineering was
strengthened through RA 3927, An Act to Regulate
the practice of Agricultural Engineering in the
Philippines.
§ The Act is known as the “The Philippine
Agricultural Engineering Law” of 1964
36
§ Republic Act 3927of 1964

§ “An Act to Regulate the practice of
Agricultural Engineering in the
Philippines.”
§ This law has 31 sections (No Articles)

§ Section 2 of the said law defines Agricultural
Engineering as a profession consists in the
application of the fundamental and known
principles of mechanical, civil and electrical
engineering to the peculiar conditions and
requirements of agriculture as an industry and
as a field of science.
38
§ It stipulates that the practice of agricultural
engineering shall embrace the following
activities: (1) farm power and machinery, (2)
farm buildings and structures, (3) farm
electrification and farm processing, (4) soil and
water conservation which includes farm
irrigation and drainage, land clearing, flood
control, soil erosion control and related
problems, and (5) education and research.
39
§ Section 14 of the said law specifies the following
scope of the Board Examination:
§ Farm mechanization, farm power, farm machinery and
equipment (20%)
§ Soil and water conservation, farm irrigation and
drainage (20%)
Rural electrification, farm processing and farm
structures (20%)
§ Mathematics (algebra, plane trigonometry, analytics
and calculus) (10%)
§ Agronomy and animal husbandry (10%)
§ Farm economics and farm management (10%)
Agricultural marketing and farm statistics (10%} 40
§ RA 8559 of 1998
§ “An Act of Regulating the practice of
Agricultural Engineering Profession
in the Philippines.”
§ In 1998, the practice of Agricultural Engineering was

strengthened through RA 9559, An Act of Regulating
the practice of Agricultural Engineering Profession in
the Philippines.
§ This Law was approved on February 26, 1998 by the

Congress of the Philippines during its Tenth
Congress
§ It has five (5) Articles and 35 Sections
42
§ Section 3a of Article II of this law stipulates that
the Practice of Agricultural Engineering - shall
refer to the profession requiring the application of
the fundamental and known principles of
engineering to the peculiar condition and
requirements of agriculture as an industry and as a
field of science, and shall include, but not limited
to, the following:
1. Consultation, valuation, Mgt, etc. services of AEs
2. Management or supervision and preparation of
engineering designs, plans, specifications of projects
3. Research and development, training and extension
4. Testing, evaluation and inspections
5. Management, manufacturing and/or
marketing
6. Teaching, agricultural engineering subjects
7. Employment with government agencies
§ Section 3b of Article II defines an Agricultural
Engineer as a natural person who has been
issued a certificate of registration by the Board
of Agricultural Engineering and has taken the
oath of profession of agricultural engineers.
§ Section 15 of the said law specifies the following
scope of the Board Examination:
1) Agricultural mechanization, power, machinery and
equipment
2) Soil and water conservation, irrigation and drainage; and
3) Rural electrification, agricultural processing and
agricultural structures.
45
§ RA 10915 of 2016
§ “An act strengthening,
§ modernizing and aligning the
practice of agricultural engineering in
the country into the internationally
recognized practice of agricultural
and biosystems engineering,
§ and for other purposes”
§ On 27 July 2016, the Agricultural and

Biosystems Engineering Discipline was
adopted and implemented in the Philippines
through R.A. 10915. “An act strengthening,
modernizing and aligning the practice of
agricultural engineering in the country into the
internationally recognized practice of agricultural
and biosystems engineering, and for other
purposes”
§ The law has seven (7) Articles and 47 sections
47
§ Section 4 of Article I of this law Agricultural and
Biosystems Engineering refers to the application of
engineering science and designs to the processes and
systems involved in the sustainable production, post
production and processing of safe food, feed, fiber, timber
and other agricultural and biological materials and the
efficient utilization, conservation, and management of
natural and renewable resources in order to enhance
human health in harmony with the environment.
Agricultural and biosystems consist of crops, forestry and
other plants, poultry, livestock, fisheries and aquaculture
resources and other animals, wildlife and other hving
things.
§ Section 17 of Article III of the said law specifies
the following scope of the Board Examination as
follows:
a) Agricultural and Biosystems Machinery and Power
Engineering
b) Land and Water Resources Engineering
c) Agricultural and Biosystems Structures and Environmental
Engineering
d) Agricultural and Bioprocess Engineering
e) Project Management, Feasibility Study Preparation, etc
f) Fundamentals of Agricultural, Fishery, Ecological and
Environmental Sciences; 49
§ CHED Memorandum Order (CMO)

§ CMO 94, series of 2017
§ “Policies, Standards, and
Guidelines in the Offering of the
Bachelor of Science in
Agricultural and Biosystems
Engineering”
§
§ In December 2017, the Bachelor of Science in

(BSABE) was formally introduced and adopted by
all HEIs in the Philippines through:
CHED CMO No. 94, s. 2017:

“Policies, Standards, and Guidelines (PSG) in the
Offering of the Bachelor of Science in Agricultural and
Biosystems Engineering”
51
This PSG:
§ implements shift to OBE leading to
competency based standards
§ specifies the “core competencies” expected
of BSABE graduates
§ provides ample space for HEIs to innovate
its curriculum based on particular context and
its mission
52
Section 4. Curriculum Design

§ HEIs are allowed to design curricula suited to
their own contexts and mission
§ HEIs have latitude in terms of curriculum
delivery and in terms of specification and
deployment of human and physical resources
§ HEIs can use as guide CHED Handbook for
OBE and ISA for submission of MW, SAR,AW
53
Section 5. Program Description
5.1 Degree Name
§ Bachelor of Science in Agricultural
and Biosystems Engineering (BSABE)
5.2 Nature of the Field of Study
§ Design of the BSABE Program
o Produce graduates who possess
the required Knowledge, Skills,
and Attitudes of an ABE 54
5.3 Program Educational Objectives

§ Career and professional
accomplishments that the program is
preparing the graduates to achieve within
three to five years after graduation
o Five (5) Sample PEOs
55
5.4 Specific Professions/Careers/Occupations

for Graduates
§ Scope of ABE as defined in R.A. 10915
known as “Philippine Agricultural and
Biosystems Engineering of 2016”
§ Teaching of Professional AB engineering

subjects in the ABE Curriculum is
recognized as practice of profession
56
Section 5. Program Description
5.1 Degree Name
§ Bachelor of Science in Agricultural
and Biosystems Engineering (BSABE)
5.2 Nature of the Field of Study
§ Design of the BSABE Program
o Produce graduates who possess
the required Knowledge, Skills,
and Attitudes of an ABE 57
5.5 Allied Programs

§ Agriculture
§ Aquaculture and Fishery
§ Forest Products Engineering
§ Environmental Science
§ Civil Engineering
§ Mechanical Engineering
§ Electrical Engineering
§ Industrial Engineering and Economics
58
Section 10. Curriculum Description
§ General Education
§ AB Science
§ Basic Engineering
§ Professional ABE Courses
§ Industry Immersion Program (IIP)
§ Thesis
59
Implementation
§ First batch of Freshman Students are the 1st

Graduates of the K-12 Senior High School
students
§ 1st Semester of School Year 2018-2019
§ 1st Batch of Graduates is on 2022
§ 1st Batch of ABE Licensure Examination
60
End of the Lecture
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Visayas State University

ABen 131: Introduction to

§ Introduction to the field of Agricultural and Biosystems

LO1: Trace the Evolution of AE to ABE at the

LO4: Differentiate the new ABE Law from the

§ Agricultural Engineering was also traditionally

§ In Education and Research, ABE’s concerns

§ The first curriculum in agricultural engineering

§ In 1907, the American Society of Agricultural

§ As a result, In 2005, the American Society of

These students were interested in th

§ As a result, in 2002-2006, a new European

2. Developed a Core Curriculum as a benchmark

§ As a result of ERABEE-TN, the European

The CORE CURRICULUM of the Agricultural and

The CORE CURRICULUM adopted the following

E.1. Bioprocess Engineering

§ Comprehensive understanding of the biological

§ Evaluate the effect of process parameters in designing

§ Evaluate matters related to living organisms and apply

§ Agricultural Engineering in the Philippines started

§ Republic Act 3927of 1964

§ This law has 31 sections (No Articles)

§ In 1998, the practice of Agricultural Engineering was

§ This Law was approved on February 26, 1998 by the

§ It has five (5) Articles and 35 Sections

§ On 27 July 2016, the Agricultural and

§ CHED Memorandum Order (CMO)

§ In December 2017, the Bachelor of Science in

CHED CMO No. 94, s. 2017:

Section 4. Curriculum Design

5.3 Program Educational Objectives

o Five (5) Sample PEOs

5.4 Specific Professions/Careers/Occupations

§ Teaching of Professional AB engineering

5.5 Allied Programs

Section 10. Curriculum Description

§ First batch of Freshman Students are the 1st

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