EDUC105 Lecture Notes - Lecture 11: Functional Fixedness, Edward De Bono, Long-Term Memory

please help me with this lab.

Ethanol Production

(Thermal Energy Conservation)

Lab Objective

Through this lab exercise, the principle of conservation of charge will be demonstrated using an adopted problem-solving methodology and a simple Matlab exercise.

Materials

Matlab 2007 or higher

Lab Assignment

Introduction

GASBUGS INC. is actually a division of a much larger alternate, fuel-generating corporation known as BIOFUELS INTERNATIONAL. One thing this company produces is ethanol (C₂H₆O) from an industrial process that uses a type of yeast (Saccharomyces cerevisiae). The elemental formula of S. cerevisiae is CH_1.83 O_0.56 N_0.17 and it has a heat of combustion of approximately -21.2 kJ/g. In their batch process, .25lb_mNH₃ and 5.0lb_m glucose are combined with the yeast at 25^oC. After the reaction goes to completion (at least one of the starting reactants is used up), 1. 4 lb_m of ethanol is produced. The unbalanced reaction for this process is:

C₂H₆O (s) + NH₃ (g) → C₃H₈O₃ (l) + C₂H₆O (l) + CH_1.83 O_0.56 N_{0.17 +} CO₂(g) + H₂O (l)

Note: 1 mol of glucose produces .5 mole glycerol (C₃H₈O₃₎ and that the ration of NH₃ to H₂O is 1:1.

You are told that it is likely that too much glucose is being added in the batch reactor process. It is your goal as the production engineering support specialist working for BIOFUELS INTERNATIONAL to model this scenario to determine how much unnecessary glucose is being added to reduce waste and cost.

Procedure

Follow the 4 steps of methodology for solving problems on pp. 44–46 of your textbook to set up the model.

Using MATLAB, create a plot that demonstrates the impact on ethanol production as the amount of glucose in the reactor varies from 1.0 lb_m to 10 lb_m.

Questions

How much excess glucose was being added to the reactor?

What is the ideal amount needed?

How much heat was produced and subsequently removed from the system?

Interpret the Matlab plot produced.

1.8 Methodology for Solving Engineering Problems. page 44-46. four steps.

Developing a pattern or methodology for solving engineering problems is important for consistency and thoroughness. The application of accounting and/conservation equations (discussed in Chapters 2–6) should be carried out in an organized manner; this makes the solution easy to follow, check, and be used by others. As a new engineer, you may find going through these many steps tedious and excessive for seemingly simple problems. However, when the level of difficulty increases, having a method or process to fall back on will be invaluable. Experienced engineers use most of the steps below when solving real-world problems.

The methodology laid out here or one similar to it should be used to solve problems throughout your career. The method outlined below is a general guide of the steps that will be followed to solve problems in Chapters 3–6 of this book, and as in real-world problems, only steps applicable to the problem should be performed. Other methodologies for solving problems are also valid; the critical issue is that you develop a thorough method and implement it regularly. As you mature as an engineer, it is appropriate that you develop your own problem-solving method.

1. Assemble. Information regarding the problem, including a picture, should be assembled and rewritten.

(a) The objective of the problem or the answer that you are seeking to findshould be clearly stated. This is often written as: Find: the flow rate ...

(b) Draw a diagram showing all relevant information. Often a simple box diagram showing all components entering and leaving the system allows information to be summarized in a convenient way. The system, surroundings, and system boundary should be drawn and labeled. When possible, all known quantitative information should be shown on the diagram.

(c) Set up a calculation table. The known values on your diagram, the components entering and leaving the system, form the foundation for the table. Units should be consistent across the table. The unknown components on the table (blanks) are often the desired answers. As you solve for different components, you can fill in the table. (Developing a table is optional, although useful, especially in multicomponent mass balance problems)

2. Analyze. A framework for understanding what is known and what is not known is developed at this stage.

(a) State any assumptions applied to the problem. Biological systems are extremely complex, since many processes and reactions, as well as transport of materials, are often going on simultaneously. Knowing when and where to make assumptions to simplify the system to a few salient features is the mark of an outstanding engineer. An example of an assumption is that the human forearm can be modeled as a cylinder.

(b) Collect and state any extra data. In this step, you may need to research information about a component in your system that was not given in the problem definition. An example of extra data that you may need to look up is the viscosity of plasma.

(c) List the variables and notations (symbols) adapted for the problem, and select a set of units for the problem. Typically, a choice is made to use either metric or British units throughout the problem.

[Note: The notations for variables may vary from discipline to discipline, but standard variables that are inherently understood within a subject do not always need to be listed. For example, kinetic energy is defined as EKin physics, but as T in mechanics. If you are calculating data that will be shared with coworkers of the same discipline, it is not necessary to define standard variables. Rather, variables specific to an aspect of the problem need to be defined (e.g., Fs = force of the astronaut on a chair).]

(d) State a basis of calculation. A basis is a specified input or output to a system (usually given as a flow rate or amount). In some problem statements, the basis is given. In other problems, values of components are given relative to one another and not as absolute amounts or rates. Select a basis if one is not given. Mass (Chapter 3) and energy (Chapter 4) problems often need a basis.

(e) If the problem involves chemical reaction(s), list the compounds involved and stoichiometrically balance the equation(s).

3. Calculate. Equations are developed and solved in a logical manner.

(a) Write down all appropriate accounting and/or conservation equations.Writing down the governing equations and then simplifying them by analyzing the system to eliminate unnecessary terms can be a helpful tool in solving engineering problems. For example, if asking the question, “Is this system at steady-state?” results in a positive response, the governing equation may be simplified by making the Accumulation term equal zero. This concept will be discussed further in Chapter 2. Write down any other essential equations needed to solve the problem.

(b) By applying the appropriate equations, calculate the unknown quantities. This is the heart of solving the problem and may require extensive effort. In some cases, the calculation of unknown quantities can be done sequentially. In other cases, it may be best to solve a series of equations using MATLAB or other computer software.

[Note: For a multi-unit or complex mass and energy conservation problems, a strategy to solve the problem may be required. A degree-of-freedom analysis is a systematic method to demonstrate whether a problem can be solved with the stated information and can help determine the sequence in which the equations should be solved. This process is discussed in chemical engineering textbooks (e.g., Reklaitis, Introduction to Material and Energy Balances, 1983).]

4. Finalize. Correct answers to the problem statement are stated clearly.

(a) State the answers clearly with appropriate significant figures and units. Confirm that you answered the specific questions asked by the problem

Laboratory Report Cover Sheet
DeVry University
College of Engineering and Information Sciences

Course Number: ECET301

Professor:

Laboratory Number: 3

Laboratory Title: Ethanol Production

Submittal Date: Click here to enter a date.

Write a brief technical lab report summarizing the technical facts learned from this lab. The report should be organized to provide the following:

Section 1–Introduction: An introductory/summary paragraph describing the type of conservation principle being analyzed and the key elements that will be discussed relating to this principle.

Section 2–Model: The documented model using the standard problem-solving methodology in section 1.8 of your text.

Section 3–Plot: Matlab plot with script to generate.

Section 4–Discussion: A section describing the most important characteristics shown, or demonstrate via the modeled and collected data. Also include a practical example of how the information learned in this assignment might help you in a job setting in the real world.

Section 5–Concluding Remarks: A summary statement listing the most positive aspects of the assignment and any difficulties encountered.

Grade 9 english:

1. Think back to Charlotte Edmund's article, "7 skills all young people need to survive the future of the workplace" from the first activity in this lesson. Choose the skill you believe to be the most important to your future
2. Write a few paragraphs to explain why you feel this way. If you think there's a skill the author didn't mention that's more crucial to your future, explain what it is and why you believe so. Give your strongest writing. Plan your ideas before you start writing, then use paragraphs to organize your piece. After you have a first draft, revise it, looking at paragraph unity, sentences, spelling, and capital letters.

Article:

7 skills all young people need to survive the future of the workplace

Dr. Tony Wagner, co-director of Harvard's Change Leadership Group, argues that today's
school children are facing a "global achievement gap," which is the gap between what even
the best schools are teaching and the skills young people need to learn.
This has been exacerbated by two colliding trends: firstly, the global shift from an industrial
economy to a knowledge economy, and secondly, the way in which today's school children —
brought up with the internet — are motivated to learn.
In his book "The Global Achievement Gap," Wagner identifies seven core competencies every
child needs in order to survive in the coming world of work.
1. Critical thinking and problem-solving
Companies need to be able to continuously improve products, processes and services in order
to compete. And to do this they need workers to have critical thinking skills and to be able to
ask the right questions to get to the bottom of a problem.
2. Collaboration across networks and leading by influence
Given the interconnected nature of the business world, leadership skills and the ability to
influence and work together as a team has become increasingly important. And the key to
becoming an effective leader? It's twofold, says Wagner, involving "creative problem-solving
and a clear ethical framework".
3. Agility and adaptability
The ability to adapt and pick up new skills quickly is vital for success: workers must be able to
use a range of tools to solve a problem. This is also known as "learnability", a sought-after
skills among job candidates.
4. Initiative and entrepreneurialism
There is no harm in trying: often people and businesses suffer from a tendency to be riskaverse. It is better to try 10 things and succeed in eight than it is to try five and succeed in all
of them.
5. Effective oral and written communication
Recruits' fuzzy thinking and inability to articulate their thoughts were common complaints that
Wagner came across from business leaders when researching his book. This isn't so much
about young people's ability to use grammar and punctuation correctly, or to spell, but how to
2/3
communicate clearly verbally, in writing or while presenting. "If you have great ideas but you
can't communicate them, then you're lost," Wagner says.
6. Accessing and analyzing information
Many employees have to deal with an immense amount of information on a daily basis: the
ability to sift through it and pull out what is relevant is a challenge. Particularly given how
rapidly the information can change.
7. Curiosity and imagination
Curiosity and imagination are what drive innovation and are key to problem solving. "We're all
born curious, creative and imaginative," says Wagner. "The average four-year-old asks a
hundred questions a day. But by the time that child is 10, he or she is much more likely to be
concerned with getting the right answers for school than with asking good questions.
"What we as teachers and parents need do to keep alive the curiosity and imagination that, to
a greater or lesser extent, is innate in every child."

Q1. Members are most likely to experience role conflict and divided loyalties in:
a. a cross-functional project team
b. a self-managed operational team
c. a traditional work team
d. an executive team

Q2. Which of the following was not mentioned as a primary determinant of performance for a functional team?
a. how long the current leader has been in that position
b. trust and cooperation among the team members
c. the organization and coordination of activities
d. member agreement about objectives and strategies

Q3. Which is not likely to improve the effectiveness of a self-managed team?
a. let members share in financial gains from improved performance
b. change the membership frequently to give the team fresh ideas
c. provide accurate, timely information relevant to team activities
d. give members training in interpersonal and problem solving skills

Q4. Which process is most likely to occur in an after-activity review?
a. determination of responsibility for errors and mistakes
b. recognition of members for their contributions to the team
c. analysis of what was done well and what needs to be changed
d. selection of the most qualified team leader for the next activity

Q5. Which type of activity is least likely to be delegated to a self-managed team?
a. evaluating each team member's task performance
b. firing a team member who has unsatisfactory performance
c. determining the work procedures to be used by the team
d. determining which team member will carry out each task

Q6. The primary responsibility of the leader of a decision group is to:
a. suggest good ideas for solving the problem
b. ensure that everybody has equal influence
c. encourage group members to reach an agreement quickly
d. structure the discussion in a systematic manner

Q7. The primary purpose of a dialogue session is to:
a. debate competing proposals and identify the best one for the team
b. help members learn more about each other's interests and aspirations
c. encourage members to express their dissatisfaction with each other openly
d. increase understanding of implicit assumptions and mental models

Q8. What was found in research on the effectiveness of self-managed teams?
a. productivity and quality improved substantially
b. organizational commitment usually increased
c. turnover and absenteeism were lower
d. the results were inconsistent across studies

Q9. Which condition is least important for the success of a new strategy?
a. it is based on the core competencies of the organization
b. it is compatible with significant changes in the external environment
c. it has a few clear themes relevant to the shared values of the members
d. it is similar to a strategy that was previously successful

Q10. Which of the following actions by the CEO is not likely to improve the effectiveness of an executive team?
a. clearly define objectives consistent with shared values of team members
b. talk with individuals whenever possible to reduce time in meetings
c. give the team considerable discretion but specify limits of team authority
d. rely more on advice from members with the most expertise

Q11. Which statement about institutionalization in organizations is most accurate?
a. it describes how subunits with expertise gain power in organizations
b. it makes it easier for organizations to adapt to a changing environment
c. it describes how people use power to gain more power
d. it demonstrates why political tactics are unnecessary to maintain power

Q12. What is the best summary of findings in research on leadership succession?
a. chief executives have little influence on organization performance due to the overwhelming influence of economic and market conditions
b. chief executives have a strong impact on organization performance and are the primary determinant of whether the organization prospers or declines
c. chief executives have a moderate impact on organizational performance when measured over a period of several years
d. chief executives influence stock prices but have little or no influence on the firm's actual economic performance

Q13. What pattern of behavior is least likely during the first few months on the job for the new CEO in an organization that is prosperous?
a. the CEO will quickly select a new strategy and make major changes in the organization to look like a confident and dynamic leader
b. the CEO will make changes in the functional areas in which he or she has the most prior experience
c. the CEO will attempt to demonstrate some small successes in dealing with immediate problems to build a favorable image and gain more discretion
d. the CEO will gather and analyze information about the organization and environment in order to determine an appropriate strategy

Q14. Which of the following was not given as a guideline for external monitoring?
a. examine a wide range of developments and trends in the environment
b. make an extra effort to learn what clients and customers want and need
c. identify both the strengths and weaknesses of competing products
d. rely primarily on your own intuition to analyze the environment

Q15. In what situation are executive teams least likely to be useful?
a. the organization includes several business units with diverse products
b. there is intense competition among executives to become the next CEO
c. the organization has a complex and turbulent environment
d. the executives in the team have very diverse backgrounds and perspectives

Q16. Which is not a core performance determinant in the flexible leadership theory?
a. process reliability and efficiency
b. leader experience and technical skills
c. human resources and relations
d. innovation and adaptation

Q17. Research at CCL indicates that the least amount of learning occurred for managers who had:
a. assignments for which they were well prepared
b. challenges they had to face alone
c. opportunities to make mistakes
d. diverse experiences with different types of challenges

Q18. Which statement about leadership development in organizations is least likely to be accurate:
a. leadership development should be consistent with organization strategy
b. developmental activities should be coordinated with formal training
c. self development activities should be maximized to reduce costs
d. leadership development should be integrated with succession planning

Q19. Which of the following usually includes a mix of formal training and learning from experience working on management projects?
a. mentoring
b. job rotation programs
c. action learning
d. behavior modeling

Q20. Which developmental method is most useful for helping managers to understand their inner feelings and values?
a. outdoor challenge programs
b. personal growth programs
c. mentoring programs
d. multisource feedback workshops

Q21. Which approach is used most often for improving leadership?
a. multi-source feedback workshops
b. formal mentoring programs
c. job rotation programs
d. formal training programs

Q22. What two methods are most useful for improving conceptual skills?
a. case analysis and behavior role modeling
b. feedback workshops and simulations
c. simulations and case analysis
d. behavior role modeling and feedback workshops

Q23. In most feedback workshops for management development, the primary source of information about a manager's behavior is:
a. other managers in the workshop who fill out a checklist
b. observers who record the person's behavior during a simulation
c. observation of a videotape taken of the manager doing regular work
d. questionnaires filled out by people with whom the manager works

Q24. Training programs to enhance leadership skills:
a. are widely used for managers in organizations
b. are seldom used for effective managers
c. are used mostly for department supervisors
d. are used mostly for top executives in large organizations

Q25. Which is least likely to be a reason for the "glass ceiling" in large organizations?
a. differences in leadership behavior displayed by men and women
b. implicit theories about the attributes required for effective leadership
c. popular stereotypes about the skills and traits of men and women
d. less encouragement and developmental opportunities for women