Unit IV Mini Projec

Unit VMini Project

Unit VI Mini Project

Unit VII Course Project

Course Description

Explores an in-depth study of advanced air quality control science and management practices. Addresses health effects,
environmental impacts, monitoring, modeling, and treatment.

Course Textbook(s)

Godish, T., Davis, W. T., & Fu, J. S. (2014). Air quality (5th ed.). Boca Raton, FL: CRC Press.

Course Learning Outcomes

Upon completion of this course, students should be able to:

1. Describe methods for monitoring air pollution.
2. Critique air pollutant modeling equations and software.
3. Assess health effects of air pollution.
4. Examine causes of indoor and outdoor air pollution.
5. Evaluate health risks of air pollution exposure.
6. Estimate the impact of air pollution on the environment.
7. Evaluate air pollution control technologies.

Prerequisite(s)

No prerequisite courses are required for enrollment in this course.

Credits

Upon completion of this course, the students will earn 3 hours of college credit.

CSU Online Library

The CSU Online Library is available to support your courses and programs. The online library includes databases, journals,
e-books, and research guides. These resources are always accessible and can be reached through the library web page.
To access the library, log into the myCSU Student Portal, and click on “CSU Online Library.” You can also access the CSU
Online Library from the “My Library” button on the course menu for each course in Blackboard.

The CSU Online Library offers several reference services. E-mail (library@columbiasouthern.edu) and telephone
(1.877.268.8046) assistance is available Monday – Thursday from 8 a.m. to 5 p.m. and Friday from 8 a.m. to 3 p.m. The
library’s chat reference service, Ask a Librarian, is available 24/7; look for the chat box on the online library page.

Librarians can help you develop your research plan or assist you in finding relevant, appropriate, and timely information.
Reference requests can include customized keyword search strategies, links to articles, database help, and other services.

LibGuides

Think of a LibGuide (a Library Guide) as a mini-website to help you with your assignments. It has relevant information such
as databases, e-books, and websites specific to your courses. If you have any questions, please reach out to your friendly

MEE 6501, Advanced Air Quality
Control

1

mailto:library@columbiasouthern.edu

library staff.

Click here for the LibGuide for this course.

Unit Assignments

Unit I Journal

We are about to work through Godish, Davis, and Fu’s (2014) textbook related to air quality. As such, we are going to be
discussing engineering principles related to how we can engineer air quality as a means of controlling air quality.
Consequently, we must first consider what constitutes air pollution. What do you believe qualifies as air pollution? Why?

Your journal entry must be at least 200 words in length. No references or citations are necessary.

Unit II Journal

In our first unit, we learned about chemical redox reactions that take place in the environment and that often create outdoor
air pollution. In our reading, we were introduced to the term sink.

What is the significance of an atmospheric chemical sink—specifically when studying methods to engineer outdoor air
quality? How would you explain this in layman’s terms to a company hiring you to help with the permitting process for a new
facility?

Your journal entry must be at least 200 words in length. No references or citations are necessary.

Unit II Mini Project

Over the course of the next six units, you will be developing a course project. You will complete a single section of the
course project in every unit by completing one section of the course project, and then you will add to it with the subsequent
work in the following unit. This unit work will be in the form of unit mini projects.

Our course project will be to develop a document titled “A Permit by Rule (PBR) Evaluation for a Painting Operation” and will
serve as a simulation of our work as a contract environmental engineer to an industrial organization planning a painting
operation within the United States.

The Scenario:

You have contracted with an industrial organization to engineer and write a state air Permit by Rule (PBR) evaluation for a
painting operation facility. According to the local state laws and U.S. Environmental Protection Agency (EPA) laws, the
facility must have an air permit before construction begins. Once the facility is completed, the construction air permit will
then become the operational air permit for the facility.

As a result, your client wants the air permit to automatically align the painting operation facility into operational compliance
with state and federal air quality laws. Consequently, it is extremely important for you to evaluate the planned painting
operation against the PBR requirements in order to meet the air permit criteria, using the state guidance document and
considering the equipment and chemicals already planned for the facility operations.

You have tabulated the following information from what you have gleaned from the material SDS documents and equipment
technical data sheets plan (depending on your scenario selection, each “unit” represents a single aircraft, rail tank car, or
vehicle):

Interior Liner Coating
Material

10 gallons coating/unit 2 gallons of solvent/unit

Unit Lining Application Apply interior liners to two (2) units/day Work five (5) hours/day and four (4) days/week

Unit Lining Curing Cure interior liners of two (2) units/day Work five (5) hours/day and four (4) days/week

Interior Liner Cure Heater fuel source is natural gas-fired
drying oven

Heater generates 2.1 million (MM) Btu/hr at maximum
2,500 hrs/year

Unit Lining Design Cross-draft air plenum Unit interior is the spray area

Exhaust Fan 10,000 ft3/min (CFM) 1 exhaust fan

MEE 6501, Advanced Air Quality Control 2

http://libguides.columbiasouthern.edu/environment

Air Makeup Unit 5760 ft3/min (CFM) 1 air makeup system

Filter Openings 20.0 ft2 each Two (2) filter openings

Coating WV VOC content 2.8 lb/gal coating

Coating VM Coating volume 1.0 gal

Water Content Per gal/coating 1.0 lb/gal

Water Density Per gal/water 8.34 lb/gal

Coating VW Water volume Calculation

Exempt-solvent Content Per gal/coating 0.5 lb/gal

Exempt-solvent Density Per gal/exempt solvent 6.64 lb/gal

Coating Ves Exempt solvent volume Calculation

Additionally, your state’s department of environmental quality (DEQ) has provided you the following PBR limits:

Potential to Emit (PTE) 100 tons VOC/year

Face Velocity 100 ft/min

Filter Velocity 250 ft/min

VOC/5-hour period 6.0 lbs/hr

Short-term Emissions 1.0 lbs/hr

Long-term Emissions 1.0 tons/yr

From your first visit with your client, these are your notes and process flow sketch reflecting the intended operational design:

The client has designed an interior coating spray painting system that allows the interior of each unit to be coated.
The operations will involve a stripped-down unit being brought into the facility’s shop.
The shop is a steel building with a finished concrete floor and a paint booth for each unit.
The unit will be placed in the spray booth.
The booth will be opened at one end of the booth for makeup air.
The exhaust air will flow through an exhaust chamber at the other end of the unit.
For each unit, once the liner application operations are completed, the forced curing (drying) operations will immediately
commence.

Instructions:

1. Closely read the required reading assignment from the textbook and the unit lesson within the study guide, and
consider reading the suggested reading.

2. Select the PBR evaluation document to be for only one of the following: (a) an aircraft manufacturing exterior coating
paint booth, (b) a rail tank car interior lining process, or (c) a vehicle exterior coating paint booth. You will continue with
this scenario selection for the remaining six units, to complete the entire document.

3. Using APA style (title page, abstract page, body with level 1 headings, and a reference page) for a research paper,

MEE 6501, Advanced Air Quality Control 3

begin drafting a PBR evaluation document. You will add to this document in every subsequent unit with another
prescribed level 1 heading, building out the entire document one section at a time.

4. Make your Unit II work the first level 1 heading (center, bold) titled “General Considerations for Operation,” and
describe the scenario that is presented above, while specifically describing the scenario that you selected (aircraft,
tank car, or vehicle). While describing your scenario, you must include the environmental, health, and safety (EHS)
implications of the work system while pulling from the textbook as well as any other relevant sources that are
presented in the unit lesson in the study guide. In your description of the EHS implications of the system, be sure to
discuss the natural and anthropomorphic variables causally related to outdoor air pollution. You are required to
describe the scenario in at least 200 words (minimum). You may find it convenient to summarize the tabulated
information in your General Considerations section of the permit for future reference throughout the rest of the course,
but do not attempt to tabulate the information in the exact order as what is presented here (to avoid a high match in
SafeAssign).

5. Also under the first level 1 heading, present a box and line process flow diagram (PFD) drawing of the selected
scenario. See the drawing on page 375 of the textbook as an additional example of a PFD if you need assistance
understanding how to draw one; do not draw the same system that is provided on that page. Do not hand-draw this,
but use the “insert” and “shapes” features within Microsoft Word to construct the PFD. Simple labeled boxes and lines
are adequate for this preliminary work, so it is not necessary to present specific shapes in your PFD for your selected
scenario.

6. In your abstract section (page 2 of the document), write one or two sentences that reflect your work for this unit. We
will be adding one sentence per unit to reflect our work as we go, with the final abstract length being about 8 to 10
sentences long.

In following units (Units III through VII), the unit lessons will contain information related to the interior surface coating
operation by means of practical mathematical calculation examples. Consequently, it is imperative that you read the unit
lessons within the study guide in every unit, use the math calculation examples provided in each unit lesson, and consider
the current (as well as previous) material from the textbook and the additional information cited and referenced in the study
guide for every unit. This project will serve as a comprehensive demonstration of your applied learning of engineering air
quality.

Your completed mini project should be a minimum of one page, not counting the title page, abstract page, and reference
page. You are required to use at least one outside source, which may be your textbook. All sources used, including the
textbook, must be referenced; paraphrased and quoted material must have accompanying APA citations.

Unit III Journal

Which do you think poses a greater risk to the overall population in U.S. homes: radon or biological contaminants? Why? Do
you think it could vary by region? Why?

Your journal entry must be at least 200 words in length. No references or citations are necessary.

Unit III Mini Project

As a continuation of our course project due in Unit VII (a Permit by Rule (PBR) Evaluation for Painting Operation Facility),
complete the next section—VOC and ES Content per Unit—of your proposal by following the instructions carefully, and then
submit your continued draft of your evaluation document into Blackboard for grading.

1. Closely read the required reading assignment from the textbook and the unit lesson in the study guide, and consider
reading the suggested reading.

2. Open your proposal draft from Unit II, and make any improvements to your draft using your professor’s feedback from
the Unit II Mini Project.

3. Open the Unit III Study Guide, and review the calculations demonstrated and explained (specifically regarding VOC
and ES weights per gallon and per unit for our given scenario data). Be sure to use the scenario data instead of the
data used in the study guide examples.

4. Make your Unit III work the second level 1 heading, titled “VOC and ES Content per Unit.” Describe the environmental,
health, and safety (EHS) implications of VOCs in the work system while pulling from the textbook as well as any other
relevant sources that are presented in the unit lesson in the study guide. In your description of the EHS implications of
the system, be sure to discuss the natural and anthropomorphic variables causally related to indoor air pollution.
Perform and present (not hand-written, but neatly typed) the calculations for both the VOC and ES values (in lbs) in
this section of your project.

5. In your abstract section (page 2 of the document), write one or two sentences that reflect your work for this unit.
Remember that we are adding one sentence per unit to reflect our work as we go, with the final abstract length being
about 8 to 10 sentences long.

Your narrative and calculations for the VOC and ES content per unit must be presented in at least 200 words (minimum).
You are required to use at least one outside source, which may be your textbook. All sources used, including the textbook,
must be referenced; paraphrased and quoted material must have accompanying APA citations.

Unit IV Journal

Consider that an employee within a company-sponsored (OSHA required) medical monitoring program for your industry has
just had an annual work physical and now reports to have pulmonary stress, hearing damage, and elevated blood lead (Pb)
concentrations that were not previously reported on the employee’s pre-employment exam. As a result, the human
resources manager has asked you to help determine what work-related variables may have contributed to the employee’s
impacted health. What variables would you need to consider from within the work system, and what questions would you
need to ask the worker to consider from within the worker’s area of residence? How would you attempt to delineate the air
quality impacts from the employee’s work system and home?

MEE 6501, Advanced Air Quality Control 4

Your journal entry must be at least 200 words. No references or citations are necessary.

Unit IV Mini Project

As a continuation of our course project due in Unit VII (A Permit by Rule (PBR) Evaluation for Painting Operation Facility),
complete the next section—Operational Air Emission Rates—of your proposal by following the instructions carefully, and
then submit your continued draft of your evaluation document into Blackboard for grading.

1. Closely read the required reading assignment from the textbook as well as the unit lesson in the study guide.
2. Open your proposal draft from Unit III, and make any improvements to your draft using your professor’s feedback from

the Unit III Mini Project.
3. Open the Unit IV Study Guide, read the Unit IV Lesson, and then review the calculations demonstrated and explained

regarding the operational air emission rates, 5-hour average period, and potential to emit (PTE) statistical model
calculations for our scenario. Be sure to use the scenario data instead of the data used in the study guide examples.

4. Make your Unit IV work the third level 1 heading, titled “Operational Air Emission Rates.” Describe the environmental,
health, and safety (EHS) implications of VOCs in the work system while pulling from the textbook as well as any other
relevant sources that are presented in the unit lesson in the study guide. In your description of the EHS implications of
the system, be sure to discuss the natural and anthropomorphic variables causally related to adverse health effects
on humans. Perform and present (not hand-written, but neatly typed) the calculations for the following in this section
of your project: (a) calculating maximum hourly and annual emission rates, (b) reporting the emission rate averaged
over a five-hour average period compared to the DEQ permit limits, and (c) reporting the potential to emit compared
to the DEQ permit limits.

5. In your abstract section (page 2 of the document), write one or two sentences that reflect your work for this unit.
Remember that we are adding one sentence per unit to reflect our work as we go, with the final abstract length being
about 8 to 10 sentences long.

Your narrative and calculations for operational air emission rates must be presented in at least 200 words (minimum). You
are required to use at least one outside source, which may be your textbook. All sources used, including the textbook, must
be referenced; paraphrased and quoted material must have accompanying APA citations.

Unit V Journal

Oil field companies are often known for keeping a well-serviced fleet of trucks for their staff employees, including often
replacing these trucks for aesthetic purposes in order to maintain a strong marketing position within their competitive
marketplace of client oil and gas producers. One of the most notable deteriorations of oil field service vehicles with relatively
little age and mileage is the exterior paint coating of the vehicle. What air pollutants might be responsible for the deterioration
of the vehicle paint color, luster, and integrity? Carefully explain your answer from a chemical perspective.

Your journal entry must be at least 200 words in length. No references or citations are necessary.

Unit V Mini Project

As a continuation of our course project due in Unit VII (A Permit by Rule (PBR) Evaluation for Painting Operation Facility),
complete the next section—Operational Air Emission Rates—of your proposal by following the instructions carefully, and
then submit your continued draft of your evaluation document into Blackboard for grading.

1. Closely read the required reading assignment from the textbook as well as the unit lesson in the study guide.
2. Open your proposal draft from Unit IV, and make any improvements to your draft using your professor’s feedback

from the Unit IV Mini Project.
3. Open the Unit V Study Guide, read the Unit V Lesson, and then review the calculations demonstrated and explained

regarding the operational air emission rates, five-hour average period, and potential to emit (PTE) statistical model
calculations for our scenario. Be sure to use the scenario data instead of the data used in the study guide examples.

4. Make your Unit V work the fourth level 1 heading titled “Operational Face and Filter Velocities.” Describe the
environmental, health, and safety (EHS) implications of VOCs in the work system while pulling from the textbook as
well as any other relevant sources that are presented in the unit lesson in the study guide. In your description of the
EHS implications of the system, be sure to discuss the variables causally related to adverse health effects on both
ecological systems and physical structures. Perform and present (not hand-written, but neatly typed) the calculations
for the following in this section of your project: (a) calculate the face velocity and (b) filter velocity of your scenario’s
work system.

5. In your abstract section (page 2 of the document), write one or two sentences that reflect your work for this unit.
Remember that we are adding one sentence per unit to reflect our work as we go, with the final abstract length being
about 8 to 10 sentences long.
Your narrative and calculations for operational air emission rates must be presented in at least 200 words (minimum). You
are required to use at least one outside source, which may be your textbook. All sources used, including the textbook, must
be referenced; paraphrased and quoted material must have accompanying APA citations.

Unit VI Journal

Consider Godish, Davis, and Fu’s (2014, p. 250) Figure 7.5; the fact that the reported industry practice is to accept sample
data within 10% of the true value for statistical sampling methods and within 25% of the true value for passive sampling
methods.

What problems do you perceive that this practice could pose when attempting to generalize air quality study outcomes? If
you were the environmental engineer for a company tasked with monitoring emissions, reflect on how you would explain to
management the benefits of stricter tolerances in your company’s monitoring.

MEE 6501, Advanced Air Quality Control 5

Your journal entry must be at least 200 words in length. No references or citations are necessary.

Unit VI Mini Project

As a continuation of our course project due in Unit VII (A Permit by Rule (PBR) Evaluation for Painting Operation Facility),
complete the next section—VOC Content Minus Water and Exempt Solvents—of your proposal by following the instructions
carefully, and then submit your continued draft of your evaluation document into Blackboard for grading.

1. Closely read the required reading assignment from the textbook as well as the unit lesson in the study guide.
2. Open your proposal draft from Unit V, and make any improvements to your draft, using your professor’s feedback

from the Unit V Mini Project.
3. Open the Unit VI Study Guide, read the Unit VI Lesson, and then review the calculations demonstrated and explained

regarding VOC content minus water and exempt solvent calculations for our scenario. Be sure to use the scenario
data instead of the data used in the study guide examples.

4. Make your Unit VI work the fifth level 1 heading titled “VOC Content Minus Water and Exempt Solvents.” Describe the
environmental, health, and safety (EHS) implications of the work system while pulling from the textbook as well as any
other relevant sources that are presented in the unit lesson in the study guide. In your description of the EHS
implications of the system, be sure to discuss the methods for sampling, quantitatively analyzing, and evaluating air
quality.

5. Perform and present (not hand-written, but neatly typed) the calculations for the following in this section of your
project: (a) gallons of water in one gallon of coating, (b) gallons of exempt solvent (ES) in one gallon of coating, and
(c) pounds of VOC in one gallon of coating (less the water and ES) per day. Determine if the work system is still going
to need any administrative controls to keep it is compliance with the state requirements.

6. In your abstract section (page 2 of the document), write one or two sentences that reflect your work for this unit.
Remember that we are adding one sentence per unit to reflect our work as we go, with the final abstract length being
about 8 to 10 sentences long.

Your narrative and calculations for operational air emission rates must be presented in at least 200 words (minimum). You
are required to use at least one outside source, which may be your textbook. All sources used, including the textbook, must
be referenced; paraphrased and quoted material must have accompanying APA citations.

Unit VII Journal

Consider the looping plume form due to windy conditions, and recall that the Gaussian model presumes a normal curve
distribution. What problems do you perceive that a Gaussian model might pose when attempting to exclusively use this
model in variable wind areas? How do you think the shape of the looping plume could affect the statistical model
assumptions inherent in the Gaussian model?

Your journal entry must be at least 200 words in length. No references or citations are necessary.

Unit VII Course Project

To finish our course project (A Permit by Rule (PBR) Evaluation for Painting Operation Facility), complete the last section—
Heater and Oven Combustion Emissions—of your proposal by following the instructions carefully, and then submit your
continued draft of your evaluation document into Blackboard for grading.

1. Closely read the required reading assignment from the textbook as well as the unit lesson in the study guide.
2. Open your proposal draft from Unit VI, and make any improvements to your draft using your professor’s feedback

from the Unit VI Mini Project.
3. Open the Unit VII Study Guide, read the Unit VII Lesson, and then review the calculations demonstrated and explained

regarding heater and oven combustion emissions calculations for our scenario. Be sure to use the scenario data
instead of the data used in the study guide examples.

4. Make your Unit VII work the sixth level 1 heading titled “Heater and Oven Combustion Emissions.” Describe the
environmental, health, and safety (EHS) implications of the work system while pulling from the textbook as well as any
other relevant sources that are presented in the unit lesson in the study guide. In your description of the EHS
implications of the system, be sure to discuss the methods for statistically modeling air quality mathematically and
with modeling software options.

5. Perform and present (not hand-written, but neatly typed) the calculations for the following in this section of your project
(a) nitrous oxides (NOx), (b) carbon monoxide (CO), (c) particulate matter (PM), (d) volatile organic compounds
(VOC), and (e) sulfur dioxide (SO2) for BOTH hourly emissions(short-term) in lb/hr AND annual (long-term)
emissions in ton/year.

6. In your abstract section (page 2 of the document), write one or two sentences that reflect your work for this unit. This
now completes your abstract for this document.

Your narrative and calculations for operational air emission rates must be presented in at least 200 words (minimum). You
are required to use at least one outside source from the CSU Online Library. All sources used, including the textbook, must
be referenced; paraphrased and quoted material must have accompanying APA citations.

Unit VIII Journal

We have just spent the last seven units engineering air quality to meet federal Environmental Protection Agency (EPA) and
state air quality control limits. How will you be able to apply what you learned in this course to your current or future work
within your own state within the United States, or within a different country (if you do not reside in the United States)?

Your journal entry must be at least 200 words in length. No references or citations are necessary.

MEE 6501, Advanced Air Quality Control 6

APA Guidelines

The application of the APA writing style shall be practical, functional, and appropriate to each academic level, with the
primary purpose being the documentation (citation) of sources. CSU requires that students use APA style for certain papers
and projects. Students should always carefully read and follow assignment directions and review the associated grading
rubric when available. Students can find The CSU Citation Guide by clicking here. This document includes examples and
sample papers and provides information on how to contact the CSU Writing Center.

Grading Rubrics

This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all learning activities. Each
rubric serves as a guide that communicates the expectations of the learning activity and describes the criteria for each level
of achievement. In addition, a rubric is a reference tool that lists evaluation criteria and can help you organize your efforts to
meet the requirements of that learning activity. It is imperative for you to familiarize yourself with these rubrics because
these are the primary tools your professor uses for assessing learning activities.

Rubric categories include (1) Journal, (2) Assessment (Written Response), and (3) Assignment. However, it is possible that
not all of the listed rubric types will be used in a single course (e.g., some courses may not have Assessments).

The Journal rubric can be found within Unit I’s Journal submission instructions.

The Assessment (Written Response) rubric can be found embedded in a link within the directions for each Unit
Assessment. However, these rubrics will only be used when written-response questions appear within the Assessment.

Each Assignment type (e.g., article critique, case study, research paper) will have its own rubric. The Assignment rubrics
are built into Blackboard, allowing students to review them prior to beginning the Assignment and again once the
Assignment has been scored. This rubric can be accessed via the Assignment link located within the unit where it is to be
submitted. Students may also access the rubric through the course menu by selecting “Tools” and then “My Grades.”

Again, it is vitally important for you to become familiar with these rubrics because their application to your
Journals, Assessments, and Assignments is the method by which your instructor assigns all grades.

Communication Forums

These are nongraded discussion forums that allow you to communicate with your professor and other students.
Participation in these discussion forums is encouraged but not required. You can access these forums with the buttons in
the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below.

Once you have completed Unit VIII, you MUST unsubscribe from the forum; otherwise, you will continue to
receive e-mail updates from the forum. You will not be able to unsubscribe after your course end date.

Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums.

Ask the Professor

This communication forum provides you with an opportunity to ask your professor general or course content questions.
Questions may focus on Blackboard locations of online course components, textbook or course content elaboration,
additional guidance on assessment requirements, or general advice from other students.

Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal
accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a non-
public nature, please feel free to e-mail your professor. Responses to your post will be addressed or e-mailed by the
professor within 48 hours.

Before posting, please ensure that you have read all relevant course documentation, including the syllabus,
assessment/assignment instructions, faculty feedback, and other important information.

Student Break Room

This communication forum allows for casual conversation with your classmates. Communication on this forum should
always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to
share assessment answers.

Schedule/Grading

The following pages contain a printable Course Schedule to assist you through this course. By following this schedule, you
will be assured that you will complete the course within the time allotted.

MEE 6501, Advanced Air Quality Control 7

http://www.columbiasouthern.edu/downloads/pdf/success/citation-guide

https://online.columbiasouthern.edu/CSU_Content/common_files/instructions/DB/Create_New_Thread_Subscribe

Unit I The Atmosphere and Atmospheric Pollutants [ Weight: 11% ]

Read/View: Unit I Study Guide
Chapter 1: Atmosphere, pp. 1-23
Chapter 2: Atmospheric Pollution and Pollutants, pp. 25-73

Submit: Unit I Journal
Unit I Assessment

2%
9%

Unit II Engineering for Outdoor Air Quality [ Weight: 12% ]

Read/View: Unit II Study Guide
Chapter 4: Atmospheric Effects, pp. 101-150

Submit: Unit II Journal
Unit II Mini Project

2%
10%

Unit III Engineering for Indoor Air Quality [ Weight: 13% ]

Read/View: Unit III Study Guide
Chapter 11: Indoor Air Quality, pp. 389-432

Submit: Unit III Journal
Unit III Mini Project

2%
11%

Unit IV Engineering Air Quality for Human Health [ Weight: 13% ]

Read/View: Unit IV Study Guide
Chapter 5: Health Effects, pp. 155-197
Chapter 12: Environmental Noise, pp. 437-459

Submit: Unit IV Journal
Unit IV Mini Project

2%
11%

Unit V Engineering Air Quality for Ecological and Structural Health [ Weight: 13% ]

Read/View: Unit V Study Guide
Chapter 6: Welfare Effects, pp. 203-236

Submit: Unit V Journal
Unit V Mini Project

2%
11%

Unit VI Engineering Air Quality Monitoring Systems [ Weight: 13% ]

Read/View: Unit VI Study Guide
Chapter 7: Air Quality and Emissions Assessment, pp. 239-269
Chapter 8: Regulation and Public Policy, pp. 283-326

Submit: Unit VI Journal
Unit VI Mini Project

2%
11%

MEE 6501, Advanced Air Quality Control 8

Unit VII Engineering Air Quality Monitoring Systems, cont. [ Weight: 14% ]

Read/View: Unit VII Study Guide
Chapter 3: Atmospheric Dispersion, Transport, and Deposition, pp. 77-98
Chapter 7: Air Quality and Emissions Assessment, pp. 269-277

Submit: Unit VII Journal
Unit VII Course Project

2%
12%

Unit VIII Utilizing Pollution Control Technologies for Engineered Air Quality Control [ Weight: 11% ]

Read/View: Unit VIII Study Guide
Chapter 9: Control of Motor Vehicle Emissions, pp. 331-352
Chapter 10: Control of Emissions from Stationary Sources, pp. 355-385

Submit: Unit VIII Journal
Unit VIII Assessment

2%
9%

MEE 6501, Advanced Air Quality Control 9

MEE 6501, Advanced Air Quality Control
Course Syllabus
Course Description
Course Textbook(s)
Course Learning Outcomes
Prerequisite(s)
Credits
CSU Online Library
LibGuides
Unit Assignments
Unit I Journal
Unit II Journal
Unit II Mini Project
Unit III Journal
Unit III Mini Project
Unit IV Journal
Unit IV Mini Project
Unit V Journal
Unit V Mini Project
Unit VI Journal
Unit VI Mini Project
Unit VII Journal
Unit VII Course Project
Unit VIII Journal
APA Guidelines
Grading Rubrics
Communication Forums
Schedule/Grading