EVEN4464 Syllabus F22 v1

C/EVEN 4464 Syllabus – Fall 2022
C/EVEN 4464: Environmental Engineering

Processes
Fall 2022
COURSE OVERVIEW
Class Meetings
Days and Time Monday, Wednesday, Friday: 9:05 – 9:55 am
Location ECCR 150
Instructor Teaching Assistant

Name Julie Korak, Ph.D., P.E. Mackenzie Bowden
Email Julie.Korak@colorado.edu mabo2346@colorado.edu
Office Location SEEC S291b Environmental Engineering
Student Desks (SEEC)
Office Hours TBD TBD
Office Hour https://cuboulder.zoom.us/j/98480550053
Link
(Sign in with CU Account)
COURSE DESCRIPTION:
Develops and utilizes analytic solutions for environmental process models that can be used in a)
reactor design for processes used in the treatment of water, wastewater, and hazardous waste
and b) process analysis of natural systems, such as streams and groundwater flow. Models
facilitate the tracking of contaminants in engineered and natural systems. 3 credit hours.
Requisites: Requires prerequisite courses of CVEN 3313 or CHEN 3200 or GEEN 3853 or
MCEN 3021 or AREN 2120 and CVEN 3414 (all minimum grade C-).
COURSE LEARNING GOALS:

Content
1. Apply the principles of mass conservation to physical/chemical processes relevant to
environmental engineering
2. Evaluate the hydraulic characteristics of continuous reactors
3. Evaluate the reaction kinetics commonly encountered in environmental systems
4. Model and design continuous flow reactors
5. Evaluate mass transfer characteristics in environmental processes
Skills
1. Develop problem solving skills using computational tools (e.g., Excel)
2. Communicate technical analyses orally and written
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TEXT: Custom Textbook by Wiley

Environmental Engineering Processes: Water Quality Treatment/Water
Treatment: Principles and Design
Wiley Custom Publishing
ISBN 978-1-11929-809-0 (print edition)
Tests will be open book. The hardcopy text can only be purchased from
the CU bookstore.
Other supplemental readings will be posted on Canvas.
ABET Outcomes 1-7

1. an ability to identify, formulate, and solve complex engineering problems by
applying principles of engineering, science, and mathematics L
2. an ability to apply engineering design to produce solutions that meet
specified needs with consideration of public health, safety, and welfare, as
well as global, cultural, social, environmental, and economic factors M
3. an ability to communicate effectively with a range of audiences S
4. an ability to recognize ethical and professional responsibilities in
engineering situations and make informed judgments, which must consider
the impact of engineering solutions in global, economic, environmental, and
societal contexts S
5. an ability to function effectively on a team whose members together provide
leadership, create a collaborative and inclusive environment, establish
goals, plan tasks, and meet objectives N/A
6. an ability to develop and conduct appropriate experimentation, analyze and
interpret data, and use engineering judgment to draw conclusions M
7. an ability to acquire and apply new knowledge as needed, using
appropriate learning strategies. M
Key: L: Will be a large part of the student learning outcomes in this class
M: Will be a medium part of the student learning outcomes in this class
S: Will be a small part of the student learning outcomes in this class
N/A: Will not be a part of the student learning outcomes in this class
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COURSE FORMAT
Lectures
All lectures will be in-person. Classes meet Mondays, Wednesdays, and Fridays from 9:05 –
9:55 am Mountain Time in ECCR 150. During classes, we will use online clickers to keep class
interactive. Do NOT buy a physical clicker device. Lecture slides are annotated in real-time and
uploaded after class. Ten lecture periods are dedicated to small group exercises in class
(Workshops).
Office Hours
Office hours will be designated as either in-person or zoom sessions. Please try the problems
before coming to office hours. For office hours on zoom, breakout rooms will be used to allow
students to focus on specific problems in small groups. The first office hour on Mondays will
focus on problem strategies and will be recorded. Overview material will not be repeated in
following office hours - watch the recording and come prepared.
Assessments
There will be six types of assessments in this course: class participation, workshops, problem
sets, one midterm, one mock meeting, and a final exam. More details are provided in the
following sections.
Technology Resources
We will be using several web-based resources for this course. The table below outlines all the
web-based tools and how they will be used.
Web
Resource Description Use
Canvas Website for centralized course All course material and assignments will be posted
management on Canvas
There will be 1 page for each class period.
Access at canvas.colorado.edu Announcements will be posted on Canvas (not
emailed directly)
Master gradebook for course is on Canvas
Zoom Online video conferencing Select office hours sessions and the Mock Meeting
will be conducted over zoom.
Links are posted in Canvas General
Resources section
Gradescope Online grading software Submit problem sets
Review assignment feedback
Access via Canvas
Submit re-grade requests for assignments
Help: How to upload assignments originally submitted to Gradescope
Piazza Discussion forum Post questions for students or instructors to
respond.
Access via Canvas
Students can post anonymously.
iClicker Web tool for in-class participation Use web tool to participate in class activities
Student App
Do NOT buy a physical clicker device
Help: Register for account
Help: Join course
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COURSE GRADING
Grade Distribution:
Assignment Weight (%)
Problem Sets 45
Workshops 5
Class Participation 5
Midterm 15
Mock Meetings 10
Cumulative Final Exam 20
Course Grades:
This is a 3-credit hour course. Final grades are based on the standard University scale using
three significant figures. See the table below for more information.
No assignments are graded on a curve. Grades reflect student mastery of the learning
objectives. It is possible for every student to earn an A.
Remember: Professors do not give grades, students earn grades.
Final Course Percentage

Grade
A !"#$%&
A- 90.0 – 93.9
B+ 87.0 – 89.9
B 83.0 – 86.9
B- 80.0 – 82.9
C+ 77.0 – 79.9
C 73.0 – 76.9
C- 70.0 – 72.9
D+ 67.0 – 69.9
D 63.0 – 66.9
D- 60.0 – 62.9
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Problem Sets
Problem Set due dates are listed on the schedule; check Canvas for changes in schedule.
Problem Set assignments will be posted on Canvas. Problem Sets are submitted online by
uploading a single PDF file to Gradescope. Assignments are due at 11:59 PM on the due date
shown. There is no grace period, and assignments submitted past the deadline are
automatically marked late. If there are issues with Gradescope, email your file by the deadline.
Late Problem Sets will be penalized by 10% of the total assignment point value for each day
late, including weekends. For example, assignments submitted within 24 hours of the deadline
are deducted 10%, and assignments submitted between 24-48 hours of deadline are deducted
20% of the total point value. Problem Sets will not be accepted after 3 full days or after graded
assignments have been returned unless prior approval from the professor is obtained.
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A goal of this course is to prepare students for a professional career. Assignments are graded
not only for technical merits but presentation and ability to clearly communicate
technical approaches and results. More specific Problem Set requirements are listed on
separate pages titled “Problem Set Policies”. Problem Sets are an individual activity and must
reflect your individual work, not that of a group. Please see the academic integrity section
regarding responsible collaboration. After assignments have been returned, links to the
solutions will be posted on the Canvas assignment page. The lowest two Problem Sets will be
dropped and provide flexibility for unexpected incidentals during the semester (e.g., illness). A
zero score may be dropped.
Lecture Participation
It is easier to learn new things in little steps. Lecture participation activities provide a framework
to assess key learning objectives each class. Students are expected to attend the live lecture on
a regular basis. Using web-based iClicker Stutent App, students will respond to concept
questions throughout the lecture to participate. Each class period will be worth 10 pts. 3 pts are
awarded for joining the iClicker Student App session and responding to questions. The
remaining 7 pts are distributed among the in-class poll activities. For each poll activity, half
credit is awarded for responding and the other half for the correct answer. Do NOT purchase a
physical clicker for this course, participation is web-based. 20% of the participation activity
grades will be dropped to provide flexibility for unexpected incidentals during the semester (e.g.,
illness). Responding to clicker questions when not physically present in class is an Honor
Code Violation.
Workshops
Throughout the semester, we will occasionally work a progression of problems together in small
teams. The results of the exercise will be graded. You will be assigned to random teams. If you
do not complete the workshop by the end of class, workshops are due the following class
period. The lowest two (2) workshop scores will be dropped to provide flexibility throughout the
semester.
Midterm
The midterm is in-class, open book, and open notes. No electronic resources may be used,
other than the e-book. If you plan to use the e-book, plan to sit in the back rows of the
classroom. You may NOT use your cell phone as your calculator. Phones must be turned off
and put away during the exams. The midterm exam will be held on the date shown on the
syllabus during the regular class meeting.
You will be given the opportunity to correct your midterm tests for additional credit. The first
score will be worth 70% of the grade; the corrected score will be worth 30% of the grade. For
example, if you score a 80% in-class on the test, then you correct your test to be 100% correct
later, your final score will be 86% (80×0.70+100×0.30=86).
Corrections will be due at the start of class one week after the midterm is returned and must be
completed individually.
Mock Meeting
In lieu of a 2nd midterm exam, learning objectives will be assessed through mock meetings
which will be online using zoom. The topic will be one problem from a previous problem set that
will already have been graded and returned. Each meeting will be 15 minutes and scheduled
outside of class time using a google appointment calendar. Students will receive an email 30
minutes before their scheduled time with the agenda designating which problem will be the topic
of discussion. Students will have 5 minutes to present their approach and findings for the
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problem, then there will be 5-7 minutes of conceptual follow-up questions. Students may share
their screen with their assignment as a visual aid. Students are expected to correct their
problem set as assignments are graded and returned in preparation for the mock meeting.
Points will be deducted if the work presented is not technically correct. Meetings will be
recorded in case of any grade appeals.
Final Exam
The final exam will be comprehensive, equally weighting the subjects covered throughout the
semester. If you do not score above a 50% on the comprehensive final, you will not pass the
course regardless of your final course percentage.
Grading Appeals
All grading appeals are due within one week of the date that the graded item is returned. Grade
appeals for problem sets must be submitted in Gradescope. All other appeals must be
submitted in writing to the Professor. After one week, all grades are final.
COURSE POLICIES
My Expectations of You
My one expectation of you is that you will embrace the learning process. Learning advanced
subjects requires work, but it is inherently rewarding. This one expectation includes many
aspects:
● Put in the work required and maintain a growth mindset (See Table in Class #1 Notes).
The standard expectation is that you spend three hours outside of class for each hour in
class. Thus, a three-hour class requires an additional nine hours per week. You may
need to put forth more effort depending on your goals for the course and natural ability
with the material.
● Come to class regularly and be prepared. Read the text before we talk about it in class.
● Participate in class. Ask questions, participate in discussion (in class or on Piazza), and
do not be afraid to be wrong- this is a safe place to correct misconceptions.
Misconceptions are a normal part of the learning process, the sooner we can identify
and correct them, the better.
● Respect the learning environment of your fellow students. Be on time, do not talk during
class, and avoid distracting behaviors (e.g., texting, surfing the internet).
● If I can do something to improve your learning in the class, please do not wait for FCQs
to tell me. If you wish to remain anonymous, you can send an anonymous, private
message in Piazza.
● Use office hours to your advantage but come to office hours prepared. You should have
already made an honest attempt at solving the problem by yourself. Come with specific
questions. My first question to you will always be, ‘what have you tried so far.’
● Take pride in your work and make it a reflection of your abilities. Embracing the learning
process requires the highest level of academic integrity. Collaborate with integrity. See
the section below on Academic Integrity.
If you do these things, you will find great success in this course, and you should find the process
extremely fulfilling.
My expectations of you are very high. Rest assured that my expectations of myself are much
higher.
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Academic Integrity
Engineering requires the highest ethical standards. The CU honor code pledge states "On my
honor, as a University of Colorado Boulder student, I have neither given nor received
unauthorized assistance."
Unauthorized assistance is defined as any act in which a student gains, or attempts to gain, an
unfair academic advantage over other students. These acts may include, but are not limited to:
1. Plagiarism: Portrayal of another’s work or ideas as one’s own
2. Cheating: Using prohibited notes or study aids, allowing another party to do one's
work/exam and turning in that work/exam as one's own, copying another student’s
course work, and collaborating on course work when prohibited (this includes providing
or using past homework solutions or tests that are not provided and use of solution
manuals). Accessing or posting your work on repositories (e.g., Chegg, Course Hero).
3. Fabrication: Falsification or creation of data, research, or resources, altering a graded
work without the prior consent of the course instructor
4. Lying: Deliberate falsification with the intent to deceive in written or verbal form as
applied to an academic submission
5. Bribery: Providing, offering, or taking rewards in exchange for a grade, or, an
assignment, or in the aid of Academic Dishonesty
6. Threat: An attempt to intimidate a student, staff, or faculty member for the purpose of
receiving an unearned grade or in an effort to prevent the reporting of an Honor Code
violation, or in connection with any other form of Academic Dishonesty
7. Unauthorized Access: Gaining unauthorized access to protected academic information
including, but not limited to: the Integrated Student Information System (ISIS); a faculty
member’s computer, files, and/or office; or secure information on an online server
8. Clicker Fraud: Using, or having someone else use, clicker technology fraudulently in an
effort to receive academic credit. Responding to questions when absent from class.
9. Resubmission: Submitting the same or similar work in more than one course without
permission from all course instructors involved
10. Aiding Academic Dishonesty: Intentionally facilitating any act which may help a student
to gain an unfair academic advantage including, but not limited to, any of the
aforementioned acts.
Collaboration between students is encouraged, but collaborate with integrity. You collaborate
with a person, not a piece of paper or electronic file! If you need a visual, collaborate on neutral
territory, working through problems at a whiteboard or blank piece of paper – not looking at
solutions developed by other individuals. After discussing approaches or strategies, start with
your own blank piece of paper or spreadsheet and work through the problem from start to finish
on your own, without using group visuals as a crutch. If you can do this, then you have
demonstrated mastery of the topic, and the work represents your own efforts. Do not transcribe
group notes or share electronic files for assignment submittals.
The penalty for the first Honor Code violation will be a zero on the assignment in question, and
the final course grade will be decreased by one full letter grade. The zero will not be eligible for
being dropped. A second violation will result in failure of the course. All violations will be
reported to the honor code office where additional sanctions may be made.
ALL STUDENTS MUST SIGN AND UPLOAD THE CEAE ACADEMIC INTEGRITY POLICY
BEFORE ANY WORK WILL BE GRADED.
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Communication
● From You: Office hours are the best way to contact me. Email to my @colorado.edu
account is second best. Copy the TA on the email for course questions or procedural issues
and include “C/EVEN 4464” in the subject line. I try to reply within 24 hours, if you have not
received a response from the Professor or TA in 48 hours, please email me again (you’re
not being pushy, it just got buried in my inbox). All communication should be from your
@colorado.edu email address, if you send me an email from another address, I will reply to
your @colorado.edu address.
● To You: We will maintain a course web page on Canvas with course information and
content. We will use the Announcements on Canvas to relay time-sensitive information.
Check your Canvas settings to make sure posted Announcements send you an email, if you
prefer email.
● As a group: We will also use Piazza, integrated into Canvas, to provide collective feedback
for course assignments and general topic questions. Piazza is a discussion board venue
that facilitates communication where questions/responses benefit the class as whole. Post
general questions about concepts that you don’t quite understand and specific questions
about homework in lieu of emailing the Professor or TA. You can get timely feedback from
peers and instructors alike, developing a collaborative environment. There is a link in
Canvas to the course Piazza site, or you can directly follow this link:
Piazza Link: See left menu bar in Canvas
We want this platform to be a constructive and supportive resource for all in the class. This
discussion board is a professional environment. Participate with the standards that you
would apply in a professional environment. To do so, we have some expectations:
Piazza Expectations
1. This is not an appropriate venue to vent about general course or assignment grievances.
Please contact me directly. I welcome the feedback, but the general Piazza forum is not
the appropriate place. Send a private message.
2. Be respectful and civil to all participants. This is a supportive environment. Inappropriate
or negative comments are not tolerated. Do not hide behind the option to post
anonymously and use it as an opportunity to be disrespectful. This feature is enabled to
give those of us who are second guessing their courage to post a thoughtful question,
the ability to do so anonymously. If the anonymous feature proves problematic, it will be
disabled.
3. Communicate using complete sentences with appropriate capitalization and correct
grammar. Imagine you are corresponding with your future boss at your dream job. No
'texting' abbreviations or slang.
4. Students are encouraged to provide constructive feedback to other students. Be sure to
provide feedback while adhering to the Academic Integrity Policies. Do not post your
solutions (partial or full) or post final answers to check if they are correct. Do not provide
step-by-step instructions for how to complete all or part of a problem. Do not upload any
files to Piazza to share with students. When in doubt, refrain from posting and email the
TA or Professor instead. We'll help facilitate. Discussion boards work best for
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clarifications on general concepts and helpful nudges - seek in-person help for
more in-depth, personalized feedback during office hours.
Agreement
1. If you are enrolled in this course, this syllabus is our official written agreement of the
course requirements, expectations, and policies. Read it thoroughly and reread it
periodically to be sure you understand all of the policies. It should be your first source of
information for the course policies. If there are any changes to the procedures in this
syllabus, I will notify you in class and post the revised syllabus.
PROBLEM SET POLICIES

Your work product should reflect a professional attitude; I expect your work to be comparable to
the work of a new hire at a consulting engineering firm. You get out of the problem sets what
you put into the problem sets.
In practice, engineering calculations like ones you will solve in Problem Sets are of little use if
not presented logically, neatly, and clearly. The following requirements are in place for two
reasons: 1) They will help you develop good habits for communicating your calculations that will
help make you an asset as an engineer; 2) They will make your Problem Sets effective study
tools and resources mock meetings and exams.
Each problem must have the following components:

1) Objective statement: Succinctly summarize what the goal is in your own words.
2) Process diagram. Draw and label the system (if one is not provided)
3) Assumption list. State all assumptions not explicitly statement in the problem
statement.
4) Problem solving strategy. Walk the reader through the progression of steps used to
solve the problem through text supporting the equations used.
5) Equation references (e.g., Eq 2-24, Lecture 20 notes).
6) Outside references (e.g., internet resources) if applicable.
7) Example calculations. For calculations in Excel, provide one example calculation for
each type of formula execution. Example calculations can be typed or neatly
handwritten. State which excel cell the example calculation refers to. Show the
equation in variable form and then with numbers and units inserted. Carry units
throughout the calculation to ensure the resulting calculation will have the correct units.
8) Final answer. Clearly highlight and/or box the final answer. No partial credit will be
given without a clear problem solving strategy and example calculations. (Imagine your
boss asking to check your design calculations and you are not able to provide any.)
9) Check your calculations. In practice, it is not acceptable to make many calculation
errors, and with problem sets, you have the time to check for errors yourself. Calculation
errors will be graded harshly on Problem Sets. Always run the numbers through your
calculator until you get the same result twice. Review your answers for reasonableness
(for instance, if you calculate a negative concentration, a percentage greater than 100,
or an unexpectedly high or low number, you know you probably have an error).
Submission: All Problem Sets will be uploaded to Gradescope as a single PDF file. Come
to office hours if you have questions about making PDF files.
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General presentation
1) Use appropriate significant figures. For this class, three is typically appropriate (e.g.,
3.23, 0.0323, 32,300 or 3.23x106). All cells in an Excel worksheet must be formatted for
appropriate significant figures.
2) All answers must be clear as MUD – Magnitude, Units, and Direction. The
magnitude is meaningless without units. Any time a vector is being reported, the
direction is also required (often just a plus or minus sign in this class).
Excel presentation
1) Use one problem per worksheet (at most).
2) Keep constants grouped at the top of the file, always with units.
3) Group key results at the top of the file. No one wants to search through 50+ rows to find
the answer.
4) Columns need column headers, units, and the appropriate equation reference.
5) The first column is always the ‘stub’ column and indexes to content across the table.
6) Use borders around all cells
7) When avoidable, do not let tables break across pages. If it is necessary for a table to
spill over to a second page, the appropriate column headings must be repeated. No ‘floating
and lost’ numbers.
8) Format all numerical cells for appropriate significant figures. It is extremely difficult to
read spreadsheets if you leave the huge number of decimal places that Excel uses as a
default.
9) Differentiate input values from calculated values. I use green highlighting to indicate
input cells. Others use a yellow background. Calculation cells remain in a black font.
10) No embedded variables, ever. Never embed (hard code) variables in calculations that
could change. Put the variable in an input cell by itself, then reference that cell.
11) Format all graphs
a) Use the scatterplot option 99% of the time for displaying graphics.
b) Axes must be labeled, with units.
c) Whenever possible, plot data on the same graphs to allow for direct comparison.
d) Use points for data and lines for models. Never use the ‘smoothed line’.
e) Avoid data labels on the plot area unless you want to read (estimate) numerical
values from the plot, which is rare.
f) Make sure colors/markers/lines can easily distinguish data series.
g) Graphs with multiple sets of data always need a legend.
h) Do not let figures span multiple pages when printed.
12) To convert to PDF, use “set print area” and “page setup” to control how the sheet will print.
Try to get it to print to a single sheet, but make sure print and graphics do not become too
small. View the pdf file showing ½ a page at a time. If you can’t read the numbers at a
normal reading distance, we can’t either. Submissions with an effective font size less
than 8 pt font, as viewed in the submitted pdf, will be returned with a zero.
Handwritten presentation.
Although the Problem Sets are submitted online, diagrams and example calculations may be
handwritten and uploaded.
1) Handwriting must be easily readable
2) Large eraser marks and cross-outs are not acceptable
3) Leave space between lines
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4) All graphs must be computer generated (e.g., Excel)
File organization.
1) Pages in the pdf file must be ordered logically for each problem. Content must be
presented in a logical order as the file is read.
2) Each page must be ‘tagged’ with the appropriate problem number in Gradescope.
When uploading a file, you’ll be prompted tag each page with the problem presented. A
single page can be tagged with multiple problems. We grade 1 problem at a time. If your
work is not tagged, then we won’t see it, literally. If we can’t see it, we can’t give you credit.
Starting with Problem Set 3, no grade appeals will be reviewed for work that was not tagged
correctly upon submission.
Violations of these above requirements will result in point deductions.
Other Helpful Excel Tips

Note: The words below in quotations reference certain excel functionality that you may not be
familiar with. Go to the Excel help files as needed.
1) Consider naming cells. You can rename a cell (e.g. from “B11” to “Volume”). Naming cells
can make a big difference in reading equations when referenced in other cells. However,
once you name a cell, it must be unique throughout the entire workbook (not limited to
worksheet).
2) Use “Solver” and “Goalseek” when equations cannot be solved directly. Use conditional
formatting to indicate whether a current value is a valid solution. Leave a textbox comment
explaining how these tools were executed.
3) Use “vlookup” and “hlookup” to reference and use tabular data.
Error Checking
1) After copying calculation cells, click into one of the fresh copies and see if the cell
references are correct.
2) When checking formulas, use the “Trace Precedents” and “Trace Dependents” commands
to display the relationships between these cells and formulas.
3) Always check output cells with hand calculations as you go to ensure the order-of-
operations is correct and to ensure the units work out.
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CU-BOULDER POLICIES
Classroom Behavior
Both students and faculty are responsible for maintaining an appropriate learning environment
in all instructional settings, whether in person, remote or online. Those who fail to adhere to
such behavioral standards may be subject to discipline. Professional courtesy and sensitivity
are especially important with respect to individuals and topics dealing with race, color, national
origin, sex, pregnancy, age, disability, creed, religion, sexual orientation, gender identity, gender
expression, veteran status, political affiliation or political philosophy. For more information, see
the classroom behavior policy, the Student Code of Conduct, and the Office of Institutional
Equity and Compliance.
Requirements for COVID-19

As a matter of public health and safety, all members of the CU Boulder community and all
visitors to campus must follow university, department and building requirements and all public
health orders in place to reduce the risk of spreading infectious disease. CU Boulder currently
requires COVID-19 vaccination and boosters for all faculty, staff and students. Students, faculty
and staff must upload proof of vaccination and boosters or file for an exemption based on
medical, ethical or moral grounds through the MyCUHealth portal.
The CU Boulder campus is currently mask-optional. However, if public health conditions change
and masks are again required in classrooms, students who fail to adhere to masking
requirements will be asked to leave class, and students who do not leave class when asked or
who refuse to comply with these requirements will be referred to Student Conduct and Conflict
Resolution. For more information, see the policy on classroom behavior and the Student Code
of Conduct. If you require accommodation because a disability prevents you from fulfilling these
safety measures, please follow the steps in the “Accommodation for Disabilities” statement on
this syllabus.
If you feel ill and think you might have COVID-19, if you have tested positive for COVID-19, or if
you are unvaccinated or partially vaccinated and have been in close contact with someone who
has COVID-19, you should stay home and follow the further guidance of the Public Health
Office (contacttracing@colorado.edu). If you are fully vaccinated and have been in close contact
with someone who has COVID-19, you do not need to stay home; rather, you should self-
monitor for symptoms and follow the further guidance of the Public Health Office
(contacttracing@colorado.edu). Students are not required to disclose any health or illness
information. A set number of problem sets, workshops, and clicker questions are dropped for
unexpected incidentals. Email the Professor as soon as possible if illness or quarantine impacts
the midterm, mock meeting, or the final exam.
Accommodation for Disabilities

If you qualify for accommodations because of a disability, please submit your accommodation
letter from Disability Services to your faculty member in a timely manner so that your needs can
be addressed. Disability Services determines accommodations based on documented
disabilities in the academic environment. Information on requesting accommodations is located
on the Disability Services website. Contact Disability Services at 303-492-8671 or
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dsinfo@colorado.edu for further assistance. If you have a temporary medical condition, see
Temporary Medical Conditions on the Disability Services website.
Preferred Student Names and Pronouns

CU Boulder recognizes that students' legal information doesn't always align with how they
identify. Students may update their preferred names and pronouns via the student portal; those
preferred names and pronouns are listed on instructors' class rosters. In the absence of such
updates, the name that appears on the class roster is the student's legal name.
Honor Code
All students enrolled in a University of Colorado Boulder course are responsible for knowing and
adhering to the Honor Code. Violations of the Honor Code may include, but are not limited to:
plagiarism, cheating, fabrication, lying, bribery, threat, unauthorized access to academic
materials, clicker fraud, submitting the same or similar work in more than one course without
permission from all course instructors involved, and aiding academic dishonesty. All incidents of
academic misconduct will be reported to Student Conduct & Conflict Resolution
(honor@colorado.edu); 303-492-5550). Students found responsible for violating the Honor Code
will be assigned resolution outcomes from the Student Conduct & Conflict Resolution as well as
be subject to academic sanctions from the faculty member. Additional information regarding the
Honor Code academic integrity policy can be found on the Honor Code website
Sexual Misconduct, Discrimination, Harassment and/or Related

Retaliation
CU Boulder is committed to fostering an inclusive and welcoming learning, working, and living
environment. University policy prohibits sexual misconduct (harassment, exploitation, and
assault), intimate partner violence (dating or domestic violence), stalking, protected-class
discrimination and harassment, and related retaliation by or against members of our community
on- and off-campus. These behaviors harm individuals and our community. The Office of
Institutional Equity and Compliance (OIEC) addresses these policies, and individuals who
believe they have been subjected to misconduct can contact OIEC at 303-492-2127 or email
cureport@colorado.edu. Information about university policies, reporting options, and support
resources can be found on the OIEC website.
Please know that faculty and graduate instructors have a responsibility to inform OIEC when
they are made aware of any issues related to these policies regardless of when or where they
occurred to ensure that individuals impacted receive information about their rights, support
resources, and resolution options. To learn more about reporting and support options for a
variety of concerns, visit Don’t Ignore It.
Religious Holidays
Campus policy regarding religious observances requires that faculty make every effort to deal
reasonably and fairly with all students who, because of religious obligations, have conflicts with
scheduled exams, assignments or required attendance. In this class, email the Professor near
the start of the semester if any course deadlines conflict with religious observances for an
alternate schedule.
See the campus policy regarding religious observances for full details.
13
COURSE SCHEDULE
Key to reading assignments:
WQE: Water Quality and Engineering by Mark Benjamin and Desmond Lawler
MWH: MWH's Water Treatment: Principles and Design -3rd Edition
Other supplemental readings will be posted on Canvas.
Week 1
Class 1 (8/22) –ZOOM
Topic: Introduction
Class 2 (8/24) – PRE-RECORDED LECTURE (NO LIVE CLASS)
Topic: Advection, Diffusion & Dispersion
Reading due before class: WQE Ch 1, Sec 1.1
Class 3 (8/26)
Topic: Mass Balances I
Assignment due: Office hour and course survey on Canvas
Week 2
Class 4 (8/29)
Topic: Example problem w/ problem set logistics
Reading due before class: Problem set policies in syllabus
Class 5 (8/31)
Topic: Mass Balances II
Class 6 (9/2)
Topic: Mass Balances III
Week 3
Labor Day – 9/5 – No class
Class 7 (9/7)
Topic: Workshop 1 – Mass Balances
Assignment due: Problem Set 1 at 11:59 pm Mountain Time
Class 8 (9/9)
Topic: Intro to RTDs
Reading due before class: WQE CH2 Sec 2.1 & 2.2 to pg 37 (Figure 2-7)
Assignment due: Workshop 1, paper submission at start of class
14
Week 4
Class 9 (9/12)
Topic: RTD Analysis
Reading due before class: WQE CH2 Sec 2.2 from pg 37
Class 10 (9/14)
Topic: Workshop 2 – RTDs
Class 11 (9/16)
Topic: Ideal RTDs – PFR & CFSTRs
Reading due before class: WQE CH2 Sec 2.3
Week 5
Class 12 (9/19)
Topic: PFR with dispersion
Reading due before class: WQE CH2 Sec 2.4 pgs 48-57
Class 13 (9/21)
Topic: CFSTRs-in-series
Reading due before class: WQE CH2 Sec 2.4 pgs 48-57
Class 14 (9/23)
Topic: PFRs in Parallel, Hydraulic Indices
Reading due before class: WQE CH2 Sec 2.4 pg 57-end
Week 6
Class 15 (9/26)
Topic: Equalization
Reading due before class: WQE Ch 2 Sec 2.5
Class 16 (9/28)
Topic: Workshop 3 - Equalization
15
Class 17 (9/30)
Topic: Interpreting Reactor Behavior
Reading due before class: Chapter 5 "Compartment Models" from Tracer
Technology by Octave Levenspiel, 2012
Week 7
Class 18 (10/3)
Topic: Estimating dispersion
Class 19 (10/5)
Topic: Design for low dispersion or mixing
Reading due before class: MWH Chapter 6, Sec 6-10 (pg 362-370) and MWH
Chapter 13, Sec 13-8 (pg 979-991)
Class 20 (10/7)
Topic: Fundamentals of Kinetics
Reading due before class: WQE Ch 3, Sec 3.1 & 3.2
Week 8
Class 21 (10/10)
Topic: Kinetics of Irreversible Reactions
Class 22 (10/12)
Topic: Kinetics of Reversible Reactions
Reading due before class: WQE Ch 3, Sec 3.4 and 3.6
Class 23 (10/14)
Topic: Workshop 4 – Review Ch 1 and 2 (full credit for in-class attendance)
Week 9
Class 24 (10/17)
Topic: Kinetics of Sequential Reactions
Reading due before class: WQE Ch 3, Sec 3.5 and 3.7
Class 25 (10/19)
Topic: Midterm 1. Classes 1-20, Problem Sets 1-6
16
Class 26 (10/21)
Topic: Ideal Reactors with Reaction
Reading due before class: WQE Ch 4, Sec 4.1-4.2
Week 10
Class 27 (10/24)
Topic: Workshop 5 - Kinetics
Class 28 (10/26)
Topic: Comparison of Ideal Reactors
Class 29 (10/28)
Topic: CFSTRs in Series + Reaction
Week 11
Class 30 (10/31)
Topic: PFRs with Dispersion + Reaction 1(1st half) & Classroom Interview (2nd
half)
Class 31 (11/2)
Topic: PFRs with Dispersion + Reaction 2
Class 32 (11/4)
Topic: Workshop 6 – Reactors with Reactions
Week 12
Class 33 (11/7)
Topic: Non-steady State Performance
17
Class 34 (11/9)
Topic: Introduction to Diffusive Systems
Reading due before class: MWH Ch 7, Sec 7.1-7.3
Class 35 (11/11)
Topic: The ADR Equation
Reading due before class: WQE Ch 1, Sec 1.2 (pg 11-end)
Week 13 Sign up for Mock Meetings
Class 36 (11/14)
Topic: Interfacial Mass Transfer Introduction
Reading due before class: MWH Ch 7, Sec 7.4
Class 37 (11/16)
Topic: Workshop 7 – Review Chapters 3 and 4
Class 38 (11/18)
Topic: Solid/Liquid Interfacial Mass Transfer I (packed beds, pipes)
Reading due before class: MWH Ch 7, Sec 7.5-7.6
Week 14 – Fall break, No class
Week 15 - Mock Meeting Sessions Conducted

Class 39 (11/28)
Topic: Solid/Liquid Interfacial Mass Transfer II (IX and RO)
Class 40 (11/30)
Topic: Workshop 8 – Mass Transfer
Class 41 (12/2)
Topic: Flex Day
Week 16
Class 42 (12/5)
Topic: Special Topics Case Study
Reading due before class: TBD
18
Class 43 (12/7)
Topic: Workshop 9 – Review for Final Exam (full credit for in-class attendance)
Comprehensive Final Exam – TBD
19

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C/EVEN 4464 Syllabus – Fall 2022

C/EVEN 4464: Environmental Engineering

Instructor Teaching Assistant

COURSE LEARNING GOALS:

TEXT: Custom Textbook by Wiley

Other supplemental readings will be posted on Canvas.

ABET Outcomes 1-7

Remember: Professors do not give grades, students earn grades.

Final Course Percentage

Piazza Link: See left menu bar in Canvas

PROBLEM SET POLICIES

Each problem must have the following components:

4) All graphs must be computer generated (e.g., Excel)

Other Helpful Excel Tips

Requirements for COVID-19

Accommodation for Disabilities

Preferred Student Names and Pronouns

Sexual Misconduct, Discrimination, Harassment and/or Related

Week 15 - Mock Meeting Sessions Conducted

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