COURSE OUTLINE

Applied Chemical and Environmental Sciences

CHEMICAL ENGINEERING TECHNOLOGY-ENVIRONMENT PROGRAM (PCETE)
COURSE NAME:
COURSE CODE:
CREDIT HOURS
CREDIT VALUE:
PREREQUISTES:
COREQUISITES:
PLAR ELIGIBLE:
EFFECTIVE DATE:
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WATER TREATMENT FUNDAMENTAL

ENGI 24056
42 (3 HOURS PER WEEK)
3.0
N/A
N/A
NO
January 11th, 2016
Mahshid Kalani
9054597533 ext 2388
Mahshid.kalani@gmail.com

DESCRIPTION:
This course introduces students to water supply, the fundamental characteristics of water, and the
effect of the different contaminants on the chemical and physical properties of water. In addition,
the required engineering approaches for water treatment process with the purpose of protecting
water quality are discussed and compared. The students will be able to design a water treatment
system and to develop a process flow diagram for water treatment systems. Students will
perform laboratory experiments to analyze the water quality and analyze data.

COURSE OUTCOMES:
Upon successful completion of this course, students will have reliably demonstrated the
ability to:
1. Interpret factors influencing the quality of a water source
1- Identify the different water sources
2- Discuss the principal contaminants presence in untreated water from various
sources
3- Discuss the impurities of water from various sources
4- Classify the basic principle to protect water sources

Evaluation tool #1:

Students will demonstrate competence by participating in writing a journal about protecting
a water source.
Description: Students will write a journalof maximum 3 pages to express a useful strategy in
protecting water sources. It is a group work of 3 members.
Performance will be successful when:

Framework of the journal shows an understanding about contaminants in a

water source.

The journal includes an applicable strategy to protect a water source.

The Journal is written clearly, concisely and linearly with appropriate format
and references in APA format.

2. Evaluate the quality of water to identify the appropriate water treatment requirements
to drink or industrial uses.
1- Discuss the chemical and physical properties of water
2- Discuss the relationship between electrical conductivity and total dissolved solids
in water
3- Classify the hardness of water
4- Identify alkalinity of water and its analysis method
5- Discuss the relationship between alkalinity of water and pH
6- Discuss the effect of water alkalinity on scaling and corrosion properties of water
7- Classify the organic components in the water
3. Interpret the experimental analysis of a water sample
1- Conduct a water sample analysis to identify the water turbidity within a safe
environment
2- Describe the process of titration
3- Conduct a water sample analysis to determine alkalinity of water within a safe
environment
4- Conduct a water sample analysis to determine the biological oxygen demands
within a safe environment
5- Conduct a water sample analysis to determine the chemical oxygen demand within
a safe environment
Evaluation tool #2:
Students will demonstrate competence by conducting experiments in the lab and interpret their
data.
2

Description: Students will conduct lab experiments in a group of two members. They will
analyze and interpret their collected data and write their report in maximum 2 pages. They need
to attach their original collected data in the lab which are signed by facilitator. This evaluation
covers both outcome 2 and 3.
Performance will be successful when:

Interpret and analyze the collected data in the lab.

Write their report and show a deep understanding by making a discussion on data
analysis.

The report will be written clearly, concisely and linearly in maximum 2 pages.

4. Design a pretreatment system to improve the water quality

1234-

Describe the principal of filtration, clarification and precipitation.

Discuss the process of sedimentation for hardness removal in water treatment.
Calculate the required mass of softener materials.
Discuss the method of silicon removal.

Evaluation tool # 3:
Students will demonstrate competence by participating in case study to design a water
pretreatment plant.
Description:Students will work in a group of 3 to 4 members and select a case study to design.
They will design awater pretreatment plant with the specific capacity and water quality given in
their case study as the input data. They will present their design in the blackboard and be
involved in the online class discussion in getting and receiving feedback. It is prohibited to select
similar case studies by different groups.
Performance will be successful when:

Design shows understanding the fundamental of design of water pretreatment

plant.

Design is supported by a calculation sheet.

Design is supported by a short report (Maximum 5 pages) about input data, plant
description and basis design.

Students are involved in the online discussions to get and receive feedbacks.

5. Design reverse osmosis and desalination water treatment process.

1- Describe the principal of reverse osmosis process
2- Discuss the osmotic pressure and its relationship to the dissolved impurities of
water.
3- Discuss the various steps in treating water using reverse osmosis mechanism
4- Classify different membrane used in reverse osmosis equipment
5- Discuss the principal of reject water and polarization in reverse osmosis
mechanism.
6- Discuss a number of disinfection methods applicable in water treatment including
chlorination, ozone disinfection and UV disinfection.
7- Calculate the capacity of reverse osmosis water treatment plant.
8- Describe the cleaning methods of contaminated membrane.
9- Discuss the required maintenance methods for reverse osmosis water treatment
process.
Evaluation tool # 4:
Students will demonstrate competence by conducting mini projects to find the trouble shooting
in reverse osmosis systems and write an essay to analyze it.
Description: Students will discuss a troubleshooting in reverse osmosis water treatment plan in
an essay writing (in max 3 pages). They need to analyze critically and support their discussion. It
can be conducted individually or in a group of two.
Performance will be successful when:

Essay shows understanding the fundamental of reverse osmosis water treatment.

Essay discusses their main point and supports their idea.

Essay supports their discussion by statistical data in the real world.

Essay is written clearly, concisely and linearly in maximum 3 pages.

All references should be in APA format.

6. Develop a process flow diagram for a typical water treatment system.

1-

Define the various components in a water treatment presented in process flow

diagram
2- Identify the symbols and legends of different equipments in a process flow
diagram
3- Design a process flow diagram for water treatment plants.
4

Evaluation tool # 5:
Students will demonstrate competence by participating in a case study to develop a process flow
diagram in a water pretreatment plant which they have already designed (in outcome #4)
Description: Students will work in a group of 3 to 4 members and select a case study to develop.
They will develop and plota process flow diagram for their design of water pretreatment plant.
They will present their design in the blackboard and be involved in the online class discussion in
getting and receiving feedback. It is prohibited to select similar case study by different groups.
Performance will be successful when:

Design shows understanding the fundamental of design of water pretreatment.

Design integrates the legends and symbols of standard process flow diagram.

Design is developed and plotted in A1 format.

Students are involved in online discussion to get and receive feedback.

Week #

Objectives

Evaluation tool

Outcome #1 (Interpret factors influencing the quality of a water source)

1- Identify the different water sources.

2-Discuss the principal contaminants presence in untreated water from
various sources.
Outcome #1 (Interpret factors influencing the quality of a water source)

Writing a journal of maximum

3

pages

about

protecting

3-Discuss the impurities of water from various sources.

a water source with a citation
4-Discuss the chemical and physical properties of water
in APA format.
5-Classify the basic principle to protect water sources.

Outcome# 2 (Evaluate the quality of water to identify the appropriate Conducting experiments in
water treatment requirements to drink or industrial uses)

the lab, interpret their data,

and writing a report #1 in

1- Discuss the chemical and physical properties of water

maximum 2 pages.
2-

Discuss the relationship between electrical conductivity and

total dissolved solids in water

Outcome# 3 (Interpret the experimental analysis of a water sample)

1-

Conduct a water sample analysis to identify the water

turbidity within a safe environment

Outcome# 2 (Evaluate the quality of water to identify the appropriate

water treatment requirements to drink or industrial uses)
3- Classify the hardness of water
4

4- Identify alkalinity of water and its analysis method

5- Discuss the relationship between alkalinity of water and pH
6-

Discuss the effect of water alkalinity on scaling and corrosion

properties of water

Outcome # 3 (Interpret the experimental analysis of a water sample)

Conducting experiments in
the lab, interpret their data,

2- Describe the process of titration

and writing a report #2 in
3-

Conduct a water sample analysis to determine alkalinity of

maximum 2 pages.
water within a safe environment

Outcome# 2 (Evaluate the quality of water to identify the appropriate Conducting experiments in
water treatment requirements to drink or industrial uses)

the lab, interpret their data,

and writing a report #3 in

7- Classify the organic components in the water

maximum 2 pages.
6

Outcome # 3 (Interpret the experimental analysis of a water sample)

4- Conduct a water sample analysis to determine the biological
oxygen demands within a safe environment

Outcome # 3 (Interpret the experimental analysis of a water sample)

Conducting experiments in
the lab, interpret their data,

5- Conduct a water sample analysis to determine the chemical

and writing a report #4 in

oxygen demand within a safe environment
maximum 2 pages.
No class in this week

Week #

Objectives

Evaluation tool

Outcome # 4 (Design a pretreatment system to improve the water

quality)

1- Describe the principal of filtration, clarification and precipitation.

2- Discuss the process of sedimentation for hardness removal in water
treatment.

Outcome # 4 (Design a pretreatment system to improve the water Case study # 1 to design a
quality)

water

pretreatment

plant

supported by calculation sheet

10

3- Calculate the required mass of softener materials.

and a short report (Maximum
4- Discuss the method of silicon removal.
5 pages), and online class
discussion.
Outcome #5 (Design reverse osmosis and desalination water treatment
process)

1-Describe the principal of reverse osmosis process

11
2- Discuss the osmotic pressure and its relationship to the dissolved impurities
of water.
3- Discuss the various steps in treating water using reverse osmosis
mechanism
Outcome #5 (Design reverse osmosis and desalination water treatment
12
process)

4- Classify different membrane used in reverse osmosis equipment

5- Discuss the principal of reject water and polarization in reverse osmosis
mechanism.
6- Discuss a number of disinfection methods applicable in water treatment
including chlorination, ozone disinfection and UV disinfection.

Outcome #5 (Design reverse osmosis and desalination water treatment

Conducting mini projects to
process)
find the trouble shooting in
reverse osmosis systems and
13

7-Calculate the capacity of reverse osmosis water treatment plant.

writing an essay to analyze it
8- Describe the cleaning methods of contaminated membrane.
in max 3 pages and a citation
9- Discuss the required maintenance methods for reverse osmosis water
treatment process.
in APA format.
Outcome #6 (Develop a process flow diagram for a typical water
treatment system)

1- Define the various components in a water treatment presented in process

14

flow diagram
2- Identify the symbols and legends of different equipments in a process flow
diagram
Outcome #6 (Develop a process flow diagram for a typical water
Case study #2 to develop a
treatment system)
process flow diagram in a
water pretreatment plant in
3-Design a process flow diagram for water treatment plants.
A1 format which is already

15
designed in the case study #1
(in

outcome

#4)

and

participate in online class

discussion.

10

Development of a course outline

Wiggins and McTighe (1998) proposed the process of developing outlines.
Their proposed process is identifying the course learning outcomes can be
identified at the first step. Then the process followed by determining the
outputs and finally designing the learning experiences and instruction
modules or objectives (Ascough R. S. 2011).
This planning process helps facilitators to determine student learning for a
delivered course and choose the optimum strategies to have an effective
teaching and measure that learning of students (Mager, R. F. 1972).
The best way in course development is to begin at the end by designing the
learning outcomes. I identified the desired outcomes of water treatment
course in cognitive learning domains. Bain (2004) found that effective
college teachers were very clear about the opportunities the course would
offer students, giving them a sense of the questions it would address or the
abilities it would help them develop. Therefore, I designed my course outline
as clear as possible in framing outcomes and it formed the basis of student
evaluation and the overall design of my course. Therefore, it will serve the
key goal of fostering deep student learning (Diamond, 2008).
I selected my outcomes in a higher levels of cognitive domain of Bloom
Taxonomy to covered what I want my students to understand, know and
learn, how I want my students to think, and how I want my students to apply
their understanding. Responses to these sorts of questions should express
wide ranging ideas and concepts.
It has been proposed that responses should be broadly provocative as well as
being enough specific to provide guidance for effective teaching and allow
facilitator for clear assessment of learning (Wiggins, G., & McTighe, J. ,1998).
After determining my outcomes, I designed the objectives. These objectives
will help students to gain outcomes.
Course objectives express the
responsibility of the facilitator in the course. Course objectives should be in
consistent with teaching philosophy and be evident in teaching style.
Objectives can be linked to constructivist learning principles. Ascough et al.
(2011) proposed that objectives inform course design and delivery, principles
such as focusing on subject-centred learning, encouraging deep learning,
facilitating interactive learning, teaching to a variety of learning styles, and
modeling high expectations.
At this step of my course development, I identified the type of evaluation
tools to determine if students are making progress toward or attaining the
learning outcomes. This step is one of the most important steps in the
process of course design (Richlin, L., 2006). Evaluation tools provide an
opportunity for students to demonstrate how they interact with course
11

material. The grading rubric can assist students to understand output

expectations and criteria in their assessment strategies.
Course organization summarized my weekly plan to reach outcomes within
specific objectives and clarify the due date of evaluation as well as clarify the
methods of evaluation. It is an accurate and detailed plan of my teaching
and evaluation per week.
Finally, I wrote my rationale to explain the reasons of my outcomes selection
at their specific levels, to explain why my designed objectives can support
my outcomes and to assure that my designed evaluation tools authentically
assess the outcomes.
I revised my outline to develop my outline organization, improve the
language and remove grammatical errors, select the appropriate Bloom
Taxonomy levels of outcomes and objectives, having effective evaluation tool
and time managements in delivering contents.
I have selected a high level of Bloom Taxonomy for my designed outline to
cover what I want students learn to apply in lifelong. The levels of objectives
are selected at levels below the levels of my outcomes. I tried to have a well
organized outline which is logically and realistically connected to each other.
I have considered approximately 7-10 hours time frame for each outcome.
The evaluation tools are assessing students in their outcome achievements.
Evaluation tools are applicable, measurable, and aligned with outcomes.
I used a varied range of evaluation tools to equip student with the ability in
preparation of different professional documents such as report, journal,
calculation sheet, design report, and process flow diagram. Their
assignments are performing in team works. Team works equip them with
their communication skills, team work ability and leadership skills. They will
learn to be creative by performing a new design based on their obtained
knowledge.
They need to understand deeply the concepts, apply them, and manage
actively a team work with proper communication skills. These skills are
required for their future job.
I am only facilitator for students and teach them the fundamental concepts.
They need to study, research, analyze, interpret, think critically and make
decision to be success in this course and I help and facilitate them and
monitor their work continually. The following outcomes are designed in my
course outline to equip students with lifelong skills and abilities.
1.

Interpret factors influencing the quality of a water source

I have chosen the first outcome at the level of 6 of Bloom Taxonomy because
students need to understand, analyze and interpret the factors which
influence on the quality of a water source with the purpose of making a plan
to protect a water source. It is crucial to protect water source for our future
12

life. In addition, students need to know the contaminant and impurities of a

water source with a purpose of designing a water treatment plant in the next
outcomes. With understanding these concepts, they realize the impact of
water source protection and the essential request of water treatment in the
real life. They are able to design a water source protection plan and are
ready and enthusiastic to learn the concepts of water quality and water
treatments in the next outcomes.
Students learn the required information about water sources, water
contamination and impurities, and basic principal to protect water source.
These information help students to have a deep understanding about the
necessity of protecting a water source. They will be able to think critically
and make an applicable plan to protect a water source.
Students will apply their knowledge to develop a plan in protecting a water
source. In this way, they need to know the factors influencing the quality of
a water source with the purpose of protecting a water source against
contaminants and impurities. Their report will show how much they have
achieved their outcome.
2- Evaluate the quality of water to identify the appropriate water
treatment requirements to drink or industrial uses.
I have chosen the second outcome at a level 6 of Bloom Taxonomy to
facilitate students to develop their intellectual abilities and skills. They need
to evaluate the quality of water before designing an appropriate water
treatment. It is very important and principal aspects to learn that not only is
a prerequisite in designing water treatment systems, but also is an important
skills to learn with having an opportunity to work as a water lab technician.
Students need to have a deep understanding about chemical and physical
properties of water and find the relationship between these properties. They
need to identify and classify different factors which define the water quality.
These sorts of knowledge equip them to think critically, analyze, calculate
and make decision about designing a proper water treatment system.
Students learn required knowledge and evaluate them theoretically in this
outcome to get ready in performing lab experiments in the next outcome.
They will assess by conducting lab experiments and interpret data collected.
Their data analysis and interpretation revealed their deep understanding
about quality of water.
3- Interpret the experimental analysis of a water sample
13

It is very important that student earn the ability to conduct experiments

within the safe environments. Having these abilities are a long life applicable
skills and they will be able to work as a lab technician. In addition, the
interpretation of collected data is not only important to have a deep
understanding about the factors which indicated the water quality but also is
crucial to design a proper water treatment system to protect environment.
Students are performing this outcome at the level 6 of Bloom Taxonomy.
Students learn how to conduct experiments in a safe lab environment and
are able to collect data and critically analyze them. They will interpret data,
compare their collected data to the standard quality of water, and make a
decision to design an appropriate water treatment plant. They can evaluate
the characteristics of water which needs to improve to have a proper water
quality.
Students are evaluated by assessing their collected data, and their report on
data interpretation. They can be evaluated easily based on their conclusion
about the conducted experiment.
4- Design a pretreatment system to improve the water quality
The outcome is placed in level 6 of Bloom Taxonomy to equip students with
an ability to perform their knowledge in lifelong. They will be able to design a
water pretreatment system. This outcome results to earn required abilities
and skills to work as a technician or an engineer in water pretreatment
plants, or engineering companies. Therefore, this level of outcome is
applicable in their future life.
Students will learn the principal and fundamental of water pretreatment
systems and their application in treating water to improve water quality.
They will earn the ability to perform required calculations with the purpose of
designing a water pretreatment plant. They are able to design a
pretreatment plant in a team work. These abilities are required for their
lifelong.
Students will participate in a group work case study. They will learn to
perform an engineering design of water pretreatment plant which is
performed in a team work. They will earn both engineering design and
engineering team work and communication skills abilities. They will be
involved in an online discussion and learn to endorsing engineering
documents by giving and getting feedback.
5-Design reverse osmosis and desalination water treatment process.
14

This outcome is placed in the level 6 of Bloom Taxonomy because it is crucial

skills to gain for either engineers or technicians. It will be used in two
different categories of job positions.
1- The operator engineers or technicians. They will operate system and
solve problems of operation and keep maintenance the system.
2- The designer engineers who design the systems.
Both groups need to learn design of system. The operator
engineers/technician should learn the design of system and be familiar with
all parts and the function of each part. With having a deep understanding
about design, they will be able to find the problem. Therefore, the verb of
design can cover the outcome completely.
Students will learn the fundamental of reverse osmosis and desalination
water treatment process and its mechanism. They will learn and practice the
calculation of different step of treatment process. It is a lifelong skill and
students will learn all steps of designing water treatment plant.
Students are able to find problems in the system. If students can find the
troubleshooting in the system, it will clarify that they understand the detail
design clearly. Finding trouble shooting is as important as design. In addition,
I leave this part of teaching for them to think critically, learn to work as an
engineering team and also to save the class time. In addition, they are
looking for possible trouble shooting and therefore practice on the detail of
design.
They will assessed by giving a report of trouble shooting in treatment system
and revealing how deep and clear they understand the detail of reverse
osmosis and desalination water treatment process.
6.
Develop a process flow diagram for a typical water treatment
system.
It is an applicable outcome in industries to develop an important basic
engineering document called process flow diagram. A process flow diagram
(PFD) is a diagram commonly used in chemical and process engineering to
indicate the general flow of plant processes and equipment. The PFD displays
the relationship between major equipment of a plant facility and does not
show minor details such as piping details and designations. Student will learn
to develop a PFD of typical water treatment system. In engineering field,
usually the detail design will kept with designer company and the developed
process flow diagram will be distribute to suppliers, client, contractor, etc. It
is a hands-on experience and supports their lifelong learning.

15

Students will learn various components in a water treatment to develop a

process flow diagram. They will learn the standard symbols and legends
presented in a process flow diagram and find the ability to design an
important engineering document.
Students will develop a process flow diagram for a water pretreatment
system which they have already designed in outcome # 4. In this way, they
will perform their design in an applicable document called PFD. This skill is a
practical skills in engineering field.
They ability to develop PFD and performing a design in an appropriate
documents with specific standard format will be assessed by their final
document.
References:
Wiggins, G., & McTighe, J. (1998). Understanding by design (expanded 2nd
ed.). Alexandria, VA: association for Supervision and Curriculum
Development.
Ascough, R. S. (2011). Learning (about) Outcomes: How the Focus on
Assessment Can Help Overall course Design. Canadian Journal Of Higher
Education, 41(2), 44-61.
Mager, R. F. (1972). Goals analysis: How to clarify your goals so you can
actually achieve them. Belmont, CA: Fearon.
Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard.
Diamond, R. M. (2008). Designing and assessing courses and curricula: A
practical
guide. San Francisco, CA: Jossey-Bass.
Bagchi & Sharma, R. Hierarchy in Blooms Taxonomy: An Empirical CaseBased Exploration Using MBA Students, Journal of Case Research. 2014, 5 (2)
, 57-79.
Repeattt Wiggins, G., & McTighe, J. (1998). Understanding by design
(expanded 2nd ed.).
Alexandria, VA: Association for Supervision and Curriculum Development.
Ascough, R. S. (2011). Learning (about) Outcomes: How the Focus on
Assessment Can Help Overall Course Design. Canadian Journal Of Higher
Education, 41(2), 44-61.

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Richlin, L. (2006). Blueprint for learning: Constructing college courses to

facilitate, assess, and document learning. Sterling, VA: Stylus Publishing.

17