An Introductory Course of

Modeling and Computation

for Chemical Engineers
MORDECHAI SHACHAM
Department of Chemical Engineering, Ben-Gurion University of the Negev, Beer-Sheva 84105, Israel

Received 24 January 2004; accepted 15 November 2004

ABSTRACT: A new introductory course for modeling and computation, with main em-
phasis on computer-based problem solving has been developed. Advanced features for
enhancing learning effectiveness included in the course are: the use of real life engineering
problems as starting points for learning new material, multistage problems, where the
problem difficulty and the complexity of the computational tool are gradually increased. The
programming assignments involve mainly modification of examples, and self-grading with
immediate feedback ensures mastery level completion of the assignments. The website of the
course is http://www.bgu.ac.il/chem_eng/pages/Courses/shacham%20courses/intoduction.htm.
ß 2005 Wiley Periodicals, Inc. Comput Appl Eng Educ 13: 137 145, 2005; Published online in Wiley
InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20039

Keywords: modeling and computation; problem-based learning; programming; self-grading

INTRODUCTION tion with CPBS in a particular engineering discipline.

Faculty, who learned programming this way, envi-
It is generally accepted that computer-based (or sions CPBS as being a little bit of mathematical
computer-enhanced) problem solving (CBPS) is a modeling and mostly coding and debugging a
very important or possibly the most important appli- computer program. This form of CPBS contributes
cation of the computer in engineering education and very little to the understanding of the course material,
practice. In spite of that, the penetration of CPBS in while most of the time is spent on the technical details
the various engineering disciplines has been disap- of programming. This combined with the fact that
pointingly slow and of limited extends (Kantor and very few practicing engineers do any programming
Edgar [1], Jones [2]). The paradox is that the long- (in a survey that was conducted by Davis et al. [3] and
term emphasis on the study of computer programming included engineering management and recent chemi-
can be partly blamed for the impediment in the spread cal engineering graduates 92% said that they never or
of CPBS. Programming in FORTRAN, Pascal, or C is seldom program in FORTRAN or another computer
often being taught without establishing any connec- language) explain the lack of enthusiasm on behalf of
engineering educators to use CPBS more widely.
Correspondence to M. Shacham ([email protected]). In order to change this situation CPBS and not a
ß 2005 Wiley Periodicals Inc. programming language must be put in the center of

137
138 SHACHAM

the introductory computer course for engineers. We 1. Complex consecutive calculations

have developed such course for chemical engineers 2. Iterative solution of a nonlinear equation
where the emphasis is on CPBS and it covers several 3. Matrix operations and solution of systems of
types of software packages of various complexity, linear equations
flexibility, and user friendliness. The packages learned 4. Multiple-linear, polynomial and nonlinear
in this course include POLYMATH1, Excel2, and regression
MATLAB3. POLYMATH is used in several textbooks 5. Introduction to solution of systems of nonlinear
(Cutlip and Shacham [4], Fogler [5], and Himmelblau algebraic equations
[6] and Kyle [7]) for numerical problem solving. 6. Introduction to solution of systems of ordinary
Excel is a computational tool that has a very wide differential equations
range of capabilities and it is extensively used by
practicing engineers. MATLAB is used in some The course is given to freshmen chemical
undergraduate and graduate engineering courses, for engineering students who have already taken an
its wide range of capabilities and because it can also introductory Material and Energy Balance course or
be considered as a programming language. The three the two courses are run in parallel.
packages are learned in a sequence where the concepts In the following sections chapters 1, 2, and 4
are build up gradually, making the learning of pro- which cover about 75% of the course material will be
gramming with MATLAB considerably easier. described in detail. An Internet-based homework
To enhance the learning effectiveness the follow- assignment together with its self-test will be demon-
ing advanced features are included in the course. strated and computer-based exams will be briefly
described. Finally some preliminary results of the
Based on Real-Life Problems course evaluation will be provided and conclusions
will be drawn. Most of the course material (except
The study of each subject starts by presenting a real the computer-based exams) is available at http://
life problem, which requires numerical solution. www.bgu.ac.il/chem_eng/pages/Courses/shacham%20-
courses/introduction.htm
Multi-Stage Problems
The problems require computer solution in several
COMPLEX CONSECUTIVE CALCULATIONS
stages. Preliminary stages are solvable with the easy
to use software package POLYMATH while advanced
The contents of this chapter are shown in Table 1. The
stages require the use of Excel (Shacham et al. [8]) or
principal example used is the ‘‘Calculation of the
MATLAB programming (Shacham et al. [9])
compressibility factor and derived thermodynamic
properties using a cubic equation of state’’ (Shacham
Programming by Modification et al. [8] and [9]). This example is of practical impor-
Solved examples are provided. The students are en- tance in several respects; the one that is most easily
couraged to modify and extend the solved examples to explained to first year engineering students is that the
solve their assignments. compressibility factor is used to convert measured
volume of natural gas delivered to a customer to units
of weight where the payment is done according to the
Self-Grading
weight delivered. This problem does not require itera-
Students check and grade their own Internet-based tive solution but the calculations are complex enough
homework assignments and exams. The self-test pro- to demonstrate the need for computer solution. In
gram provides immediate feedback on errors made addition to the basic arithmetic operations the calcula-
(Shacham [10]). tions also require math functions such as logarithm,
The course is divided into six chapters according square and cubic roots, the trigonometric functions
to the mathematical/numerical method that has to be cosine, and arccosine, if conditions and logical ex-
used for solving the problems: pressions. Cubic equations of state have three roots
one real root is always a physically correct solution,
1
POLYMATH is copyrighted by M. Shacham, M. B. Cutlip, and related to the gas phase. The other two roots may be
M. Elly (http://www.polymath-software.com/). real or complex, one of the additional real roots can
2
Excel is a trademark of Microsoft Corporation (http:// also be physically correct (related to the liquid phase),
www.microsoft.com).
3
MATLAB is a trademark of The Math Works, Inc. (http:// the second real root or the two complex roots are
www.mathworks.com). physically meaningless. This helps to demonstrate, in
 MODELING AND COMPUTATION FOR CHEMICAL ENGINEERS 139

Table 1 Contents of Chapter 1, ‘‘Complex Consecutive Calculations’’

Chapter 1: Complex Consecutive Calculations
Mathematical and numerical concepts demonstrated
Analytical solution of cubic equations, multiple roots, physically feasible and infeasible solutions
Problems used in the examples, assignments, and exams
Calculation of thermodynamic properties using a cubic equation of state (Shacham et al, 2003 [8])
Calculation of adiabatic flame temperature (Shacham, 1998 [10], problem 1.12 in Cutlip and Shacham [4])
POLYMATH program
Nonlinear equations solver
Excel options and functions
Definition of constants and arithmetic formulas, arithmetic functions, creating series, absolute and relative addressing,
if statements and logical functions, two-input data tables, XY (Scatter) plot
MATLAB options and functions
Interactive execution and m-files, definition of scalars and arrays, clearing variables, arithmetic operations, math, logical
and trigonometric functions, command window control functions: clc, format and disp, graphing functions: plot,
loglog, semilogx, semilogy, title, xlabel and ylabel, control flow functions: for, if, else, and end, comments.

such an early stage of studying computation that names to cell addresses and changing the definitions
results obtained from the computer should never be of the if statements and some intrinsic functions. The
blindly accepted but must be critically examined for conversion proceeds line by line where the correctness
physical feasibility. of every finished line can be verified by comparing
The example is built up in stages. At first, the the resultant numerical value with the POLYMATH
calculations are carried out for one set of input data: result.
temperature and pressure. In the second step, the The conversion to MATLAB is done first in an
calculations are carried out for about a hundred interactive mode. The ordered equations are copied
different combinations of temperature and pressure, one by one from the POLYMATH solution report and
and in the third step the results of the calculations are pasted into the MATLAB command window, for one
presented in tabular and graphical forms. set of temperature and pressure values. The intrinsic
The mathematical model of the example is first function names and syntax are changed as needed.
set up using the ‘‘Nonlinear Equation Solver’’ pro- This, again, enables line by line verification of the
gram of the POLYMATH package. POLYMATH is the MATLAB model. The finished model can be copied
easiest to use for this purpose because it requires from the command window and pasted into the
minimal modification of the equations and the MATLAB editor to create an m-file. This concludes
variable names. The equations can be entered in the the first part of the example, which includes the
same order as they appear in the problem defini- preparation and verification of the mathematical
tion, even if the calculation order is different, since model of the problem with POLYMATH, Excel, and
POLYMATH reorders the equations in the right calcu- MATLAB.
lation sequence. The program also issues warnings In the second part, the calculations are carried out
for undefined variables, so that common, difficult to for about a hundred different combinations of tem-
detect errors, like using 0 (zero) in the variable name perature and pressure. Only Excel and MATLAB are
in one place and the letter ‘‘o’’ somewhere else, can be used in this part. In Excel the column containing the
easily detected. formulas of the model can be duplicated as many
The POLYMATH model of the problem is solved times as needed while providing the addresses of the
for a few selected values of temperatures and pres- pertinent temperature and pressure values. However,
sures and the results are compared with literature data, the most convenient and effective way to carry out the
in order to verify the correctness of the model. After calculations is by using the ‘‘Two-Input Data Table.’’
that we proceed to convert the model for solution by In MATLAB, several new concepts must be
Excel and MATLAB. learned in order to carry out repetitive calculations
The conversion to Excel involves ‘‘pasting’’ the while changing the parameter values. The m-file con-
POLYMATH model into two adjacent columns of an taining the model of the problem must be converted
Excel worksheet. In the first column the POLYMATH into a user-defined function. A separate main program
model is retained as is, for documentation purposes. (m-file) must be written where the parameters are
On the second column the equations are converted to stored in one-dimensional arrays and the function is
Excel formulas, essentially by changing the variable called repeatedly with different parameter values by
140 SHACHAM

means of for commands. The results are stored in a of the course’s time (12 15 h of lectures and
two-dimensional array and various display and plot recitation sessions) to complete it.
commands are used to display the results in tabular
and graphic forms (linear and logarithmic scales).
In this first chapter, special emphasis is put on ITERATIVE SOLUTION OF A
good engineering and programming practices. The NONLINEAR EQUATION
students are expected to describe all the variables,
including the units used next to the equation in which The objective of this chapter is to introduce the
the variable is calculated and also when displaying its students to the concept of iterative, numerical solution
numerical value in the results. In the graphs prepared, of problems. The contents of this chapter are pre-
the students are expected to mark clearly the axes, to sented in Table 2. The two class examples used in
use scaling appropriate to the order of magnitude of this chapter are the calculation of flow rate in a
the variables, to remove unused graph areas that often pipeline (Cutlip and Shacham [4]) and the calculation
generated by the automatic scaling routines of the of outlet temperatures in a countercurrent flow-heat
software, and to use right proportion between the exchanger. The first example involves the solution of
graph and the letter sizes. In MATLAB, good pro- the Bernoulli equation for the fluid velocity where the
gramming practice requires clearing the workspace pressure drop, the elevation difference, the length, and
and the command window before starting the execu- the diameter of the pipe are specified. The POLY-
tion and explicitly defining the preferred format for MATH nonlinear equation solver is used for setting
printing the results. up the problem and solving the equations for a few
The Redlich Kwong equation of state is used in selected combinations of pipe lengths and diameters.
all the class examples presented. The homework At this point the concept of initial estimate, which is
assignments may include different cubic equations of essential when iterative solution techniques are used,
state (Soave Redlich Kwong or Peng Robinson) is introduced and the selection of a physically sensible
or calculation of the adiabatic flame temperature ([4], initial estimate is emphasized.
this problem can be represented by a cubic equation if After that the model equation are converted to
the heat capacities are correlated with 2nd degree Excel formulas and at first, the ‘‘Goal Seek’’ tool of
polynomials). Excel is used for solving the nonlinear equation. But
This chapter represents, for most of the students, the use of Goal Seek is tedious if the calculation has to
the first introduction to the use of the POLYMATH be repeated many times for different parameter (pipe
package, to computer (MATLAB) programming, and length and diameter, in this case) values. For repetitive
to the use of the three packages for engineering pro- calculations the successive substitution method is
blem solving. Most of the basic material of the course introduced. Using this method requires rewriting the
is included in this chapter and it takes about one third Bernoulli equation so as to generate a converging

Table 2 Contents of Chapter 2, ‘‘Iterative Solution of a Nonlinear Equation’’

Chapter 2. Iterative Solution of a Nonlinear Equation
Mathematical and numerical concepts demonstrated
Iterative methods of solution: successive substitution and secant, selection of the initial guess, stopping criterion,
error tolerance, attainable accuracy
Problems used in the examples, assignments, and exams
Calculation of the flow rate in a pipeline (problem 5.10 in Cutlip and Shacham [4])
Terminal velocity of falling particles (problem 5.6 in Cutlip and Shacham [4])
Gas volume calculations using various equations of state (problem 1.8 in Cutlip and Shacham [4])
Bubble point, dew point and isothermal flash of an ideal multi-component mixture (problems 1.9, 1.10,
4.8 and 4.9 in Cutlip and Shacham [4])
Countercurrent heat exchanger
Adiabatic flame temperature in combustion (Shacham, 1998 [10] problem 1.12 in Cutlip and Shacham [4])
POLYMATH program
Nonlinear equations solver
Excel options and functions
Goal seek
MATLAB options and functions
User defined functions, global variables, control flow function: while
 MODELING AND COMPUTATION FOR CHEMICAL ENGINEERS 141

sequence of iterations. The attainable accuracy in reasonably fast for all the examples and assignments
iterative solutions is discussed and the concept of the that included in this chapter.
stopping criterion based on an error tolerance is The homework assignments and exams for this
introduced. chapter include solving various equations of state
The new material learned in MATLAB includes (cubic or higher order) for the molar volume, cal-
the global variables, which are used to transfer the culating terminal velocity of falling particles, bubble
current parameter values to the user defined function point, dew point and isothermal flash calculations
and the while statement which is used to stop the for ideal multi-component mixtures, and calculating
iterations when the stopping criterion is satisfied or adiabatic flame temperature in combustion.
the maximum allowed number of iterations exceeded.
The countercurrent heat exchanger problem
involves the calculation of the outlet temperatures MULTIPLE-LINEAR, POLYNOMIAL,
and the heat exchanger duty when the inlet tempera- AND NONLINEAR REGRESSION
tures, fluid properties, and heat transfer area and
coefficients are specified. The problem is converted The contents of this chapter are shown in Table 3. The
into the form of a single nonlinear equation by solving objective of the chapter is to enable the students to use
the cold fluid and hot fluids heat balance equations for POLYMATH, Excel, and MATLAB to fit a straight
the unknown temperatures and the iterations are line, a polynomial, and a linear or a linearizable non-
carried out on the heat duty only. linear regression model to data and to analyze the
The determination of an initial guess for the heat quality of the fit using the variance, the standard
duty represents a special challenge in this case and it deviation, the correlation coefficient, the 95% con-
provides an excellent example of physical and mathe- fidence intervals on the parameters and the residual
matical feasibility of the initial guess. If too high heat plot. This chapter is built around three examples
duty is specified as an initial guess (or reached during ‘‘Fitting a Straight Line to Thermal Conductivity
the iterations) that may lead to higher exit temperature Data,’’ ‘‘Heat Evolved During the Hardening of
of the cold fluid than the inlet temperature of the hot Portland Cement’’ (Daniels and Wood, [11]), and
fluid which is physically impossible. At the same time ‘‘Fitting Polynomials and Correlation Equations to
such temperatures require calculation of the logarithm Vapor Pressure Data’’ (Shacham et al. [12,4]).
of a negative number (in the expression of the logari- Solving the straight-line example by POLY-
thmic mean temperature difference) which is compu- MATH serves as an introduction to the basic concepts:
tationally impossible. model parameters, confidence intervals, the correla-
For most combinations of the input data values tion coefficient, the variance, and the residual plot. All
the successive substitution technique diverges and of those are automatically prepared and displayed by
this provides the opportunity to introduce the secant POLYMATH. In the thermal conductivity example
method. Similarly to successive substitution, this all the indicators show excellent fit (the correlation
method is easy to program and to use and it converges coefficient is 0.9997) however, the residual plot

Table 3 Contents of Chapter 4, ‘‘Multiple-Linear, Polynomial and Nonlinear Regression’’

Chapter 4. Multiple-Linear, Polynomial and Nonlinear Regression
Mathematical and numerical concepts demonstrated
Representing the least squares regression problem by the normal equations, linearization of nonlinear correlations
by transformation of variables, using confidence intervals and residual plots for assessing the goodness of the fit
Problems used in the examples, assignments, and exams
Correlation of thermodynamic and physical properties of selected compounds (problems 2.3 and 2.4 in Cutlip
and Shacham [4])
Fitting polynomials and correlation equations to vapor pressure data (problems 1.3 and 1.4 in Cutlip
and Shacham [4])
Heat of hardening of cement (Daniel and Wood [11])
POLYMATH program
Regression
Excel options and functions
Linest, data analysis package, regression, trendline
MATLAB options and functions
Row-wise computation of the normal matrix, the functions mean, num2str, int2str
142 SHACHAM

the concepts of polynomial regression and the lineari-

zation of nonlinear regression models so that the
coefficients can be obtained using multiple linear
regression. In polynomial regression the students are
taught to select the most adequate polynomial
degree by consecutive regressions using increasing
degree polynomials until randomly distributed re-
siduals obtained while making sure that all the con-
fidence intervals are smaller in absolute value than the
respective parameter values. Using too many poly-
nomial terms demonstrate the concepts of over-fitting
Figure 1 Residual plot for a straight line fit to and ill-conditioning of the regression problem, which
thermal conductivity data. results in extremely wide confidence intervals. Fitting
Clapeyron’s and Riedel’s equations to the data requires
(shown in Fig. 1) exhibits a curvature that cannot be transformation of the dependent variable (using logari-
explained by a straight line. This demonstrates for thm of the pressure) and transformations of the
the students the importance of the residual plot in the independent variable (reciprocal and logarithm of the
analysis of the goodness of the fit. absolute temperature). More details of thevapor pressure
In Excel the LINEST function is used for ob- correlation example are available in Reference [12].
taining the coefficient values, their standard deviation,
and the standard error of the dependent variable
(thermal conductivity). Those are converted to the INTERNET-BASED HOMEWORK
confidence intervals and to the variance, respectively, ASSIGNMENTS
for the sake of consistency between the various
software packages. The problem definition for a typical Internet-based
To solve by MATLAB, the normal equations are homework assignment is shown in Figure 2. In this
first derived and solved using Cramer’s rule. The assignment the bubble and dew point temperatures of
equations for calculating the variance, the correlation a multi-component mixture have to be calculated at
coefficient and the residuals are provided and the different pressures. Some of the data for the assign-
complete set is entered as an m-file. ment (the mole fractions of the various components)
The ‘‘Heat of Hardening’’ example involves are generated randomly so that different students get
multiple linear regression where the independent slightly different assignments and a student can redo
variables are the weight percents of the various com- the assignment with different data. The assignment
ponents of the Portland cement and the dependent involves repeated solutions of a nonlinear equation
variable is the heat released during the hardening and it has to be solved using POLYMATH, and then
process. This problem has been extensively used in continuing either with MATLAB or Excel.
the statistical literature because of the interesting After solving the assignment the student enters
point that when attempting to fit a linear model that the self-test, using his identification number, in order
includes all four independent variables and a free to obtain a feedback and the grade for the assignment.
parameter, the resultant model is ill conditioned (all The first part of the self-test is shown in Figure 3. The
95% confidence intervals are larger, in absolute value, student is asked to input the calculated bubble and
than the respective parameter values). Physical con- dew point temperatures at a particular pressure. If his
siderations dictate to set the free parameter at zero. answers are correct he receives the highest grade for
When the free parameter is set at zero a well behaving, this part of the self-test and can go on to the second
valid model is obtained. This demonstrates, for the part. The grade is shown to the student and it is also
students, the importance of the confidence intervals in sent to a database and added to his record. If one (or
the analysis of the goodness of the fit. more) of the answers is incorrect, follow-up questions
The solution process in POLYMATH and Excel is are presented (see Fig. 4). The feedback provided in
not significantly different than that for the straight most cases is the correct numerical values. Those
line. In MATLAB the normal matrix is inverted using values give the student the information needed to
the inv intrinsic function instead of using Cramer’s enable him to find the mistake he made and correct it.
rule, as in the first example. After correcting the mistake he can redo the self-test,
The third example that involves correlation of but this time he will receive a different set of pressure
vapor pressure versus temperature data demonstrates values to prevent him from inputting the feedback he
 MODELING AND COMPUTATION FOR CHEMICAL ENGINEERS 143

Figure 2 Problem definition for an Internet-based homework assignment.

received in the previous trial. This cycle of self-test, assignments and every student gets a different set of
feedback, and correction can be repeated as many numerical data for the exam. The problems are solved
times as needed, to ensure that the student has full using the software package specified in the problem
understanding of the problem and knows how to solve statement and the student grades his own solution
it correctly. After arriving at the correct solution he using a self-test utility. The feedback provided by the
submits the report on the assignment, including the utility is similar to that of the homework assignments
programs that were used for solving it, electronically, but the student is allowed to take the self-test for a
so that the non-numerical aspects of the report can particular question only twice (if time permits). The
also be checked. report on the solution is submitted electronically and
The homework assignments represent only 20% some of the exams are checked and re-graded manual-
of the total grade of the course, yet most students ly, to ensure that the grade given by the self-test utility
invest considerable effort to get all homework assign- is fair and proper credit is given to the various ques-
ments perfect. tions even if an incorrect numerical value is carried
over to the subsequent answers.
MIDTERM AND FINAL EXAMS

The midterm and the final exams of the course are DISCUSSION AND CONCLUSIONS
held in a computer laboratory, under supervision,
where the students have to present their identity card The particular structure of the introductory course in
to take the exam. The duration of the midterm exam is modeling and computation has evolved over several
2 h and the final exam is 3 h. The questions presented years. One of the latest revisions took place 2 years
in the exams are similar to those of the homework ago when it was decided to extend the course by

Figure 3 Self-test for the homework assignment.

144 SHACHAM

Figure 4 Follow-up questions in the self-test.

adding MATLAB to its contents and simultaneously REFERENCES

to remove the required, 3 h/week FORTRAN pro-
gramming course ChE from the program. At that year [1] J. C. Kantor and T. Edgar, Computing skills in the
MATLAB was taught after finishing the study of chemical engineering curriculum. In: B. Carnahan,
POLYMATH and Excel and the similarities between editor. Computers in chemical engineering education,
the different packages were not exploited in order to CACHE, Austin, TX, 1996, pp 9 20.
enhance the learning effectiveness. The midterm and [2] J. B. Jones, The non-use of computers in undergraduate
final exams showed high success rates when POLY- engineering science courses, J Eng Educ 88 (1998),
MATH and Excel were used but very low success rate 11 14.
[3] J. F. Davis, G. E. Blau, and G. V. Reklaitis, Computers
in using MATLAB.
in undergraduate chemical engineering education: A
Consequently, the course was revised this last
perspective in training and application, Chem Eng
year, adding the multi-stage and programming by Educ 29 (1999), 26 31.
modification aspects. The course was given to a class [4] M. B. Cutlip and M. Shacham, Problem solving
of 60 students in the spring semester of 2003. The in chemical engineering with numerical methods,
final exam of the course included the use of the Prentice Hall, Upper Saddle River, NJ, 1999.
‘‘secant’’ method for solution of the adiabatic flame [5] H. S. Fogler, Elements of chemical reaction engineer-
temperature problem (Shacham, [10]) with MATLAB ing, 3rd ed., Prentice Hall, Upper Saddle River, NJ,
programming. The students had an hour and a half 1999.
to complete this assignment and 75% of them [6] D. M. Himmelblau, Basic principles and calculations
(40 students) managed to get a working program that in chemical engineering, 6th ed., Prentice Hall, Upper
Saddle River, NJ, 1999.
yielded the correct solution. In our experience this is
[7] B. G. Kyle, Chemical and process thermodynamics,
an unusually high rate of success in MATLAB pro-
3rd ed., Prentice Hall, Upper Saddle River, NJ, 1999.
gramming for chemical engineering students. [8] M. Shacham, N. Brauner, and M. B. Cutlip, Efficiently
No formal evaluation of the course has been solve complex calculations, Chem Eng Prog 99 (2003),
carried out yet and it is probably too early to arrive at 56 61.
definite conclusions. However, the results of the [9] M. Shacham, N. Brauner, and M. B. Cutlip, An
exams and informal discussion with the students indi- exercise for practicing programming in the ChE
cate that this form of the course was very successful in curriculum—Calculation of thermodynamic Properties
enabling them to use the three CBPS packages with using the Redlich Kwong equation of state, Chem
the wide range of capabilities. In addition to acquiring Eng Educ 27 (2003), 148 152.
the ability to use the packages they were also able to [10] M. Shacham, Computer based exams in undergraduate
engineering courses, Comput Appl Eng Educ 6 (1998),
select a particular package that is most suitable for
201 209.
carrying out a particular task and became aware of the
[11] C. Daniel and F. S. Wood, Fitting equations to data,
importance of CBPS. 2nd ed., Wiley, New York, 1980.
It is to be hoped that by correcting the false be- [12] M. Shacham, N. Brauner, and M. B. Cutlip, Replacing
lieve that CBPS requires mostly coding and debug- the graph paper by interactive software in modeling
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 MODELING AND COMPUTATION FOR CHEMICAL ENGINEERS 145

BIOGRAPHY

Mordechai Shacham received his BSc

(1969) and DSc (1973) from the Technion,
Israel Institute of Technology. He is
currently a professor of chemical engineer-
ing and chairman of the committee for
promoting e-learning at the Ben-Gurion
University of the Negev, Beer-Sheva,
Israel, where he has served since 1974 at
every academic level including two 4-year
terms as department head. His research
interests include analysis, modeling, and
regression of data, applied numerical methods, computer-aided
instruction, and process simulation, design, and optimization. He is
coauthor of the POLYMATH numerical software package and the
textbook Problem Solving in Chemical Engineering with Numerical
Methods.