Syllabus for Chemical Engineering (Sixth Group)

ESP Course Syllabus for Chemistry Engineer

Jambi University

Learners need: Course Goals

1. Speaking and writing in technical English

a. Interacting to others (greetings, warning, ordering, requesting etc)

b. Talking about engineering topic as if in real workplace

c. Responding any written and spoken instruction, etc.

2. Enhancing communication skills for career advancement

a. Replying E-mail and answering telephone from client, supervisor, and so forth.

b. Building teamwork ability

c. Organizing works

Engineer’s learning needs:

• Using a text book
• Discussing and doing role play or games
• Lecturer
• Presentation

From the data we got, it is clear enough that they assumed English is important things in their study and so need it in their future job. The problems that they have when learning English are in their speaking ability. They are getting difficulties in understanding, responding  and uttering English sentence. In short, they are lack in speaking ability. They also want to improve and develop their ability in writing, technical writing.  They want to use English for their engineer career in the future, requirement for job, interviewing, interacting even presenting to their client. So, they will get plus value. 

 

1. COURSE SYLLABUS

Course Name              : English for Chemical Engineer

Time Allocation          : 2 x 45 Minutes

Meeting (s)                  : Once a Week

Length of Course       : 3 months
Lectures                       : Taufiqo Amrullah
                                       Retno Trivanni
                                       Zahratur Rahmah
                                       Muhammad Ecco H.

a.  Competencies

1)      Introduce themselves as a future engineer

2)      Describe terms about engineering.

3)      Describe formulae (symbols, numbers, etc)

4)      Present a technical project

5)      Find and solve technical project

6)      Understand procedures and precautions

7)      Communication skills

b.   Materials/Topics

1)      Who is an engineer?

§  Listening to a short introductory presentation about the field of engineering.

§  Introducing themselves as engineers in the future.

2)      What is Chemical Engineering in English?

§  Serving vocabulary relate to chemical.

§  Describing tools and equipments.

3)      Chemical Symbols and Formulas

§  Mentioning and Explaining about Table Periodic.

§  Explaining chemical formulas: empirical formula, molecular formula, and structural formula.

§  Explaining chemical reaction.

4)      Technical Project

§  Presenting technical project

§  Rolling play as if in workplace

5)      Find and solve technical problem

§  Describing types of technical problems

§  Describing the causes of faults

§  Discussing repairs and maintenance

6)      Understand procedures and precautions

§  Describing health and safety precautions

§  Discussing regulations and standard

7)      Communication skills

§  Writing and responding an formal E-mail

§  Calling and receiving phone professionally

c.       Teaching Methods

1)      Class and group discussion

2)      Group Project

3)      Project presentation

4)      Role Play

5)      Games

6)      Lecture

7)      Group presentation

d.      Media/Resources

1)      Books and e-books

2)      Web sources

3)      Video from youtube

e. Evaluation and Grading

No	Aspect	%
1	Class Participation	20%
2	Individual Assignments	20%
3	Mid Semester Test	20%
4	Group Assignments	20%
5	Semester Project	20%

Books:

1. Ibbotson, Mark. Cambridge English for Engineering. Cambridge: University Press.
2. Azar, Betty Schrampfer. 2003. Fundamental of English Grammar 3^rd edition with key answer. Longman:
3. Any resources,e.g. youtube and websources

Syllabus for Chemical Engineering

	TOPICS/ SUBTOPICS	INDICATORS	ACTIVITIES	SKILL	EVALUATION	REFERENCES
1	Introducing the course	Stu dents get the visualization about what is going to learn. They have a plan of their own learning process.	Discussion about the course.	Speaking	Oral question and answer.	Course Syllabus
2	Who is an engineer? -   What does it mean to be an engineer? -   What does an engineer do?	Students can introduce themselves as engineers in the future. Greetings Descriptive text (job description)	-    Listening to a short introductory presentation: Introduction to Engineering by Nasa -   Introducing themselves in front of class one by one as if an engineer in the future	Listening Speaking	Individual presentation	http://www.youtube.com/watch?v=wE-z_TJyziI
3	What is Chemical Engineering in English? -   Vocabularies which relate  to chemical engineering process -    Tools, equipment, terms.	-       Students can mention and describe  tools, equipment, and any chemical terms. §  Countable and uncountable (a tube of, a piece of, etc) §  Descriptive text (shape, temperatures, position, components)	Role play Games	Speaking	Class participation	1.     2: 312-339
4	Chemical Symbols and formulas -   Table Periodic -   Table of chemical formulas -   Chemical reaction	-      Students can mention chemical Symbols  in Table Periodic -     Students can explain many chemical formulas -     Students understand about many chemical reactions.	Role play Games	Speaking	Oral Question and Answer Class Participation	Pictures (1) http://www.elementalmatter.info/
5	Technical Project	-      Students are able to report, describe and present a technical project process in English. -     Students are able to respond some question as if in their real work place	-   Teacher gives some linguistic features: §  Procedural text §  Giving instructions for use,  -    Students in group are  asked to discuss and present the technical procedure  -    Doing role pay: meeting situation, Group in pair as a presenter and others as a client	Speaking Organizing work	Lecture Question and answer Group Presentation Role play	1. http://theenglishcamp.blogspot.com/ 2. https://www.princeton.edu/ 3. https://www.des.umd.edu/ 4. http://www.hometrainingtools.com/
6	Test	Presenting any Technical Project	Group Presentation	Speaking	Spoken Test	All
7	Find and solve technical problems	- Students can describe the causes and effects of faults. e.g. Conjunction (because, etc) -    Students are able to give solution towards the failures (Synonymous)	Work in pair Discussion	Speaking	Individual Assignment	1: 38-43 2: 226-241
8	Find and solve technical problems	Students know how to  repair and maintenance Comparison (better, best) Modal verbs (should, must, etc)	Work in pair Presenting Discussing	Speaking	Individual Assignment Class participation	1: 44-45 2: 190-218 2: 248-271
9	Understand procedures and precautions	-      Students can explain health and safety requirements Modal verbs (should, etc) Warning and caution sign (stop, symbols danger) -      Students can explain regulations and standard	Lecturer Discussion Practicing	Speaking	Class participation Exercises	1: 54-61 2: 190-218 3: https://www.tcd.ie/
10	Communication Skills	-      Students can write and give respond from an E-mail supervisors, co-workers, client, etc (written form expression)	Lecturers Presentation	Writing	Individual Task	http://www.business.tutsplus.com/
11	Communication Skills	-      Students can respond orally a telephone from supervisors, co-workers, client, etc (spoken Form expression)	Role Play	Speaking	Work in Pair	http://m.wikihow.com/
12	Final Test	Practicing Real Communicating	Role Play	Speaking Writing	Group assignment	All

LESSON PLAN

ENGLISH FOR CHEMICAL ENGINEER

JAMBI UNIVERSITY

Course Name              : English for Chemical Engineer

Time Allocation          : 2 x 45 Minutes

Meeting (s)                  : Once a Week

Length of Course        : 3 months

Standard Competence  : Present a technical project
Skill                              : Speaking
Indicators                     :  -   Students are able to report, describe and present a technical project       process in English.
                                                -   Students are able to respond some question as if in their real work place.

A.      Teaching Methods

1.  Question and answer

2.  Role play
3. Group presentation

B.       Learning Steps

1.    Teacher gives some linguistic features:

§  Procedural text: how to talk about how they do a technical project

§  Giving instructions for use, perhaps including warnings. (don’t do, stop, etc)

2.    Students in group are asked to discuss and present the technical procedural which is given by teacher, one group will get one technical project.

3.    Doing role play: meeting situation. Group in pair as a presenter and others as a client.

C.      Learning Materials

The Definition of Procedure Text

Procedure text is a text that is designed to describe how something is achieved through a sequence of actions or steps. It explains how people perform different processes in a sequence of steps. This text uses simple present tense, often imperative sentences. It also uses the temporal conjunction such as first, second, then, next, finally, etc.

Language Features of Procedure Text:

·         Simple Present Tense

·         Use of imperatives (e.g.: cut, don’t mix)

·         Use of connectives (e.g. : first, then, finally, …)

·         Use of adverbial phrases (e.g. : for five minutes, 2 centimeters from the top)

Generic Structure of Procedure:

1.      Goal: It involves the purpose of the text. (e.g : How to )

2.      Material or Ingredient: it is contains of the materials that used in the process. (e.g : 1 cup of room temperature water) (What we need)

3.      Step: it is contains of the steps to make something in the goal. (e.g : first we Put the baking soda into the bowl) (What we do)

Purpose of a Procedure Text:

An anticipated outcome that is intended or that guides your planned actions. A particular course of action intended to achieve a result. Or To help us do a task or make something. They can be a set of instructions or directions.

Technical project I:

Bubbles & Baking Soda

Floating Bubbles

Using baking soda and vinegar, you can make ordinary soap bubbles stay afloat.   Watch as the bubbles stay in midair, not sinking or falling to the ground.

What You Need:

• ¼ cup baking soda
• ¾ cup vinegar
• Bubble solution
• Bubble wand
• Large, clear bowl

What You Do:

1.  Put the baking soda into the bowl, then slowly pour in the vinegar until the mixture is bubbling quite a lot, but not overflowing.
2. Blow bubbles with the wand into the bowl with the fizzing mixture. The bubbles should float, rather than fall to the surface of the mixture.

What Happened:

          When baking soda and vinegar are put together, they create a chemical reaction that fizzes a lot, but also forms a gas called carbon dioxide. Carbon dioxide is slightly heavier than air, which is mostly nitrogen and oxygen. Since the bubbles you blew into the container are filled with air, they float on the layer of carbon dioxide gas that the baking soda and vinegar created.

Soapy Science

If you like, try making your own bubbles with soap and water! This project is best done on a clear, windless day, but when it's raining outside, try blowing bubbles near the kitchen sink or bathtub.

What You Need:

•  ¼ cup of liquid dishwashing soap
•  1 cup of room temperature water
• 2 tablespoons light corn syrup (such as Karo) or 2 tablespoons liquid glycerin
• Spoon
• Baking pan or shallow container 
•  Bubble wand*

*You can make your own bubble wand using simple household materials. Use a plastic straw, a cardboard carton (such as a small cream or half & half container) with the top and bottom cut off, or a wire hanger or pipe cleaner bent into a circular shape.

What You Do:

           In the baking pan, gently stir the corn syrup or glycerin and the dish soap into the water, until well mixed. For best results, cover the bubble solution with plastic wrap and let it sit at room temperature for several hours or overnight.   To make the best bubbles, dip your wand into the mixture, slowly pull it out, wait a few seconds, and then blow. How big of a bubble can you make? How many bubbles can you make in one breath?

What Happened:

          Imagine an invisible "bubble"' of pure air that is exactly the same size as a bubble you blow using a straw. This invisible bubble would be lighter than the bubble you can see, because it is nothing but air! Though the soap bubbles you have made are filled with air, they are surrounded by soap and water which are heavier than air, and so they float to the ground. The soap mixture on the outside of a bubble is actually made of three very thin layers: soap, water, and another layer of soap. This "sandwich" that is on the outside of a bubble is called a soap film.

          You may have noticed that when you blew into the square bubble wand, a spherical or round bubble came out! This is because as you blow air into the soap film, it surrounds the air by taking up the least surface area it can, which is in a perfect sphere shape.   If you blow too hard, the soap film on the wand will pop, because it cannot stretch enough to hold that quantity of air. 

            Why are bubbles so colorful? The light reflecting in the layer of water sandwiched between thin layers of soap makes rainbow patterns! Sunlight is made up of all colors of light mixed together. When bright light bounces off tiny drops of water, it breaks into colored rainbows of red, orange, yellow, green, blue, indigo and violet.

Technical Project II:

Bath Salts & Soft Water

Bath salts do more than simply scent the water in your tub! Make your bath more relaxing and learn about salts and osmosis. (Adult supervision recommended.)

What You Need:

• Plastic mixing bowl
• Plastic mixing spoon
• 1 cup Epsom salt
• 1 cup sea salt 
• 1/2 teaspoon glycerin
• Fragrance or essential oils (craft or health store)
• Colorant (craft store)
• Liquid soap
• Jar with lid, baby soda bottles* or other airtight container

Note: Epsom salt and glycerin can also be found at drug stores.

What You Do:

1. Mix together the Epsom salt and sea salt in the mixing bowl.
2. Add glycerin to the salt mixture and mix through. The glycerin is not necessary, but it helps the colorant and oil get dispersed evenly through the salt. 
3.  Add a few drops of fragrance or essential oils. Fragrance oils smell pleasant, but essential oils have therapeutic properties. Try using a couple of the following:
   rosemary: stimulating, invigorating,deodorizing
   Lavender: deodorizing and antibacterial
   Chamomile: calming
   Calendula: healing
   Peppermint: stimulating
   Lime: refreshing
   
   
   Note: Essential oils have different grades and must never be taken interally or applied directly on the skin. Use as directed.
4. Add a few drops of colorant. We recommend getting oil-based skin-safe colorant from a craft store or else leaving out the colorant.
5. Wet your hands with tap water, add a drop of soap to your hands, then rub together to form a lather. Observe how much lather forms, then rinse off your hands.
6. Fill a sink with water and add about 1/8 cup of salt mixture to it. Use your hands to stir the water to help the salt dissolve. With your hands still wet from the salt water, add a drop of soap to your hands and rub them together to form a lather. How much lather formed this time? 
7. Store the remaining salts in a jar, keeping the lid on tightly to keep moisture out. Use about 1/4 cup of the salts in your bath.

*Baby soda bottles are ideally sized for storing single use portions of bath salts. If using baby soda bottles, you may find it easiest to fill them using a funnel.

What Happened:

Most likely you found it easier to form lather (and more of it!) when using the water with salt rather than the water with no salt. This is because of the difference between hard water and soft water.

Most households in America have hard water. Hard water has a high mineral content, usually with calcium and magnesium, whereas soft water contains less of these minerals. Calcium and magnesium ions in the hard water react with the soap, forming insoluble gray flakes called soap scum rather than a lather. This means you need more soap to get clean and the bathtub gets a grimy ring around it from the leftover soap scum. One way to soften hard bath water is to add bath salts. The calcium and magnesium ions in the water are replaced with sodium and potassium ions from the salt, allowing the soap to lather much more easily. (If your home has soft water, you may not notice too much of a difference in how well the soap lathers in the water with your bath salts and the water without the bath salts. However, the salt and essential oils will still have a beneficial effect on your skin.)

Another benefit of adding bath salts to your bath has to do with osmosis. Osmosis is the movement of water through a membrane (such as your skin) to achieve equilibrium. Your body contains water and salt, whereas an ordinary bath contains mainly water and very little salt. Therefore, water passes through your skin in an effort to balance the concentration of water and salt in you and in your bath. This excess water causes "pruning" (your fingers and toes wrinkle). Adding bath salts to the water causes a more equal balance of salt and water in both you and in the bath, so less water enters your skin and less wrinkling occurs. Salt is also thought to draw impurities and toxins out of your skin and soothes sore muscles!

Technical Project III:

Sugar Scrub Project

You already know sugar is tasty and sweet. With this sugar scrub science project—perfect for Mother's Day and beyond—find out how a couple of its other properties make it a treat for your skin, too!

What You Need:

• 1/2 cup granulated white sugar*
• 1/4 cup coconut oil or olive oil
• 8-10 drops essential oil
• 2 drops food coloring
• Plastic mixing bowl
• Plastic mixing spoon
• Jar with lid or other airtight container

What You Do:

1. Add the sugar and coconut oil to the plastic mixing bowl.
2. Mix well, until the sugar and oil are blended together in a paste.
3. Add food coloring and essential oils.
4. Mix well until all food coloring is evenly dispersed throughout.
5. Use the spoon to scoop the scrub into the jar, and close it up tightly.
6. To use, rub the scrub into your skin using a circular motion.
7. For further customization, try adding lemon juice and zest, dried herbs, coffee, and essential oils to your scrub. Ground coffee beans are said to have firming and toning capabilities.

What Happened:

Sugar is more than just a sweet treat! When applied topically, it also offers attractive benefits to the skin. The sugar in this DIY scrub acts as a natural humectant and exfoliant. A humectant is a substance that readily absorbs water from its surroundings. So the sugar in our scrub provides moisturizing properties. Exfoliation is the process by which the outermost layer of dead skin cells is removed, either by mechanical or chemical means. This bath product exfoliates through mechanical means (scrubbing vigorously aided by sugar crystals). This scrub helps to slough off dead skin cells and possibly improve circulation.

*If you find granulated sugar too rough, try using it only your feet, as that skin is typically calloused and not as sensitive as skin on other body parts. Alternately, try making your homemade sugar scrub with caster sugar, which is superfine, or brown sugar.

D. Presentation Evaluation Criteria

	“A” exceptional	“B” very good	“C” Adequate	“D” fair	“F” poor
Content	All material clearly supports the primary message.  Recommendations and conclusions are clear.  All analysis supports the recommendations and conclusions.	Realizes all of the content and is generally very good but shows less detailed analysis and integration.	Contains one or two serious errors or flaws, and one or two minor ones.  Includes one or two fundamental mistakes and misapplications of the business concepts.  Repeats facts for the appropriate sections but includes minimal analysis and has adequate development of the strategic implications and recommendations.	Contains some serious errors or flaws, and usually some minor ones.  Includes some fundamental mistakes and misapplications of business concepts.  Does not include the facts for the appropriate sections of the presentation.	Fails to address many parts of the case.  Contains many serious errors or flaws, and usually many minor ones.  Includes many fundamental mistakes and misapplications of the business concepts.
Coherence	A clearly developed message that flows naturally.  The transitions are smooth.  The presentation is succinct and not choppy.	The flow and transitions are generally smooth but show less polish and practice.	The flow and transitions have one or two major errors.  The presentation shows little polish and practice.	The flow and transitions contain serious flaws.	There is little cohesion between the speakers and the material.
Organization	Follows the format provided in the outline.  Team introductions and the agenda start the formal presentation. The audience has handouts prior to the presentation.  Indicate when you would like to take questions.	Generally follows this outline with one or two minor flaws.	Follows the outline with several major flaws.	The presentation shows little teamwork and coordination between the speakers.	The presentation is generally disjointed and contains numerous organizational flaws.
Creativity	Involved the management team in the presentation.  Made points in a creative way.  Held the audience’s attention throughout.	Presented the conclusions and recommendations with interesting twists.  Held the management team’s attention most of the time.	Some related facts but went off topic and lost the management team’s attention.  Presented the conclusions and recommendations with little or no imagination.	Little creativity or enthusiasm displayed.	Went the through the motions of making the presentation.
Speaking skills	Poised, clear articulation, proper volume, steady rate, good posture and eye contact, confidence.
Balance between speakers	Each speaker has a command of the entire case and is able to address detailed questions in one or two areas not directly responsible for preparing.	The majority of the team has command of the entire case.	Two or three team members have command of the entire case.	One or two team members have command of the entire case.	The entire team generally lacks a command of the case.
Timeliness	Within 2 minutes + of the 20 minute goal.	Within 3 minutes + of the 20 minute goal.	Within 4 minutes + of the 20 minute goal.	Within 5 minutes + of the 20 minute goal.	Within 6 minutes + of the 20 minute goal.
Question responsiveness	The presentation addressed all major questions.  The team anticipated all of management’s questions and prepared responses (e.g., additional Power Point slides).  The team was able to fully address all of management’s questions.	The presentation addressed several  major questions.  The team anticipated some of management’s questions and prepared responses (e.g., additional Power Point slides. The team was able to generally address management’s questions and deferred only one or two minor questions.	The presentation addressed some major questions.  The team anticipated few of management’s questions and prepared responses (e.g., additional Power Point slides. The team was able to address some of management’s questions and deferred  one or two major questions.	The presentation addressed few major questions.  The team anticipated few of management’s questions and did not prepare responses (e.g., additional Power Point slides. The team was able to address few of management’s questions and deferred  two or three major questions.	The presentation did not address major questions.  The team anticipated none of management’s questions and did not prepare responses (e.g., additional Power Point slides. The team was able to address very few of management’s questions and deferred  most major and minor questions.

Presentation analysis assessment form

Team:  _____________________      Case:   __________________________

	“A” exceptional Full point(s)	“B” very good < 0.9 points	“C” adequate < 0.7 points	“D” fair 0.6 points	“F” poor 0.5 to 0 points
Content (2 points)
Coherence (1 Point)
Organization (1 Point)
Creativity (1 Point)
Speaking skills (2)
Balance between speakers (1 Point)
Timeliness (1 Point)
Question responsiveness (1 Point)

Overall presentation score:  ________