Below are a few paragraphs from Tough’s essay, “Who Gets to Graduate?” Please read each paragraph carefully. Then write a 1-2 sentence summary for each portion of the reading. “Listen” carefully to what Tough is saying and try your best to capture his argument.

…whether a student graduates or not seems to depend today almost entirely on just one factor — how much money his or her parents make. To put it in blunt terms: Rich kids graduate; poor and working-class kids don’t…When you read about those gaps, you might assume that they mostly have to do with ability…But ability turns out to be a relatively minor factor behind this divide.

Tough believes the student

[The University of Texas’] efforts are based on a novel and controversial premise: If you want to help low-income students succeed, it’s not enough to deal with their academic and financial obstacles. You also need to address their doubts and misconceptions and fears. To solve the problem of college completion, you first need to get inside the mind of a college student…“There are always going to be both affluent kids and kids who have need who come into this college,” Laude said. “And it will always be the case that the kids who have need are going to have been denied a lot of the academic preparation and opportunities for identity formation that the affluent kids have been given…”

Tough believes…

When you send college students the message that they’re not smart enough to be in college — and it’s hard not to get that message when you’re placed into a remedial math class as soon as you arrive on campus — those students internalize that idea about themselves.

Tough believes…

To the extent that the Stanford researchers shared a unifying vision, it was the belief that students were often blocked from living up to their potential by the presence of certain fears and anxieties and doubts about their ability. These feelings were especially virulent at moments of educational transition — like the freshman year of high school or the freshman year of college. And they seemed to be particularly debilitating among members of groups that felt themselves to be under some special threat or scrutiny: women in engineering programs, first-generation college students, African-Americans in the Ivy League.

Tough believes…

The negative thoughts took different forms in each individual, of course, but they mostly gathered around two ideas. One set of thoughts was about belonging. Students in transition often experienced profound doubts about whether they really belonged — or could ever belong — in their new institution. The other was connected to ability. Many students believed in what Carol Dweck had named an entity theory of intelligence — that intelligence was a fixed quality that was impossible to improve through practice or study.

Tough believes…

Read your summaries again. Then, in one sentence, write here what you believe Tough is arguing in your section of his essay.

Tough argues that…

You separated a mixture containing 20 wt% CH3OH, 35 wt% C2H5OH, and the balance water into two fractions. You then drew and analyzed samples of both product streams and reported that one stream contained 42.2% CH3OH and 29.3% C2H5OH and the other stream contained 16.5% CH3OH and 45.2% C2H5OH. After examining the report your professor indicated that the results must be wrong and asked you to repeat the stream analyses. Show why the professor is right

Your truck transports ethylene to customers at - 200°F and 1 atm pressure. How manylb's of ethylene will it take to fill up a customers 100 ft3 tank to a final pressure of 1000psia and a final temperature of 70°F? (Tc= 283.1 K, Pc= 50.5 atm)

ANSWER IS 1400 lb. Please show steps to get answer.

Hydrogen may be the fuel of the next generation. Why would hydrogen be used in a fuel cell to make electricity rather than in a combustion engine?

Classify desalination technologies according to “Separation method” and “Driving force”. Give examples.

Explain the phenomenon of concentration polarization in ED systems (i.e. depletion of ions….etc). What should be done to minimize fouling? and define current density, and CD/N ratio. How is CD/N ratio related to concentration polarization in ED systems?

Compare porous vs non-porous membranes with respect to water diffusion mechanism, pressure difference. Give examples on both types.

Define salt rejection, salt passage, and water recovery.

What is the difference between membrane fouling and membrane degradation? Classify membrane fouling (i.e. biofouling, organic, and inorganic) and suggest cleaning methods.

Define Electrodialysis (ED), draw a schematic diagram of the process, and determine the main characteristics of ion exchange membranes to be used. What are the process limitations in ED systems? then differentiate between dialysis and osmosis phenomena.

What is sludge volume index used for? Describe the term “bulky sludge” and identify the reason behind its formation.

List examples of major unit operations in preliminary, primary, secondary and tertiary treatment stages. What is the main objective of each treatment stage?

What are the main advantages and disadvantages of MBRs? Compare submerged (internal) versus external types of MBRs. and what are the important parameters to be considered in the design of ASP or MBRs?

The walls of an industrial freezer are constructed from a composite of three materials, an inner layer of plastic, a layer of insulation material, and an outer layer of stainless steel. Heat transfer occurs into the interior of the freezer from the external atmosphere.

a) Provide a sketch to illustrate the variation in temperature from the interior of the freezer compartment to the outer ambient air. In your sketch clearly identify the individual thermal resistances and identify the mode of heat transfer for each resistance. You may assume there are no contact resistances at the interfaces

b) Determine the rate of heat transfer (per unit area) through the walls of the freezer. State any assumptions that you make.

c) What thickness of insulation material is required such that the rate of heat transfer per unit area is reduced to 18 W/m2 ?

Data :
Temperature of freezer compartment, 253 K Ambient temperature, 27 °C
Internal heat transfer coefficient, 13 W/(m2 K) External heat transfer coefficient, 6 W/(m2 K)

Plastic material: Thickness, 5 mm Thermal conductivity,

Insulation material: Thickness, 100 mm Thermal conductivity,

Stainless steel: Thickness, 1.5 mm Thermal conductivity,

1 W/(m K)

0.07 W/(m K)

16.5 W/(m K)

What are the main advantages of incorporating membrane technology in biological treatment such as ASP? Draw a schematic diagram of activated sludge process (ASP) and membrane bioreactors (MBRs). Label all streams and provide a brief description for mixed liquor suspended solids (MLSS), return activated sludge, wastage sludge, hydraulic retention time, solid retention time, and F/M ratio.