Вы находитесь на странице: 1из 8


Program : Bachelor of Science in

II. Course Title : Environmental Engineering
To educate and serve the less privileged but deserving
students of Manila. III. Course Code : CHE 429
Vision: Scholars of Integrity and Excellence IV. Course Credit : Two (2) units
The Pamantasan ng Lungsod ng Maynila (PLM), created by V. Course Type : Lecture and Field
a National Charter (RA 4196, 1965), was envisioned to be
Manilas premier institution for higher learning. It provides
VI. Pre-requisite/Co-requisite: CHEM 11
superior standards of instructions, as well as opportunities for
outstanding research in technology and other areas for the
VII. Pre-requisite to: None
development of the intellect and to advance in human
VIII. Course Description
The Pamantasan ng Lungsod ng Maynila has adopted the
policy of preferential option for the poor and therefore has
prioritized education for the underprivileged but talented
students of Manila. Committed to the highest intellectual and The course will include
ethical standards. PLM strives to produce competent
graduates with integrity who will be responsible citizens who discussions on pollution
can contribute effectively to local, national and global
initiatives for the progressive and sustainable development of environments; water, air, solid
and hazardous wastes and
Guided by the values of academic excellence, integrity and
social responsibility, PLM endeavors to be one of the leading their corresponding treatment
universities in the ASEAN.
processes, disposal and
Mission management; government
The PLM Board of Regents, Management, Faculty, and Staff
are committed:
regulations related to
1. To be recognized by Philippines and ASEAN academic environment and waste
accrediting agencies as a premier university for its quality
education, research, and extension services; management; and
2. To insure that PLM maintains a higher than the national
average performance on all professional licensure environmental management
examinations taken by its graduates;
3. To continue to provide the students with an education that system.
will give them a competitive advantage for employment
IX. Program Educational Objectives
Graduates of Chemical Engineering Program are expected to:
Vision: The College of Engineering and Technology will be
the premier college in technological education, research and
extension services. 1. Be highly proficient in chemical engineering principles,
Mission mathematics, physical sciences and engineering sciences as
Guided by this Vision, we commit ourselves: manifested in their involvement in process engineering, design
1. To uphold excellence through curriculum development and environmental systems management
and teaching, significant advances in knowledge, and
services to the community of which we are a part. 2. Demonstrate analytical thinking and problem solving skills
2. To nurture students with a technological education of the 3. Be successful in pursuing advance degrees
highest quality that will enable them to professional
competent, community directed and God-centered
individuals; and
3. To develop faculty members and staff to be excellent X. Program Learning Outcomes
examples in leadership and management.

CHEMICAL ENGINEERING DEPARTMENT A graduate of the Bachelor of Science in Chemical Engineering

Vision: The Chemical Engineering (ChE) Department
(BSChE) program must attain:
envisions itself as a center of excellence a leading
institution for research and with highly qualified faculty
members duly recognized for producing technically a. An ability to apply knowledge of mathematics, physical sciences,
competent, socially involved and globally responsive
engineering sciences to the practice of chemical engineering.
b. An ability to design and conduct experiments to test hypotheses
and verify assumptions, as well as to analyze and interpret data
The ChE Department commits itself to:
1. Develop student scholars who are technically competent
and to simulate processes.
and globally prepared in the chemical engineering c. An ability to design, improve, innovate, and to supervise systems
discipline through the provision of high quality
undergraduate programs and research-centered or processes to meet desired needs within realistic constraints.
2. Cultivate moral values, social awareness and team spirit
d. An ability to work effectively in multi-disciplinary and multi-cultural
in the curriculum and extension activities teams in diverse fields of practice.
e. An ability to identify, formulate, and solve chemical engineering
CET Office
3rd floor Gusaling Villegas
Phone: (02) 527-3969
Website: www.plm.edu.ph
f. An understanding of the effects and impact of the chemical engineering profession on the environment and the
society, as well as the social and ethical responsibilities of the profession.
g. The specialized knowledge in at least one field of chemical engineering practice, and the ability to apply such
knowledge to provide solutions to actual problems.
h. An ability for effective oral and written communications particularly in the English language.
i. An ability to engage in life-long learning and to keep abreast of the current trends and development in a specific
field of specialization.

CET/CHE/CHE 429 Environmental Engineering 2

j. An ability to use the appropriate techniques, skills and tools necessary for the practice of chemical engineering.
k. A knowledge of contemporary issues.

XI. Course Learning Outcomes

By the end of this course, students must be able to:
a b c d e f g h i j k
1. Understand the various effects of environmental
2. Identify, plan and select appropriate design treatment
scheme for waste disposal
3. Know the existing laws, rules and regulations of the
government on environmental issues
4. Understand the importance of waste management and
its relevance to the engineering profession
5. Synthesize information from a variety of sources and
express ideas in oral, written and videographic form

XII. Course Coverage

Week Topic Course Learning Teaching and Assessment

Outcomes (CLO) Learning Tasks (AT)
Activities (TLA)
1-2 Environmental and Ecological Concepts CLO 1, 3
a. Introduction to Environmental Engineering Video
b. Introduction to Ecology and Ecosystem Presentation Homework;
- Trophic Structures Lecture; Graded
c. Biogeochemical Cycles in the Environment Discussion recitation
- Carbon cycle; Oxygen cycle; Nitrogen
cycle; Sulfur cycle; Water cycle;
Phosphorus cycle
d. Climate change and Greenhouse Gas Effects
e. Renewable energies
f. Environmental Laws:
PD 1152 Phil Envi Code of 1977
RA 9729 Climate Change Act of 2009
PD 856 Sanitation Code of the PhilPD 984
National Pollution Control Law
3-5 Water Treatment CLO 2, 3, 5 Oral Homework;
a. Properties of Water Presentation; Graded
- Physical, Chemical, Biological Video recitation;
- BOD, COD Presentation; Case Study
b. Water Quality Standards Discussion analysis;
c. Water Treatment Train QUIZ #1
d. Manila Water/ Maynilad Case Study
6-7 Wastewater Treatment CLO 2, 3, 5 Oral Homework;
a. Characteristics and Sources of Wastewater Presentation; Graded
b. Wastewater Treatment Train Video recitation;
c. PD 1067 Presentation; Case Study
d. RA 9275 Discussion analysis
e. DAO 34 and 35
7-10 Air Pollution and Control CLO 2, 3, 5 Oral Homework;
a.Air Pollutants Presentation; Graded
b.RA 8749 Philippine Clean Air Act 1999 Video recitation;
c. RA 9513 Renewable Energy Act of 2008 Presentation; Case Study
d.Gaseous and Particulate Emission-Control Discussion analysis
Technologies QUIZ #2;
- thermal oxidizers, cyclones, scrubbers, absorption, MIDTERM
bag houses, electrostatic precipitators
11-12 Solid and Hazardous Waste Management CLO 2, 3 , 5 Oral Homework;
a. Solid Waste Characterization Presentation; Graded

CET/CHE/CHE 429 Environmental Engineering 3

b. Hazardous Waste Characterization Video recitation;
c. RA 9003 Philippine Ecological Solid Waste Presentation; Case Study
Management Act of 2000 Discussion analysis
d. RA 6969 Toxic Substances, Hazardous and
Nuclear Waste Act of 1990
e. Components of solid waste systems
-Composting, incineration, landfill, waste to energy
12-13 International Treaties and Convention CLO 3, 5 Buzz Group Graded Oral
a. UN Framework convention on Climate Change Presentation;
b. Earth Summit QUIZ #3
c. Kyoto Protocol
d. Montreal Protocol
e. Stockholm Convention
f. Basel Convention
13-14 Environmental Disasters CLO 1, 5 Oral Homework;
a. Japanese diseases Presentation; Graded
- Itai-itai disease Video recitation;
- Minamata disease Presentation; Case Study
- Yokaiichi Asthma Discussion analysis
- Niigata-Minamate Incident
b. Chemical and Oil Spill disasters
- Exxon-Valdez Oil Spill
- Love Canal
- Bhopal incident
- The Great Smog of 1952
- Koko Beach Incident
- Gulf of Mexico Oil Spill
c. Nuclear Disaster
- Hiroshima and Nagasaki Atomic Bombing
- Three Mile Island Accident
- The Chernobyl Disaster
Fukushima-Daiichi Nuclear Power Plant
15-16 Environmental Management CLO 4, 5 Oral Homework;
a.Philippine Environmental Impact Statement Presentation; Graded
(EIS) Video recitation;
a. Environmental Impact Assessment (EIA) Presentation; Case Study
b. ISO 1400: Environemntal Management Discussion analysis;
System (EMS) QUIZ #4;
c. UN Millenium Development Goals (UN- FINALS
d. Sustainable Development (SD)
e. Pollution Prevention, Cleaner Production and
Green Productivity (PP, CP & GP)
Life Cycle Analysis and Assessment (LCA)
Presentation synopsis;


1 QUIZ 1, QUIZ 4, Midterm, Finals
2 QUIZ 2, QUIZ 3, Midterm
3 Quiz 1, Quiz 2, Quiz 3, Midterm
4 Quiz 4, Finals
5 Written synopsis and video

CET/CHE/CHE 429 Environmental Engineering 4

XIII. Course Assessment

The students will be graded according to the following:

Midterm Examination 20%

Final Examination 20%
Quizzes 30%
Oral and Written Presentation 15%
Culmination Activity/ Project 15%

Passing: 75% (50 based)

98 - 100 1.00
95 97 1.25
92 94 1.50
89 91 1.75
86 88 2.00
83 85 2.25
80 82 2.50
77 79 2.75
75 76 3.00
Below 75 5.00

XIV. References

Mihelcic, James R. and Zimmerman, Julie Beth. (2012). Environmental Engineering: Fundamentals,
Sustainability and Design. Singapore: John Wiley and Sons.
R.A. 9003. Environmental Management Bureau. (12 November 2014). Retrieved from
R.A. 6969. Environmental Management Bureau. (12 November 2014). Retrieved from
http://www.emb.gov.ph/laws/toxic%20substances%20and%20hazardous%20wastes /ra6969.PDF
DAO 90-34. Environmental Management Bureau. (12 November 2014). Retrieved from
DAO 90-35. Environmental Management Bureau. (12 November 2014). Retrieved from

XV. Culminating Project: INFOMMERCIAL

Students are tasked to work in in pairs. They are required to conceptualize and execute a video following the format of
a typical television commercial dubbed as infomercial (information content + commercial format). The infomercial must
be at least 30 seconds long to a maximum of one minute.

Students will be allowed to work on their topic of choice (air, water, land and hazardous pollution) and must express
the technical knowledge gained during lectures into a simpler language that could be grasped by common people. The
video must be playable in DVD or PC format.

All infomercials must be submitted as a class in one disc (two copies) with a one paragraph synopsis, about 10-15
sentences long, which contains a brief summary of your concept, characters, message etc.

Format as per recording: infomercial title/ authors + actual infomercial run (30sec 1 minutes) + acknowledgement
(10 seconds max)

The DVD/ VCD should contain the ff. Details: "INFOMMERCIAL"/ course/ subject/ date submitted

Submission will be on January 21, 2014.

CET/CHE/CHE 429 Environmental Engineering 5

Name: ______________________________________ Course: ___________________________________ Date: _______________


CRITERIA 0** Beginning Developing Proficient Advance SCORE
1 2 3 4
SUBJECT Student does not have Student is uncomfortable Student is at ease with Student demonstrates full
KNOWLEDGE* grasp of information; with information and is expected answers to all knowledge by answering
Has highlighted major student cannot answer able to answer only questions, without all class questions with
and important points, can questions about subject. rudimentary questions. elaboration. explanations and
answer questions from elaboration.
the audience O O O O O
ORGANIZATION* Audience cannot Audience has difficulty Student presents Student presents
audience can follow understand presentation following presentation information in logical information in logical,
presentation flow; because there is no because student jumps sequence which interesting sequence
information is sequenced sequence of around. audience can follow. which audience can follow.
TIME MANAGEMENT Did not observe the Started 10 minutes late Started 5 minutes late Started on time and ended
conscious of time allotted time; Set up the but ended on time; Started but ended on time; on time
allotment; starts and presentation only upon on time but ended 10 Started on time but
ends on time; the arrival of the faculty minutes earlier ended 5 minutes earlier
EYE CONTACT does not No eye contact with Displayed minimal eye Consistent use of direct Holds attention of entire
read the report; audience, as entire contact with audience, eye contact with audience with the use of
spontaneous report is read from while reading mostly from audience, but still returns direct eye contact, seldom
presentation notes. the notes. to notes. looking at notes.
ELOCUTION and Student mumbles, Students voice is low. Students voice is clear. Student uses a clear voice
ARTICULATION has the incorrectly pronounces Student incorrectly Student pronounces and correct, precise
right volume and terms, and speaks too pronounces terms. most words correctly. pronunciation of terms so
modulation of voice; use quietly for a majority of Audience members have Most audience members that all audience members
of English language students to hear; used difficulty hearing can hear presentation; can hear presentation;
English 25% of the time presentation; used English used English 75% of the used English 100% of the
during delivery and 50% of the time during time during delivery and time during delivery and
explanation delivery and explanation explanation explanation
VISUAL AIDS No visual aids were Visual aids were Visual aids supported the Visual aids were carefully
Use of videos, graphics, used occasionally appropriate presentation effectively; prepared and supported
high resolution images; and related to the spoken ppt contains several the presentation
ppt not too wordy message; the ppt contains tables and graphs effectively. The aids added
lots of words and very few impact and interest to the
tables and graphs presentation
PREPARATION*** Student does not at all Student is somewhat Student seems pretty Student is completely
has back up plan in case seem prepared to prepared but it is evident prepared but requires prepared and has
of technology failure; use present; Has no backup that rehearsal was more rehearsals. obviously rehearsed. Is
of handouts plan during failure of lacking. Has no backup Somehow dependent on not totally dependent on
technology and did not plan during failure of technology. the use of technology.
acted quick to address technology but is quick to
it address it
MECHANICS*** Students presentation Presentation has three Presentation has no Presentation has no
presentation free from has four or more misspellings and/or more than two misspellings or
typographical, spelling or spelling and/or grammatical errors. misspellings and/or grammatical errors.
grammatical error grammatical errors. grammatical errors.

BODY LANGUAGE and No movement or Very little movement or Made movements or Movements seem fluid
POISE*** descriptive gestures; descriptive gestures; gestures that enhances and help the audience
Tension and Displays mild tension; has articulation; Makes minor visualize; Student displays
nervousness is obvious; trouble recovering from mistakes, but quickly relaxed, self-confident
has trouble recovering mistakes. recovers from them; nature about self, with no
from mistakes. displays little or no mistakes.
ENTHUSIASM*** Shows absolutely no Shows some negativity Occasionally shows Demonstrates a strong,
interest in topic toward topic presented. positive feelings about positive feeling about topic
presented. topic. during entire presentation.

*weight is times two; **No show including absence; ***Weight is *0.5


CET/CHE/CHE 429 Environmental Engineering 6

Name: ______________________________________ Course: ___________________________________ Date: _______________


Beginning Developing Proficient Advance
(1) (2) (3) (4)
Report topic lacks Topic have minimal
Topic is amply focused Topic is significantly
CONTENT* relevance or direction; relevance and partially
and relevant; facts are focused and highly
Important topics are Focuses on definition focused; some facts
accurate and complete relevant; contains no
covered, relevant, updated only; multiple factual are not properly
in general factual error
and with accurate facts omissions supported
Text provides adequate
Text does not provide Requires additional Text provides god
depth; major ideas are
COMPLETENESS* adequate depth; unclear depth in some parts; depth and details;
adequately developed
Level of detail, depth, or underdeveloped; report lacks some important ideas are well
and requires minor
development of ideas, is too short or details; report maybe developed; report is
reinforcement; report is
appropriate length unnecessarily long short of appropriate length
proper length
Majority of ideas in
Ideas are not presented in Some ideas are not Ideas are presented
ORGANIZATION/ logical order with
order; No outline presented in proper in logical order with
CLARITY* adequate transitions
provided; text lacks order; paragraph effective transitions
Logical ordering of ideas, between most
transition between ideas; transitions needed in between paragraphs;
transitions between paragraphs; text is
text is too wordy or places; some text text is clear and
paragraphs, coherence, generally clear and
unclear wordy and unclear concise
conciseness understandable
USE OF LITERATURE Literatures are taken
All resources taken from Some resources from Literatures are taken
AND PERMANENT from various updated
the internet; Does not relevant internet sites; from various types or
RESOURCES types or resources;
observe proper some resources are resources; follows the
follows accepted format follows the
referencing format properly formatted acceptable format
conventions (APA, MSA, acceptable format
IEEE etc.) O O O O
Text may contain Text has no serious
Text contains several some spelling, spelling, grammar or
Text contains no
GRAMMAR/ MECHANICS spelling, grammar or grammar, punctuation punctuation errors;
spelling, grammar or
Correct usage, spelling, punctuation errors; use of or sentence errors; adequate word selection
punctuation errors;
proper fragments; poor phrasing; phrasing maybe and phrasing; Most
clear sentence
sentence/paragraph Table and figures not improved; table and tables and figures are
structure, formatting labeled and cited figures improperly properly labeled and
labeled or cited cited
Report addresses a
Report may address a
unique or original
Little support provided to Report contains some unique or original topic;
CREATIVITY AND topic; Innovative
major ideas; inadequate original ideas; creative and well-
PRESENTATION approach is used;
use of tables, charts, attempts to use some planned effort is evident;
unique or original excellent use of
graphs tables, charts, graphs significant use of tables,
presentation of ideas tables, charts,
charts, graphs
Document was
Document was Document was
Document was not submitted before the
submitted after the submitted after the oral
ON TIME SUBMISSION submitted on time start of the
official class hour report

*weight is times two


CET/CHE/CHE 429 Environmental Engineering 7

Rubric for Culminating Activity:
Beginning Developing Proficient Advance
(1) (2) (3) (4)
Strong message. Covers
Message is unclear. Message is vaguely
Message is clearly topic completely and in
Includes little essential communicated. Includes some
Overall Content* communicated. Includes depth.
information and one or two essential information with few
essential information. Includes complete
facts. facts.
Approach is ordinary and Improved and twisted the
Approach is a fusion of two or Utilized innovative and
Creativity* used templates found in fusion of two or more
more ordinary concepts. unique approach.
social media sites. ordinary concepts.
Sketches are in a logical Demonstrates detailed
Does not represent the Includes sketches of each
sequence, but do not give planning on the video shot
sequence of shots in the video scene and includes
adequate descriptions of the sequence, scene
Storyboard* video. Storyboard some planned descriptions,
video scenes, audio descriptions, audio and
descriptions are vague or audio notes, effects notes,
background, or dialogue effects notes, and dialog for
incomplete. and dialog for every scene.
notes. every scene.
Includes more than 10 Grammar, spelling,
Includes 5 - 10 grammatical Includes 1 4 grammatical
grammatical errors, punctuation, capitalization
Script errors, misspellings, errors, misspellings,
misspellings, punctuation are correct. No errors in the
punctuation errors, etc. punctuation errors, etc.
errors, etc. text.
Video/ Document was
Video/ Document was
submitted to the compiler
Video/ Document failed to submitted during the Video/ Document was
On Time Submission after the deadline but was
play during presentation. presentation day or was tried submitted on time.
still included in the
to resolve during class hour.
Citations give proper
There are no citations or Citations are given, but some
Citations are given, sources credited. Every photo,
are no references to multimedia sources are not
of multimedia are identified graphic or sound file is either
Copyright copyright, information for identified with references and
but permission to reproduce original or permission for its
photos, graphics and music permission to reproduce is
is missing. use by the owner is
created by others. missing.
The video edited with only
high quality shots remaining.
The video is poorly edited.
Video moves smoothly from
Several poor shots remain.
The video unedited and shot to shot. A variety of
Transitions from shot to shot The video is edited
many poor shots remain. transitions are used to assist
are choppy, and the types of throughout with only quality
Audio/ Video No transitions between in communicating the main
wipes and fades selected are shots remaining. A variety of
Continuity/ Editing** clips are used. Raw clips idea and smooth the flow
not always appropriate for the transitions are used. Good
run back to back in the final from one scene to the next.
scene. There are many pacing and timing.
video. Shots and scenes flow
unnatural breaks and/or early
seamlessly. Digital effects
are used appropriately for
Technical: Little or no enhancements Digital enhancements Any digital enhancements Digital enhancements are
Digital add interest to the video, or accompany video, but there is that are used combine planned and purposeful,
Enhancements or excessive use of random little sign of reinforcement. smoothly and effectively with adding impact to the story
Effects** enhancements detracts from Some tendency toward the video. line or focus.
the video. randomness with effects.
*weight is times two; **weight is times 0.5

CET/CHE/CHE 429 Environmental Engineering 8