solardigm

ENGINEERING
We also affirm our commitment to a vital undergraduate program and acknowledge the importance of teaching both in the classroom and in the laboratory. To further our pursuit of excellence, we seek to foster an intellectually vibrant, collegial atmosphere with a keen appreciation for the values of diversity among our students, staff and faculty, and breadth in our research endeavors.
A large number of industries depend on the synthesis and processing of chemicals and materials. In addition to traditional examples such as the chemical and energy industries, there are increasing opportunities in biotechnology, pharmaceuticals, electronic device fabrication and materials, and environmental engineering. Chemical engineering is essential in these and other fields whenever processes involve the chemical or physical transformation of matter.
A Day in the life of a Chemical Engineer
The headline of the brochure for the American Institute of Chemical Engineers states that chemical engineers are responsible for the production of items, “from microchips to potato chips.” Chemical engineers work in the chemical, fuel, aerospace, environmental, food, and pulp and paper industries, among many others. Responsibilities range from research and design to development, production, technical sales, and, for those with good communication skills, management. Chemical engineering is a problem-solving profession with a practical bias; expect to answer the question “how” more than any other. Chemical engineers translate the discoveries chemists make into real-world products. If a chemist invents a better fertilizer, for example, a chemical engineer might design the method to make mass production of that fertilizer possible. Much of this work is planning: theoretical “modeling” of production processes and analysis that takes place on computer or in preliminary reports. Chemical engineers work with chemists, accountants, human resource personnel, and regulators to create efficient, safe and cost-effective methods of reproducing valuable items. Chemical engineers work in teams, mostly for large corporations. Engineers thrive on the intellectual challenge they get from their work. Good chemical engineers are always trying to refine their systems, improve them, and make them safer and more efficient.
Like all engineers, the would-be chemical engineer must pass a rigorous set of academic requirements. Coursework must include a full spectrum of chemistry courses, some physics, electrical engineering, mathematics, computer science, and biology, as well as some applied materials science courses for those who want to go into manufacturing industries. English courses are extremely helpful, as many chemical engineers must write and review reports. Over 140 colleges and universities offer accredited chemical engineering curricula. Master’s and doctoral degrees are preferred for those who hope to achieve any supervisory or directed research positions. The most difficult thing about becoming a chemical engineer is adapting theoretical knowledge to a practical discipline. Many engineers find it helpful to attend professional seminars and subscribe to publications, such as Chemical Engineering, which explore their area of responsibility in the light of industry breakthroughs. Others enjoy the support of professional organizations, such as the American Institute of Chemical Engineers (AIChE). Employers, for the most part, view chemical engineering as a practical discipline and look for experience in production, manufacturing, or management to verify these traits in potential employees. Each state has its own written exam for chemical engineers who wish to work in the public sector.
The modern discipline of chemical engineering encompasses much more than just process engineering. Chemical engineers are now engaged in the development and production of a diverse range of products, as well as in commodity and specialty chemicals. These products include high performance materials needed for aerospace, automotive, biomedical, electronic, environmental, space and military applications. Examples include ultra-strong fibers, fabrics, dye-sensitized solar cells, adhesives and composites for vehicles, bio-compatible materials for implants and prosthetics, gels for medical applications, pharmaceuticals, and films with special dielectric, optical or spectroscopic properties for opto-electronic devices. Additionally, chemical engineering is often intertwined with biology and biomedical engineering. Many chemical engineers work on biological projects such as understanding biopolymers (proteins) and mapping the human genome. The line between chemists and chemical engineers is growing ever more thin as more and more chemical engineers begin to start their own innovation using their knowledge of chemistry, physics and mathematics to create, implement and mass produce their ideas.
Education
To offer academic programs that prepare students to master physical, chemical, and biological processes, engineering design, and synthesis skills; creatively shape and solve complex problems, such as translating molecular information into new products and processes; and exercise leadership in industry, academia, and government in terms of technological, economic, and social issues.
Research
To provide a vibrant interdisciplinary research program that attracts the best young people; creatively shapes engineering science and design through interfaces with chemistry, biology, and materials science; and contributes to solving the technological needs of the global economy and human society.
Social responsibility
To promote active and vigorous leadership by our people in shaping the scientific and technological context of debates around social, political, economic, and environmental issues facing the country and the world. Chemical engineering occupies a unique position at the interface between molecular sciences and engineering. Intimately linked with the fundamental subjects of chemistry, biology, mathematics, and physics — and in close collaboration with fellow engineering disciplines like materials science, computer science, and mechanical, electrical, and civil engineering — chemical engineering offers unparalleled opportunities to do great things.
Traditionally linked to fuel combustion and energy systems, today's chemical engineers are spearheading new developments in medicine, biotechnology, microelectronics, advanced materials, energy, consumer products, manufacturing, and environmental solutions. A new generation of chemical engineering-trained entrepreneurs are forming innovative new businesses, no doubt influenced by the fact that chemical engineers have served as CEOs of such leading global businesses as 3M, DuPont, Intel, General Electric, Union Carbide, Dow Chemical, Exxon, BASF, Gulf, and Texaco.
People with undergraduate and graduate chemical engineering degrees go on to work in industry, academia, consulting, law, medicine, finance, and other fields. For more information, the American Institute of Chemical Engineers (AIChE) offers an online database that lists the companies that are the most prolific hirers of its members. The Chemical Engineers in Action site shows the variety of things that chemical engineers can do.

Fascinating, influence the future,
he mission of MIT is to advance knowledge and educate students in science, technology, and other areas of scholarship that will best serve the nation and the world in the 21st century.
The Institute is committed to generating, disseminating, and preserving knowledge, and to working with others to bring this knowledge to bear on the world's great challenges. MIT is dedicated to providing its students with an education that combines rigorous academic study and the excitement of discovery with the support and intellectual stimulation of a diverse campus community. We seek to develop in each member of the MIT community the ability and passion to work wisely, creatively, and effectively for the betterment of humankind.
The Institute admitted its first students in 1865, four years after the approval of its founding charter. The opening marked the culmination of an extended effort by William Barton Rogers, a distinguished natural scientist, to establish a new kind of independent educational institution relevant to an increasingly industrialized America. Rogers stressed the pragmatic and practicable. He believed that professional competence is best fostered by coupling teaching and research and by focusing attention on real-world problems. Toward this end, he pioneered the development of the teaching laboratory.
Today MIT is a world-class educational institution. Teaching and research—with relevance to the practical world as a guiding principle—continue to be its primary purpose. MIT is independent, coeducational, and privately endowed. Its five schools and one college encompass numerous academic departments, divisions, and degree-granting programs, as well as interdisciplinary centers, laboratories, and programs whose work cuts across traditional departmental boundaries.

SPACE CAMP:
Pilot Track
Every trainee in the Pilot track will have the opportunity to be the Commander or Pilot of the Space Shuttle in at least one mission. Trainees will also experience the flight simulators at Aviation Challenge.
Flight Sim Introduction
Flight Simulators
GNC Space Piloting
This session introduces the trainees to the information they will need in the flight simulators. Trainees discuss the forces that act upon an aircraft in flight and the basics of aircraft design.
Trainees practice take-off, landing and basic maneuvers in four computer simulations that allow the trainees to see the principles of flight in action.
This activity will test the trainees’ emergency navigation skills for land survival.
This activity will introduce trainees to the reference points and terminology unique to space navigation.
History
In a program started by rocketry pioneer Wernher Von Braun, it is not surprising that Advanced Academy trainees learn much about the history of the space program. The classroom for these lessons is the U.S. Space and Rocket Center Museum and the Davidson Center, home of one of the world’s largest collections of actual space hardware and the mighty Saturn V. In this engaging setting, trainees discover that the space program, like other scientific endeavors, requires the efforts of a wide variety of people and that its accomplishments were the result of incremental tests and experiments.
Early Space History
Mercury Gemini
In this session, trainees find out the inside story behind the beginnings of the space program. Highlights include stories of early rocket scientists and dreamers who perservered despite ridicule from their contemporaries, the reaction of Americans to the Soviet launch of Sputnik and how animals paved the way for manned launches.
Trainees discover how NASA chose the first seven astronauts and what they accomplished.
Here trainees learn the steps that NASA took to test the many maneuvers and procedures that would eventually take us to the moon.

Shuttle Exhibit
Rocket Park/Shuttle Park
Museum Hunt
ADVANCED SPACE ACADEMY® 2010
This session chronicals some of the most exciting moments in the space race. Trainees find out how NASA recovered from the tragic Apollo 1 fire, how engineers designed the vehicles that transported men to the moon and what astronauts and scientists discovered from these trips.
Trainees explore the Space and Rocket Center shuttle exhibit and discuss the highlights of almost thirty years of shuttle flights.
Trainees participate in a scavenger hunt in Rocket Park, a collection of the launch vehicles America used to launch astronauts into space, including one of the Saturns and a full size Space Shuttle model.
Another scavenger hunt allows the trainees to explore all of the space memorabilia inside the Space and Rocket Center museum including a moon rock, an Apollo capsule and last remaining fragment of Skylab.
Astronaut Training (21 hours) NSTA Standard: Physical Science; Motions and Forces
This component of Advanced Academy utilizes the excitement of astronaut training to teach scientific concepts. Advanced Academy trainees can define acceleration, gravity and Newton’s Laws of Motion in terms of their own experiences on a wide variety of training simulators.
1/6th Chair Multi-Axis Trainer G Force
Space Shot
Mars Simulator Climbing Wall IMAX/3-D
The trainees find out how it would feel to walk on the moon, where there is only one sixth of the Earth’s gravity, in this simulator inspired by the Apollo program.
This simulator, modeled after a trainer used in the Mercury program, allows the trainees to experience the disorientation astronauts would feel if a capsule went into a tumble spin.
This simulator is designed to prepare trainees for the forces of acceleration experienced by astronauts during launch. Trainees will feel about four times the force of Earth’s gravity during this simulation.
This exciting simulator launches the trainees 140 feet in 2.5 seconds, allowing them to feel four times the force of Earth’s gravity and 2-3 seconds of freefall.
This motion-based simulation features a jaunt through a fictional Martian theme park.
Although trainees do not undergo the intense physical training of astronauts, they do test their strength on the Mars Climbing Wall.
Advanced trainees experience two Omnimax or 3-D films during the week.
USSRC Proprietary 2010 Page 2 of 5Water Activities
Liftoff Rocketry
Rocket Construction and Launch
Radio Astronomy & Solar Physics
Russian Space History
Area 51
Orbiter and Station Systems
Orbital Mechanics
Orbital Pursuits & Spacebowl
Astronauts train underwater because neutral buoyancy is the closest we can come on earth to creating a weightless environment in which astronauts can train. The activities are designed to create some of those same sensations as well as opportunities for teams to work together and practice team-building skills.
Trainees take the role of a shuttle commander during launch in this computer simulation.
This session teaches trainees some rocketry basics, such as engine placement, reasons for a recovery system, and how to direct the flight of the rocket. Mass and drag, two items that can hinder the rocket’s flight, are also discussed.
Using the knowledge obtained in Rocketry, small groups of trainees will use assorted rocket parts to design and build their own one to three stage rocket. They will see how successful their design was later in the week when they have an opportunity to launch their rocket (weather permitting).
These two sessions give trainees a more in-depth look at the study of the solar system and our sun. They will have an opportunity to listen to either the Sun or Jupiter and gaze through an optical solar telescope to identify sunspots.
Although Advanced Space Academy continues to focus on American space history, this session details the achievements of the Russian Space Program from Sputnik to the present.
This is a set of challenges designed to develop leadership and teamwork skills.
In preparation for their missions, trainees learn about the various systems used in the spacecraft and what to do if a problem with one of the systems should arise.
During this session, trainees learn the mechanics behind docking with the Space Station. They also discover the importance of ground tracking.
These games review information that has been taught throughout the week. Spacebowl is an overall, end of the week review, while Orbital Pursuits focuses on information relevant to the trainees’ final extended 6-hour mission.
Missions (21 hours) NSTA Standard: Science and Technology; Understanding about Science and Technology
The mission is the highlight of a week at Advanced Academy, and missions are better than ever in the new Mission Center Complex. During a mission, the trainees take on the role of a member of mission control or a member of a shuttle flight crew. Throughout the experience, trainees discover that the technological designs have constraints. They also find that the development and use of technology requires the combined efforts of many people.
USSRC Proprietary 2010

For the second consecutive year, the Honeywell Corporation awarded Mrs. Joan Soldano
a full scholarship to attend its Honeywell Space Academy for Educators program, located at the
U.S. Space and Rocket Center in Huntsville, Alabama.  In 2009, Mrs. Soldano was
one of two hundred educators worldwide to participate in the program.
This year, Mrs. Soldano was selected for the Advanced Space Academy program, one of only 
sixteen educators internationally to participate, and one of only nine American educators selected. 
Mrs. Soldano began her nine days at space camp successfully completing the challenge of 
climbing the 32 foot "Pamper Pole" and balancing atop a 10 inch disc. 
While SCUBA diving, Mrs. Soldano  built a lunar outpost at the bottom of a 
30 foot training pool, played underwater basketball with a bowling ball, 
and had a catch with a 100 pound ball.
Mrs. Soldano participated in four mock Space Shuttle missions as CAPCOM 
(sole communicatorwith the commander and pilot), ISS Scientist, INCO and, 
her favorite role, commander of a three hour mock mission, successfully keeping 
her "cool" and landing the orbiter with pinpoint accuracy while numerous anomalies were
thrown her way.
Honeywell also sent all Advanced Space Academy participants to the Kennedy Space Center
in Cape Canaveral, Florida for two full days of educational workshops, including a 
VIP tour. This tour allowed the educators to enter the Vehicle Assembly Building, 
the International Space Center's Processing Facility, and to be a stone's throw away
from Launch Pad A, the site of the Apollo and Shuttle launches.
Congratulations, Mrs. Soldano, or should we say Commander Soldano?
Next stop. Mars.

When the clock stroke one, all the inhabitants where I live were asleep, but I found myself still pursuing the answer for a physics problem. Life-time moment comes when a person discovers a phenomenon that revolutionizes the science philosophy, but it can also come when one finds the solution to a problem that all of her classmates already gave up. I find a particular excitement in overcoming all the challenges and cherishing at the fulfillment after putting in extended effort. As an adventurous person with the inclination to seek new challenges each day, I developed a keen interest in math and science and relentlessly studied these subjects beyond my class requirements. Throughout high school, I was endowed with the inspiration to become a chemical engineer not only to satisfy my voracious appetite for knowledge, but also to foster my competence and the power to fulfill the needs of the society.
From a science competition to an AP chemistry laboratory experiment, science has been a driving force in my life. My curiosity compels me to constantly question the application of scientific theories and further my pursuit of excellence in mathematics, chemistry, physics, and biology. With the zeal to thrive on the intellectual challenges, whether for an assignment in class or a thought that intrigued me late at night, I engage myself with challenges whenever possible. The resolve I have demonstrated in the past shows my dedication to become a chemical engineer. In tenth grade, I won a scholarship to attend the Advanced Space Academy, where I accepted all the challenges with full enthusiasm and contributed to my team's The Best Team award. This pass summer, I had the opportunity to participate in The Girls Experiencing Engineering program at the University of Memphis, and the Science and Mathematics session at Mississippi Governor's School. I was exposed to the challenges that the modern engineers are facing, the scientific approach that they take, and the fascinating achievements that chemical engineers around the world had accomplished. The full spectrum of chemistry, physics, and mathematics courses, or the problem-solving skills with a vigorous quest of creativity that chemical engineering required did not dishearten me but inspired me to leap further into the realm of science.
Four years ago, when I came to the United States, my world suddenly expanded to encompass many rich opportunities to pursue my educational goals. I realized that I want to be “the change I want to see in the world.” I want to do more than spending a few hours at the hospital with the needed people, tutoring some elementary kids, or participating in a fund raising event. The fast-paced technologies and the advancing energy industry brought to light many problems that this and the future generations have to face. From the devastated Oil Spill in 2010 to the deteriorated visage of a breast cancer patient, I want to reach out to help remedy the lost, and I want to use my knowledge in chemistry, physics, and mathematics to implement the ideas that will positively change the world.
To adapt theoretical knowledge to a practical discipline, to focus my attention on real-world problems, to constantly seek for more efficient designs, I am ready for all the challenges ahead. Steve Jobs, co-founder of Apple Inc., once said, “ The ones who are crazy enough to think that they can change the world are the ones who do.” I believed that the ones who determined to follow their dream and compassionate about the well being of other, the ones who embodies the universal responsibility to transform their passions into the positive changes are the ones who will succeed. That's why I constantly push myself to the limit of my capability to pursue my dream of becoming a chemical engineer.

The United Nations Population Division estimated that the world population will reach 7 billion people in 2011. With the rising earth population, the society faces new global challenges such as overcrowding and overusing natural resources. As time progresses, the currently available technologies would be incompetent to solve the problems that constantly arise. As a chemical engineer, I can apply the profound knowledge of mathematic, chemistry, physics, and biology to the invention, development, and production of a diverse range of products. I will contribute to the solving of the technological needs and to fulfill the demands of global economy and human society.
Chemical engineering is also known as the “universal engineering” because of its broad scope of applications. The disciplines of chemical engineering encompass an unlimited opportunities for the chemical engineers to explore and demonstrate their skills. Completed a chemical engineering degree means I fostered my knowledge and developed the that I need to success. My mission is to improve the quality of life on earth, and my big dream of changing the world will start from many small but significant steps of the beginning of my career. I want to make changes in the state where I live. I want to contribute to the growing economy of Mississippi State by bring forth its potentials as a global competitor in science and technologies.
I had an opportunity to talk to the head planner of Mississippi State, he reinforced the advantages of Mississippi State in both location and resources. One can imagine the changes in the landscape of this state in the next several years in parallel with the growth and the emergence of of new industries, such as develop the materials needs for aerospace, biomedical, and electronic applications. With the experiences in production, manufacturing, and management, I will be able to contribute to the demand of the highly educated and skilled professionals and meet the expectation of this unique occupation. I will promote active leadership, and dedicate myself to shape the scientific and technological development, and to improve the social, political, economic, and environmental dimensions in Mississippi State and the world.
The vital importance of chemical engineering in ten or twenty years from now is coupling with the consideration of what that global will look like. Energy crisis, natural disaster, diseases, pollutant are a few inevitable problems that will continue to rise. Therefore, all future chemical engineers will face the challenges of finding the solutions, refine the systems, start new innovations that help paving the way for better life. As a chemical engineer, I will be a thinker, a solver, a practitioner, and an innovator. I want to use my knowledge to mass produce new technologies and system that implement the ideas of renewable resources, waste management, and many medical applications. From a large scale of skyscraper to nano scale of carbon nano tubes, I will contribute to the fulfillment of green environment, reduce hazardous materials, and revolutionize the quality of life.
After complete a rigorous set of academic requirements and thrive from the challenges of chemical engineering courses, I will gain the experience, develop the skills, and foster the intellectual competence to solve real-world problems that involving chemical, fuel, environment, food, and health care. I want to transform the profound knowledge in textbook into the practicable applications that improve the life standard of human kind and the sustaining of life on earth. From Mississippi State to the global economy, I want to possitively ensure that our thoughts and the understanding in the profound knowledge of mathematic, chemistry, physics, and biology will grow to full potential.