Carnegie Mellon University

Eberly Center

Teaching Excellence & Educational Innovation

Carnegie Institute of Technology – Learning Objectives Samples

24-451 Feedback Control Systems (complete set)

By the end of the course, students should be able to do the following:

  • Draw the pole-zero diagram and the root loci, and use root locus techniques to design controllers.
  • Use frequency domain techniques to design controllers.
  • Estimate time response of systems to impulse, step, ramp, and sinusoidal inputs from the transfer function.
  • Use MATLAB with facility to aid in the analysis and design of control systems.
  • Design controllers for discrete-time control systems using root locus and frequency response techniques.

06-422 Chemical Reaction Engineering (excerpt)

In this course you will learn to apply the principles of chemical kinetics to the design of reactors.  By the end of the semester, you should be able to:

  • Choose a reactor and determine its size for a given application.
  • Analyze kinetic data and obtain rate laws.
  • Work with mass and energy balances in the design of non-isothermal reactors.

06-365/19-365 Water Technology Innovation and Policy (Meagan Mauter) (Excerpt)

Successful completion of the course should equip you to:

  1. discuss the factors and conditions that drive innovation in the water sector;
  2. analyze persistent shortcomings in current water treatment technologies and develop discrete innovation objectives;        
  3. formulate quantitative questions that connect engineering fundamentals to present-day innovation objectives;        
  4. formulate quantitative and qualitative questions that connect political, cultural, and economic factors to present-day innovation objectives;        
  5. critically read and evaluate peer-reviewed academic literature in engineering and social science disciplines;        
  6. propose technical and policy innovations that meet criteria for technical feasibility, cost, and social desirability/usability of a water treatment technology
  7. communicate innovation to potential adopters via a technology pitch; and
  8. communicate policy interventions in the format of a policy brief that incorporates written and graphic communication methods

12-332 Solid Mechanics Laboratory (Larry Cartwright) (excerpt)

  • Apply knowledge of mathematics (specifically, differential equations and probability & statistics) science (specifically, calculus-based physics and general chemistry) and engineering to practice and problem solving.
  • Design and conduct experiments as well as analyze critically and interpret data in environmental engineering, soil mechanics, fluid mechanics and soil mechanics.
  • Identify, formulate and solve civil engineering problems.
  • Use the techniques, skills, and modern engineering tools necessary for civil engineering practice.

42-203 Biomedical Engineering Laboratory (Conrad Zapanta) (excerpt)

By the end of this course, the students should be able to do the following:

  • Demonstrate aseptic cell culture techniques
  • Perform transformation into a bacterial cell
  • Perform transfection into a mammalian cell
  • Describe and demonstrate basic concepts of bioimaging, biomaterials, biomechanics, and cellular and molecular technology

42-311 Cellular and Molecular Biotechnology (Todd Przybycien) (excerpt)

By the end of the course, you should be able to:

  • describe the function and organization of the major metabolic networks,
  • develop and use stoichiometric descriptions of cell growth, substrate usage and product formation,
  • explain basic genetic engineering tools and approaches as applied to microbial and fungal systems,
  • develop and use mathematical models for:
  • cellular growth, substrate utilization, and product formation,
  • biological reactors, with due consideration given to transport phenomena, and
  • downstream processing operation

42-431/18-496 Bioimaging (Jelena Kovacevic) (complete set)

  • Explain the importance and use of Hilbert spaces and signal representations in building more sophisticated signal processing tools, such as wavelets.
  • Think in basic time-frequency terms.
  • Describe how Fourier theory fits in a bigger picture of signal representations.
  • Use basic multirate building blocks, such as a two-channel filter bank.
  • Characterize the discrete wavelet transform and its variations.
  • Construct a time-frequency decomposition to fit the signal you are given.
  • Explain how these tools are use in various applications.
  • Apply these concepts to solve a practical bioimaging problem.

99-238A Materials, Energy and Environment (Robert Heard) (complete set)

By the end of the course, you should be able to:

  • Differentiate between material and product lifecycles and be able to discuss these with relation to the environment
  • Explain limits and constraints to material selection and use and the effect on the environment
  • Rank common materials by production energy requirements and environmental impact
  • Evaluate the influence social and personal choices have on energy and material
  • Evaluate the environmental impact of these choices
  • Interpret trends in energy and material use over time